Exercise and Healthy Diet for Obesity

Exercise and Healthy Diet for Obesity Obesity is a medical condition that requires long term treatment and intervention in which a regular exercise and healthy diet are probably the most believable two important treatments that could help altering the clinical course of obesity. First of all, exercising on a regular basis is believed to be one of the two most essential factors helping you to get a better health condition. This is because exercising is a process of using the amount of energy from the fat stored in your body.There are many types of exercise in which different modes of exercise produce different physiological responses. However, in my opinion, I think that the most effective type of exercise would be aerobic exercise such as jogging, running, cycling, and swimming. Aerobic exercise most requires you to extensively work out on your large muscles group which particularly includes your leg and core muscles. Moreover, this mode of exercise should take between 30 to 60 minut es and 3 to 5 days per week.As you are exercising, your maximum heart rate intensity should be between 55 to 65 percent of your maximum heart rate, recommended for weight loss. Nonetheless, all beginners should initially start their exercise with a low intensity as the beginners are easily at high risk of joints injury, if you do not begin at the low intensity. In addition to aerobic exercise, there is also another effective mode of exercise which is known as anaerobic exercise whereby weight training is the most common activity for anaerobic exercise.Weight training activity allows your particular muscles to work more and therefore gains more muscle mass. As your muscle mass increases, the rate of metabolism in your body increases as well. Therefore, it is better for you to work on both types of exercise including aerobic and anaerobic exercises as these two modes of exercise would give you a better result in losing your weight. Next, another powerful factor for weight loss besides a regular exercise is ‘a healthy diet’ in which this would effectively help you to lose weight as well.Healthy diet means low calories, low fat, high protein, and carbohydrate restriction in your daily food consumptions. Moreover, this simply means that to eat healthy is to pick fruits or vegetables for the week, plan a meatless day, prefer beans for protein, reduce fat from meats, eat more home cooking and snack with fruits. The power of healthy diet can help you to decrease your body fat more constantly and that would help you to better achieve weight loss.Hence, it is very important that you should refrain from eating sweets and fried food if it is not necessary and instead focusing more on the food with high protein and fibre. However, ‘fasting’ is strictly prohibited for healthy diet as each particular meal should include an adequate five food categories; which are carbohydrate, protein, fat, vitamin, and fibre. Fasting or dieting could cause you to b e starved and that would lead you to malnutrition, which is harmful to your health as your rate of metabolic and muscle mass would reduce rapidly.Metabolic rate of the body is reduced due to fasting or dieting is when your digestive system of your body does not work as well as it does and if when you return to your normal eating, there is a high of possibility for you to get Yo-Yo Effect that might cause you to even gain more weight in a short time. Last but not least, either regular exercise or healthy diet could essentially help you to alter the clinical course of obesity.As regular exercise would decrease your heart rate, blood pressure, cholesterol, body fat and also improve your muscle functions, which these can help the obesity to alter their clinical course. Hence, healthy diet also helps you to decrease your unwanted body fat and increase your rate of metabolism as well. Therefore, it is recommended for the obesity that you should both work on your regular exercise and eat h ealthy food as if you do them together, the more faster the more healthy of your body will become.

My Memorable Vacation

â€Å"My Memorable Vacation† Imagine yourself in Orlando, Fl on a roller coaster that is 90 feet up high, and you are seated front row waiting for a 90 degree drop facing down. â€Å"AHH† I was in that position once. My Vacation to Orlando was awesome. The reason why it is so memorable to me is because I went to a lot of theme parks, I went to see my family, and I had time to relax. To begin with, the theme Parks were incredible. You have Aquatica, Sea World, and Busch Gardens. Bush Gardens is located in Tampa, which it is just a few minutes away from Orlando. The roller coaster that we experienced earlier is found in Busch Gardens. This ride takes you 90 feet high in to the air, then it takes you on a fearful drop down; combined with twist and turns. There was one roller coaster that I went on called The Cheetah Hunt. Of course, me thinking I am brave, I chose to sit in the front row. As I was ready to glance up to the ride engineer, the coaster was shot through a straight path that contained trees and animals all around. I could not be able to feel my face or hands through the whole ride and out. In these Theme parks I had the chance to see different animals interact with each other and even people. I could never forget the thrill and excitement I had. Second, my vacation did not end there. I had the chance to see my family again. Most of my family lives in Orlando. When we get together, we like to throw parties and make a lot of food. We do what most families do, gossip about our lives and our problems. My family tries there hardest to maintain the bond regardless of the distance. The chance to see them again really made me happy and cherish the little moments we share together. What I miss the most is the fact that I would always wake up to breakfast, (cooked by my grandma) and a full house. For some reason we always tried to keep the tradition of having breakfast every morning together as a family no matter what. Being with my family was so much better than being in my house alone. We all had the energy to play games, joke around, and prank each other. My mom’s side of the family is known as the best pranksters ever. Finally, after all the excitement from my family, it only leads to the relaxation time. The environment in Orlando is so peaceful. The weather is cloudy most of the time, it tends to stay windy throughout the whole day. The property are a far distance apart from each other. So, there is a lot of quietness around. I valued the space and peace I had. For instance, now I am piled with the same pounds of stress. There is always something that needs to be done or things that I have to do at the last minute. In Orlando I took time to get a massage at a massage parlor. They play this peaceful music that gets you relaxed and they use body oils that release heat onto the muscles. That gets the body to relax more and ease the pains. Going home feeling refreshed and energized was the best feeling. When I arrived at the hotel, I played a hypnosis CD and began to release my thoughts and relax my body, until I fell asleep. To conclude, my vacation to Orlando was so memorable to me. I had gone to the Theme parks and enjoy rides, I had a chance to spend quality time with my family, and I was able to have time to relax. Memories are the only experiences we have that we tend to cherish the most. Certain things may happen to us that may not have a meaning. But, you would always have that one special memory and mine was the day I took this vacation. Vanessa Valentin-Rosado Enc 0021 Thursday 5:40 – 8:10 Ref: 644451 10-20-11

A Review On Communication And Collaboration Education Essay

A Review On Communication And Collaboration Education Essay Communication and Collaboration Engaging learners in the learning progression encompasses communication and collaboration skills, practices and sympathies. Providing for students requirements is a composite process and it may even be more difficult when a class has learners with special needs or disabilities. In this case, a teacher may find it necessary to interact efficiently with other teachers, school administration, and professional support staff in addition to other special education suppliers. Teacher’s capability to collaboratively work collectively as a group of experts impacts on the learning results desired by all students (Friend therefore, communication can happen across huge distances in space and time. Communication necessitates that the connecting parties share a region of talkative harmony (DeVito, 2005). The communication practice is complete as soon as the receiver has apprehended the meaning of the sender Communication and collaboration goes hand in hand with one another in education particularly in teaching and learning (Bauwens, 1989). There is therefore a need for advanced collaboration among tutors in the schools specifically in centering on ways of boosting collaborative planning timeline adherence and a combined collaborative focus on differentiated learning for students with special needs (Phillips, 1990). The aim of this paper is to refer to communication and collaboration processes and skills that would be utilized by a year level coordinator to encourage collaborative planning timeline adherence and a combined collaborative focus on differentiated learning for students with special needs. The atmosphere of educational collaboration as one essential key to professional sharing of finest practices in the rationalization of schools in order to take care of distinguished learning for learners with special needs will be deliberated. Issues of Collaboration Processes, Collaboration skills, Communication Processes and Communicati on Skills will form the center of discussion in this paper. Communication Processes The fundamental to successful collaborations is communication. There is need therefore for development of collaborative and communicative expertise and skills which could be useful to different scenarios in teaching and learning activities, especially where student with special needs are involved. Communication process takes different forms depending on the parties involved in communication (DeVito, 2005). There is verbal communication in which words are used to exchange message and non-verbal communication which uses sign, body movement, and facial expression to convey message. There is another form called interpersonal communication that occurs between individuals who have a connection or affiliation. Interpersonal communication happens when one sends or obtains messages and when an individual allocate meaning to such messages (DeVito, 2005).

Case Study 6.1 Sparks of Aggression Essay Example | Topics and Well Written Essays - 500 words

Case Study 6.1 Sparks of Aggression - Essay Example It then recommends the necessary actions that the organization needs to take to curb the prevalence of the harmful aggressive behavior. First, there are individual factors that led to the development of the aggressive behavior. Some individuals have a predisposition to aggression. Workers have different variables in terms of attitudes towards revenge, self-control, and negative affectivity. Individuals who have indulged in aggressive acts are more likely to have a dominant aggressive behavior in the future. From the case study, Petro suspects that the student had been spreading some rumors about him. The presence of unconfirmed stories about Pedro depicts that his work history has not been smooth, and there are negative issues that may stimulate an aggressive behavior. Secondly, organizational factors also contribute to aggression in the workplace. Interactions may result in perceptions of frustrations and unfair treatment that stimulate the growth of aggressive behavior in the workplace. The case study captures Pedro saying that the student usually receives special treatment because of his connection with a high official of the credit union. Pedro seemed to have perceived some element of unfairness in the treatment of the student and other employees, and this angered him. Somehow, the top leadership of the organization is to blame for their role in escalating Pedro’s aggression. Additionally, there are specific interpersonal factors that can also lead to aggression in the workplace. They could be groups or individuals within the proximity of the victim that exerts a conforming impact. In the case study, the female employee who had declined Pedro’s advancement seemed to contribute to his emotional instability. The actions of the female employee together with the student seemed to hurt him significantly. That is why he thought that the two staff members made fun of him whenever they conversed. It is

Libraries around the world Essay Example | Topics and Well Written Essays - 250 words

Libraries around the world - Essay Example One can see this in the Reading Room of the Richelieu site, which does not have any walls at all. Other design elements such as the choice of furniture, decoration, lighting, etc. have to complement this principle. This is true across all library designs. Modern libraries, like those found in the United States, would integrate glass wall panels in keeping with the emphasis on space. The only difference is the attempt of library designers to integrate the cultural elements that represent the community where a library is situated. In some countries like the United Kingdom, library design and evolution is closely tide with the education tradition. Nonetheless, designing it is not unlike the way churches are built. The design and structure of church buildings reflect the values, beliefs and spiritual within a community it is built for. This is the same with libraries. In addition, as library holds some philosophical and cultural symbolisms, they assert their own informational, ideological and even nationalistic

A Cross-Sectoral Investigation of Strategic Fit vs Flexibility Dissertation

A Cross-Sectoral Investigation of Strategic Fit vs Flexibility - Dissertation Example 6.4.1 Employee Satisfaction 46 6.4.2 Service Quality 47 6.4.3 Customer Satisfaction 49 6.5: Conclusion 50 Chapter 7 - Conclusion 51 7.1: Contributions of the Research 53 7.2: Implications of the Research 55 7.2.1 Implications for Public Sector Organisations 55 7.2.2 Implications for Future Research 57 7.3: Limitations of Study 59 7.4: Final Conclusion 59 References 61 72 Appendix I: Interview Transcripts and Coding 73 Appendix I.1: Organisation A (Public Sector) 74 Appendix I.2: Organisation B (Private Sector) 101 Appendix II: Conceptual Models 124 125 Organisation A Conceptual Models 126 Appendix II.2 131 Organisation B Conceptual Models 131 Organisation A Conceptual Models 137 Appendix II.2 142 Organisation B Conceptual Models 142 Acknowledgements Without the continued emotional and financial support provided by my parents, I may have not reached the end of this journey. During my studies there were times when work commitments and intermittent financial stress made me believe that I would not be able to see this journey through. It was during these times, and many others, that my parents' words of encouragement and their confidence in my ability gave me the motivation to persist. No words of thanks can adequately express the depth of my appreciation and love. I would also like to seize this opportunity to personally thank my supervisor, . I cannot express the extent to which his encouragement, support, understanding and, above all, his prompt, constructive and greatly appreciated criticism and feedback, were invaluable to the research, writing and completion of this study. Thank you. Abstract Strategic human resource management is, undoubtedly, an integral factor in organisational success but, it only represents an element within the... 1.1: Introduction Focusing on the prevalent organisational structure and management distinctions between the private and the public sector, the dissertation aims to demonstrate the tendency of the public sector to adhere to outmoded and inefficient management models as compared to the best practices models, strategies, tools and mechanisms adopted within the private sector. The disparity between public and private sector management styles and paradigms is customarily justified through reference to organisational structural differences. This dissertation takes a contrary position, arguing that even though there may exist structural differences between public and private sector organisations, the differences are not such as to prevent the successful implementation of private sector management strategies and paradigms in public sector organizations, as would allow for the adoption of Total Quality Management lending to the evolution of an effective and efficient human resource. These statements and argum ents shall be validated through a review of the literature on public and private sector organisations and contemporary management strategies and, solidified through the results of the field study. 1.2: Importance of Topic The current study proposes to examine the similarities and differences between the public and the private sector for determination of whether or not private sector management strategies withstand successful adaptation to, and implementation in, the private sector.

Propaganda during World War 1 and World War 2 Research Paper

Propaganda during World War 1 and World War 2 - Research Paper Example In 1914 the War Propaganda Bureau were created in Great Britain. Bureau implemented propaganda among the soldiers and the population of the foreign countries.   In August 1915 the propaganda service was created in France. The activity was held by means of leaflets spreading. In 1917 the United States Committee on Public Information ruled by George Creel was created. The main task of the committee was to mobilize the public opinion inside of the country to support both the participation of America in War and the peacemaking efforts of Wilson due to the public opinion split straight after the war was declared. Creel’s committee started working not having any tested tools of mass media. Thus, it was necessary to improvise. As that time there was no developed radio and television for the fast spreading of information, the committee formed the mobile groups of volunteers. The main goal of such organizations was to make people think that the opponents wanted to destroy the country and they were not going to stop (Lasswell, 1972:40). The activity of the created organizations, which dealt with propaganda were successful and brought good results. For example, more people started entering such organizations as Red Cross. Less people tended to join those who propagated the end of the war and peace establishment (McQuail, 1969:5). Germany became the victim of the informational and psychological operations of the opponents. Under the informational pressure the revolution started in Germany and led to its failure.

Covering the full semester of learning Critical Thinking Term Paper

Covering the full semester of learning Critical Thinking - Term Paper Example Life is understood through the perceptions people hold about how events take place, why they take place, and how much control they had over how they came to pass. Covey (2004) describes an event called a paradigm shift, which means that the way in which life is perceived shifts towards a new idea of how life can work. A paradigm shift happens when the way in which life is perceived is shifted to a new understanding. This initial concept created its own paradigm shift for me as I began to see how life could be approached in different ways from which I had originally believed. Through learning more about what Covey (2004) presented, I began to think that possibilities were broader and more available than what I originally perceived as my own limitations. Knowledge creates new ideas and transforms the way in which something is put into context with beliefs about the world. Learning, then, is the conduit through which knowledge can create meaningful change. One can say that multiple inte lligences define how that learning is achieved and perceived. The understanding that intelligence comes in many forms supports the many levels of perception that exist (Gardner, 1983). Change comes then from how personal intelligences perceive and receive knowledge and utilizes it towards meaningful change. The way in which the individual approaches life can be seen through the centers on which they focus their lives. Covey (2004) describes the center by first stating that it is not necessarily an easy place to identify. The center of one’s life is defined by what is important, which is usually what provides security and guidance. Wisdom and power are not always derived from that center, but should be sought as a part of how one centers their life in order to elevate the nature of how life is lived. The center of one’s life can be a bad place too, which shadows every move they make and keeps them bound by rules they have defined, but may not be from a place of truth. E piphanies and centers can come simultaneously at times. In reading the book Left to tell: Discovering God amidst the Rwandan holocaust, Immaculee Llibagiza (2008) I discovered that Immaculee found faith in the midst of a threat against her life. Her shift occurs as she takes her life from a place of fear to that of a place of faith in which she believed that God would keep her from harm. Her fears were so strong that they had been the center of her life, but in finding that she believed that God would hold her from harm, she shifted the center of her thoughts from fear to faith. How we see the center of our life and how our habits support that center creates effectiveness or ineffectiveness in achieving goals and outcomes. Habits, Covey (2004) writes, are â€Å"the intersection of knowledge, skill, and desire†, which in the case of Llibagiza (2008) were no longer relevant to war time existence. Her daily habits and the knowledge and skill with which she existed were not a par t of the new existence of living in daily fear and hiding. She had to shed all of her old habits and form new ones that matched her environment. Between the concepts of habit that Covey (2004) explains and the disruption that Llibagiza (2008), it is clear that habits often must be changed to promote survival, but

Toyota Operations Exposure Assignment Example | Topics and Well Written Essays - 4250 words

Toyota Operations Exposure - Assignment Example This paper is aimed at the provision of an in-depth analysis of the impact of the exchange rate movements in the manufacturing and sales of Toyota in Europe. The paper begins by providing the reasoning behind a long time it took for Toyota to shift manufacturing of Europe sales operations to Europe, followed by an analysis of the impact of British Pound joining the European Monetary on Toyota, short-term and long-term problems that faced Toyota, and solutions to the determined problems provided. The reasons for the Toyota taking so long in moving manufacturing operations to Europe sales to Europe include the capital intensiveness and complexity of manufacturing production. The need for Toyota enjoying economies of scale and scope in the production of vehicles destined for global locations and avoiding the capital requirements for the development of manufacturing locations in Europe. The possibility of increasing production in Japan at a low cost per unit would have been the other reason behind the long period taken by Toyota to set up manufacturing plants and capacities in Europe until 2004. The lack of manufacturing plants in Europe resulted in losses to Toyota in Europe sales owing to an operational exposure that arose from the euro losing value compared to the Japanese Yen (Khan & Jain, 2007, 35). The reasons for Toyota continuing to incur losses through not setting up manufacturing plants in Europe include the need to maintain competitiveness in the Europe market (Kandi l, 2000, 4). Another reason that could have made Toyota take time in making the decision to set up manufacturing plants in Europe for Europe sales is the large size of the company with massive production capabilities in Japan. The large amounts of  production in Japan allowed for efficiency, greater employee understanding, high technology and smooth operations, factors that must be developed in new manufacturing plants affecting the ability of the company to deliver quality and at a lower cost.

Cases on Contract Essay Example for Free

Cases on Contract Essay The defendant made the highest bid for the plaintiffs goods at an auction sale, but he withdrew his bid before the fall of the auctioneers hammer. It was held that the defendant was not bound to purchase the goods. His bid amounted to an offer which he was entitled to withdraw at any time before the auctioneer signified acceptance by knocking down the hammer. Note: The common law rule laid down in this case has now been codified in s57(2) Sale of Goods Act 1979. Fisher v Bell (1960) A shopkeeper displayed a flick knife with a price tag in the window. The Restriction of Offensive Weapons Act 1959 made it an offence to offer for sale a flick knife. The shopkeeper was prosecuted in the magistrates court but the Justices declined to convict on the basis that the knife had not, in law, been offered for sale. This decision was upheld by the Queens Bench Divisional Court. Lord Parker CJ stated: It is perfectly clear that according to the ordinary law of contract the display of an article with a price on it in a shop window is merely an invitation to treat. It is in no sense an offer for sale the acceptance of which constitutes a contract. PSGB v Boots (1953) The defendants shop was adapted to the self-service system. The question for the Court of Appeal was whether the sales of certain drugs were effected by or under the supervision of a registered pharmacist. The question was answered in the affirmative. Somervell LJ stated that in the case of an ordinary shop, although goods are displayed and it is intended that customers should go and choose what they want, the contract is not completed until, the customer having indicated the articles which he needs, the shopkeeper, or someone on his behalf, accepts that offer. Then the contract is completed. Partridge v Crittenden (1968) It was an offence to offer for sale certain wild birds. The defendant had advertised in a periodical Quality Bramblefinch cocks, Bramblefinch hens, 25s each. His conviction was quashed by the High Court. Lord Parker CJ stated that when one is dealing with advertisements and circulars, unless they indeed come from manufacturers, there is business sense in their being construed as invitations to treat and not offers for sale. In a very different context Lord Herschell in Grainger v Gough (Surveyor of Taxes) [1896] AC 325, said this in dealing with a price list: The transmission of such a price list does not amount to an offer to supply an unlimited quantity of the wine described at the price named, so that as soon as an order is given there is a binding contract to supply that quantity. If it were so, the merchant might find himself involved in any number of contractual obligations to supply wine of a particular description which he would be quite unable to carry out, his stock of wine of that description being necessarily limited. Carlill v Carbolic Smoke Ball Co (1893) An advert was placed for smoke balls to prevent influenza. The advert offered to pay  £100 if anyone contracted influenza after using the ball. The company deposited  £1,000 with the Alliance Bank to show their sincerity in the matter. The plaintiff bought one of the balls but contracted influenza. It was held that she was entitled to recover the  £100. The Court of Appeal held that: (a) the deposit of money showed an intention to be bound, therefore the advert was an offer; (b) it was possible to make an offer to the world at large, which is accepted by anyone who buys a smokeball; (c) the offer of protection would cover the period of use; and (d) the buying and using of the smokeball amounted to acceptance. Harvey v Facey (1893) The plaintiffs sent a telegram to the defendant, Will you sell Bumper Hall Pen? Telegraph lowest cash price. The defendants reply was Lowest price  £900. The plaintiffs telegraphed We agree to buy †¦ for  £900 asked by you. It was held by the Privy Council that the defendants telegram was not an offer but simply an indication of the minimum price the defendants would want, if they decided to sell. The plaintiffs second telegram could not be an acceptance. Gibson v MCC (1979) The council sent to tenants details of a scheme for the sale of council houses. The plaintiff immediately replied, paying the  £3 administration fee. The council replied: The corporation may be prepared to sell the house to you at the purchase price of  £2,725 less 20 per cent.  £2,180 (freehold). The letter gave details about a mortgage and went on This letter should not be regarded as a firm offer of a mortgage. If you would like to make a formal application to buy your council house, please complete the enclosed application form and return it to me as soon as possible. G filled in and returned the form. Labour took control of the council from the Conservatives and instructed their officers not to sell council houses unless they were legally bound to do so. The council declined to sell to G. In the House of Lords, Lord Diplock stated that words italicised seem to make it quite impossible to construe this letter as a contractual offer capable of being converted into a legally enforceable open contract for the sale of land by Gs written acceptance of it. It was a letter setting out the financial terms on which it may be the council would be prepared to consider a sale and purchase in due course. Harvela v Royal Trust (1985) Royal Trust invited offers by sealed tender for shares in a company and undertook to accept the highest offer. Harvela bid $2,175,000 and Sir Leonard Outerbridge bid $2,100,000 or $100,000 in excess of any other offer. Royal Trust accepted Sir Leonards offer. The trial judge gave judgment for Harvela. In the House of Lords, Lord Templeman stated: To constitute a fixed bidding sale all that was necessary was that the vendors should invite confidential offers and should undertake to accept the highest offer. Such was the form of the invitation. It follows that the invitation upon its true construction created a fixed bidding sale and that Sir Leonard was not entitled to submit and the vendors were not entitled to accept a referential bid. Blackpool Aero Club v Blackpool Borough Council (1990) BBC invited tenders to operate an airport, to be submitted by noon on a fixed date. The plaintiffs tender was delivered by hand and put in the Town Hall letter box at 11am. However, the tender was recorded as having been received late and was not considered. The club sued for breach of an alleged warranty that a tender received by the deadline would be considered. The judge awarded damages for breach of contract and negligence. The councils appeal was dismissed by the Court of Appeal. ACCEPTANCE Brogden v MRC (1877) B supplied coal to MRC for many years without an agreement. MRC sent a draft agreement to B who filled in the name of an arbitrator, signed it and returned it to MRCs agent who put it in his desk. Coal was ordered and supplied in accordance with the agreement but after a dispute arose B said there was no binding agreement. It was held that Bs returning of the amended document was not an acceptance but a counter-offer which could be regarded as accepted either when MRC ordered coal or when B actually supplied. By their conduct the parties had indicated their approval of the agreement.

Chemical Tests for Biomolecules

Chemical Tests for Biomolecules Kaneshanathan Kumaraguru Contents (jump to) Introduction Objective Materials Methodology Results Discussion Conclusion References Introduction A macromolecule is â€Å"a molecule of high relative molecular mass, the structure of which essentially comprises the multiple repetitions of units derived, actually or conceptually, from molecules of low relative molecular mass† (Jenkins et al., 1996, p.2289). Carbohydrates are made of monosaccharides, which typically consist 5 or 6 carbon straight saturated chain (Bochkov, Zaikov and Afanasiev, 1991, p.2). Proteins are made up of one or more polypeptides which consist of chains of amino acids connected by peptide bonds (Walsh, 2004, p.2). Objective To identify the macromolecules (carbohydrates and proteins) by using various chemical assays. Materials Samples – Glucose, lactose, fructose, starch, sucrose, tyrosin, tryptophan and egg albumin. Reagents – Molish’s reagent, iodine solution, benedict’s solution, barfoed’s reagent, seliwanoff’s reagent, ninhydrin solution and millon’s reagent. Other chemicals – Concentrated H ­2SO4, AgNO3, dilute NaOH, dilute NH4OH, concentrated HNO3, NaNO2/dilute HCl and sulpanilic acid. Equipments – Bunsen burner, pipett, beakers and test tubes. Methodology Tests for carbohydrates (glucose, fructose, lactose, sucrose and starch). Molisch’s test Using a transfer pipette, 1ml of each carbohydrate solution was poured into five test tubes. Then few drops of Molisch’s reagent was added into each test tube using a transfer pipette and mixed well. Then 2ml of concentrated H2SO4 was added down the sides of the test tubes. Iodine test Using a transfer pipette, 1ml of each carbohydrate solution was poured into five test tubes. Then 3 drops of diluted I2 was added into each test tube using a transfer pipette. Benadict’s test Using a transfer pipette, 5ml of Benadict’s solution was poured into five test tubes. Then 1ml of each carbohydrate solution was added into each test tube using a transfer pipette and was mixed well. Test tubes were then heated in a water bath for 3 minutes. Barfoerd’s test Using a transfer pipette, 1ml of each carbohydrate solution was poured into five test tubes. Then 5ml of Barfoerd’s solution was added into each test tube using a transfer pipette and was mixed well. Test tubes were then heated in a water bath for 3-4 minutes. Seliwanoff’s test Using a transfer pipette, 5ml of Seliwanoff’s reagent was poured into five test tubes. Then 5-6 drops of each carbohydrate solution was added into each test tube using a transfer pipette and was mixed. Test tubes were then heated in a water bath for exactly 30 seconds. Tollen’s test Using a transfer pipette, 1ml of AgNO3 was poured into five test tubes. Then using a transfer pipette, dilute NaOH was added until a slight precipitate was formed. Then dilute NH4OH was added until the precipitate just dissolved. 1ml of each carbohydrate solution was then added into each test tube using a transfer pipette. Test tubes were then heated in a water bath for 5 minutes. Tests for amino acids (tyrosine and tryptophan) and protein (egg albumin). Ninhydrin test Using a transfer pipette, 0.5ml of 0.02% amino acid solutions and protein was poured into three test tubes. Then 1ml of Ninhydrin solution was added into each test tube using a transfer pipette and was heated in a water bath for 3-4 minutes. Xanthoproteic test Using a transfer pipette, 2ml of 0.02% amino acid solutions and protein was poured into three test tubes. Then 2ml of concentrated HNO3 was added into each test tube using a transfer pipette and was heated in a water bath for 1-2 minutes. Millon’s test Using a transfer pipette, 2ml of 0.02% amino acid solutions and protein was poured into three test tubes. Then 3-4 drops of millon’s reagent was added into each test tube using a transfer pipette and was heated in a water bath for 3-4 minutes. Pauly’s test Using a transfer pipette, 1ml of 0.02% amino acid solutions and protein was poured into three test tubes. Then 1ml of sulphanilic acid was added into each test tube using a transfer pipette. 1ml of dilute HCl was then added into three separate test tubes. All six test tubes were kept in ice bath for 3 minutes. Then the amino acids / protein solutions were mixed with 1ml of dilute HCl in the test tubes and were kept in the ice bath again. Few drops of NaOH were then added to the test tubes in the ice bath. Results For carbohydrates Test Compounds Observation Inference Molisch’s test Starch Presence of purple colour ring The compound is a carbohydrate Glucose Presence of purple colour ring The compound is a carbohydrate Fructose Presence of purple colour ring The compound is a carbohydrate Lactose Presence of purple colour ring The compound is a carbohydrate Sucrose Presence of purple colour ring The compound is a carbohydrate Iodine test Starch Presence of blue-black complex The compound is a polysaccharide Glucose Absence of blue-black complex The compound is not a polysaccharide Fructose Absence of blue-black complex The compound is not a polysaccharide Lactose Absence of blue-black complex The compound is not a polysaccharide Sucrose Absence of blue-black complex The compound is not a polysaccharide Benadict’s test Starch Absence of brick-red colour precipitate The compound is a non- reducing sugar Glucose Presence of brick-red colour precipitate The compound is a reducing sugar Fructose Presence of brick-red colour precipitate The compound is a reducing sugar Lactose Presence of brick-red colour precipitate The compound is a reducing sugar Sucrose Absence of brick-red colour precipitate The compound is a non- reducing sugar Barfoerd’s test Starch Absence of red colour precipitate The compound is not a monosaccharide Glucose Presence of red colour precipitate The compound is a monosaccharide Fructose Presence of red colour precipitate The compound is a monosaccharide Lactose Absence of red colour precipitate The compound is not a monosaccharide Sucrose Absence of red colour precipitate The compound is not a monosaccharide Seliwanoff’s test Starch Absence of red colour complex The compound contains an aldehyde group Glucose Absence of red colour complex The compound contains an aldehyde group Fructose Presence of red colour complex The compound contains a ketone group Lactose Absence of red colour complex The compound contains an aldehyde group Sucrose Presence of red colour complex The compound contains a ketone group Tollen’s test Starch Absence of silver mirror The compound is a non- reducing sugar Glucose Presence of silver mirror The compound is a reducing sugar Fructose Presence of silver mirror The compound is a non- reducing sugar Lactose Presence of silver mirror The compound is a reducing sugar Sucrose Absence of silver mirror The compound is a non- reducing sugar For amino acids and protein Test Compounds Observation Inference Ninhydrin test Egg albumin Absence of purple colour complex The compound is not an amino acid Tryptophan Presence of purple colour complex The compound is an amino acid Tyrosin Presence of purple colour complex The compound is an amino acid Xanthoproteic test Egg albumin Absence of yellow colour complex The compound is a protein Tryptophan Presence of bright yellow colour complex The compound is an amino acid Tyrosin Presence of pale yellow colour complex The compound is an amino acid Millon’s test Egg albumin Absence of pink colour precipitate Tryptophan Absence of pink colour precipitate Presence of tyrosin Tyrosin Presence of pink colour precipitate Pauly’s test Egg albumin Absence of red azo dye Tryptophan Presence of red azo dye Presence of tryptophan/ tyrosin/ histodine Tyrosin Presence of red azo dye Figure 1: Molisch’s test: Figure 2: Iodine test: Figure 3: Iodine test: Presence of purple colour ring Presence of blue-black complex Absence of blue-black complex Figure 4: Benedict’s test: Figure 5: Benedict’s test: Figure 6: Barfoerd’s test: Absence of brick red ppt. Presence of brick red ppt. Absence of red ppt. Figure 7: Barfoerd’s test: Figure 8: Seliwanoff’s test: Figure 9: Tollen’s test   Presence of red ppt. Presence of red colour complex Presence of silver mirror Figure 10: Ninhydrin test: Figure 11: Xanthoproteic test: Figure 12: Millon’s test: Presence of purple colour complex Presence of yellow colour complex Presence of pink colour ppt. Figure 13: Pauly’s test: Presence of red azo dye Discussion The principles of each test: In molisch’s test, concentrated sulfuric acid is used to dehydrate the carbohydrates to form 5-hydroxymethylfurfural, which reacts with the ÃŽ ±Ã¢â‚¬â€œnaphthol to give a purple result (Pavia, 2005, p.446). In iodine test, a blue colour is formed when the iodine is absorbed into the open spaces of amylose molecules in starch (Pavia, 2005. p.451). In benedict’s test, the sugar (reducing sugar) gets oxidized and reduces Cu2+ present in the reagent (Raymond, 2010, p.344). Barfoerd’s test is a test unique for monosaccharide, where cupric hydroxide is reduced in acidic medium to give red colour cuprous oxide (Nigam and Ayyagari, 2008, p.25). In seliwanoff’s test, the ketoses are dehydrated to form furfural derivatives which then condense with resorcinol to give a red colour complex (Nigam and Ayyagari, 2008, p.27). In tollen’s test, silver ammonium salt oxidizes the aldehyde to give glucuronide ammonium salt and metallic silver, which gives the silver mirror effect (Brito-Arias, 2007, p.5). In Ninhydrin test, free ÃŽ ±Ã¢â‚¬â€œamino acid radical reacts with ninhydrin to give a blue-violet complex (Malhotra, 2003, p.23). In xanthoproteic test, benzene ring is nitrated with nitric acid which produces a yellow compound (Sim et al., 2008, p.611). In Millon’s test, hydroxybenzene radical of phenolic amino acids (tyrosine) react with millon’s reagent to form a red colour complex (Nigam and Ayyagari, 2008, p.41). In pauly’s test, sulfanilic acid in the reagent gives a diazonium compound in the presence of nitrous acid and hydrochloric acid, which combines with amines and phenols to form coloured azo-compounds (Nigam and Ayyagari, 2008, p.41). Conclusion Macro molecules presence in the given samples was successfully identified by using the given chemical assays. References Bochkov, A.F., Zaikov, G.E. and Afanasiev, V.A (1991) Carbohydrates. Google Books [Online]. Available at: https://books.google.lk/books?id=BmPTDAnsUb0Cprintsec=frontcoverdq=carbohydrateshl=ensa=Xei=bXlKVavSGImTuAS7jYG4CQsqi=2ved=0CCMQuwUwAQ#v=onepageq=carbohydratesf=false (Accessed: 7 May 2015). Brito-Arias, M. (2007) Synthesis and Characterization of Glycosides. Google Books [Online]. Available at: https://books.google.lk/books?id=X9ZTg47alJkCpg=PA5dq=Tollens+testhl=ensa=Xei=2GhKVY3HOI2QuATD1YF4ved=0CDEQuwUwAw#v=onepageq=Tollens%20testf=false (Accessed: 7 May 2015). Jenkins, A.D, Kratochvil, P., Stepto, R.F.T. and Suter, U.W. (1996) `Glossary of basic terms in polymer science`, Pure and Applied Chemistry, 68(12), pp. 2287–2311, ISSN [Online]. Available at: http://www.degruyter.com/view/j/pac.1996.68.issue-12/pac199668122287/pac199668122287.xml (Accessed: 6 May 2015). Malhotra, V.K. (2003) Practical Biochemistry for Students. Google Books [Online]. Available at: https://books.google.lk/books?id=LHa1G131MuYCpg=PA23dq=Ninhydrin+testhl=ensa=Xei=GGxKVavVMMSSuATEsYDADwved=0CB4QuwUwAA#v=onepageq=Ninhydrin%20testf=false (Accessed: 7 May 2015). Nigam, A. and Ayyagari, A. (2008) Lab Manual in Biochemistry: Immunology and Biotechnology. Google Books [Online]. Available at: https://books.google.lk/books?id=Ws570Ql8krACpg=PA25dq=Barfoed%E2%80%99s+testhl=ensa=Xei=i19KVbD7EJWmuQT5joHADAved=0CCEQuwUwAA#v=onepageq=Barfoed%E2%80%99s%20testf=false (Accessed: 7 May 2015). Nigam and Ayyagari (2008) Lab Manual in Biochemistry: Immunology and Biotechnology. Google Books [Online]. Available at: https://books.google.lk/books?id=Ws570Ql8krACpg=PA27dq=Seliwanoff%E2%80%99s+testhl=ensa=Xei=pWhKVcjcDoyouwSMj4HYCAved=0CB4QuwUwAA#v=onepageq=Seliwanoff%E2%80%99s%20testf=false (Accessed: 7 May 2015). Nigam, A. and Ayyagari, A. (2008) Lab Manual in Biochemistry: Immunology and Biotechnology. Google Books [Online]. Available at: https://books.google.lk/books?id=Ws570Ql8krACpg=PA41dq=Millon%E2%80%99s+testhl=ensa=Xei=ymxKVeXJH9GKuATY6IGwDQved=0CCoQuwUwAg#v=onepageq=Millon%E2%80%99s%20testf=false (Accessed: 7 May 2015). Pavia, D.L. (2005) Introduction to organic laboratory techniques: A small scale approach. Google Books [Online]. Available at: https://books.google.lk/books?id=ega5c11VHvkCpg=PA446dq=Molisch%E2%80%99s+testhl=ensa=Xei=rF5KVa39HtHguQSrvIGwCQved=0CCUQuwUwAQ#v=onepageq=Molisch%E2%80%99s%20testf=false (Accessed: 7 May 2015). Pavia, D.L. (2005) Introduction to organic laboratory techniques: A small scale approach. Google Books [Online]. Available at: https://books.google.lk/books?id=ega5c11VHvkCpg=PA451dq=Iodine+testhl=ensa=Xei=Dl9KVfTcHMuxuAT-roCIDgved=0CB4QuwUwAA#v=onepageq=Iodine%20testf=false (Accessed: 7 May 2015). Raymond, K.W. (2010) General Organic and Biological Chemistry. Google Books [Online]. Available at: https://books.google.lk/books?id=iIltMoHUtJUCpg=RA1-PA344dq=Benedict%E2%80%99s+testhl=ensa=Xei=NF9KVcvTOMmxuASL9YH4Cwved=0CCcQuwUwAQ#v=onepageq=Benedict%E2%80%99s%20testf=false (Accessed: 7 May 2015). Sim, K.S., Chin, F.S., Tso, C.P. and Thong, L.W (2008) `Protein identification in latex gloves for bio-compatibility using maximum minimal variation test`, in Osman, N.A.A., Ibrahim, F., Abas, W.A.B.W., Rahman, H.S.A. and Ting, H.N. (ed.) 4th Kuala Lumpur International Conference on Biomedical Engineering 2008. Google Books [Online]. Available at: https://books.google.lk/books?id=sdG-1hN_4TYCpg=PA611dq=Xanthoproteic+testhl=ensa=Xei=gGxKVY3yA9CbuQSa74CwAwved=0CCMQuwUwAQ#v=onepageq=Xanthoproteic%20testf=false (Accessed: 7 May 2015). Walsh, G. (2004) Proteins: Biochemistry and Biotechnology. Google Books [Online]. Available at: https://books.google.lk/books?id=EXTEjL2wTnYCprintsec=frontcoverdq=proteinshl=ensa=Xei=M3pKVdGXJIfGuATTgoCQAQved=0CB4QuwUwAA#v=onepageq=proteinsf=false (Accessed: 7 May 2015). 1 | Page Chemical Tests for Biomolecules Chemical Tests for Biomolecules INTRODUCTION Biomolecules are complex organic molecules. Carbon, hydrogen, oxygen, nitrogen and phosphorus are the atoms that make up most of the biomolecules. These molecules form the basic structure of a living cell. The compounds such as amino acids, nucleotides and monosaccharide’s serve as the building blocks of complex biomolecules. The important biomolecules are proteins, carbohydrates, fats, hormones and nucleic acids (Kimball, 2012). Carbohydrates Carbohydrates are substances which containing the elements carbon hydrogen and oxygen and they have the general formula of Cx (H2O) y. Simple carbohydrates or the entire carbohydrate family may also be called saccharides .They are the most abundant biomolecules belonging to class of organic compounds found in living organisms. The major source of metabolic energy for both animals and plants are carbohydrates (Churms, 1982). Carbohydrates link to with proteins forming glycoproteins and with lipids forming glycolipids. Moreover they are present in DNA and RNA, which are essentially polymers. More than 75% of the dry weight of the plant world is carbohydrate in nature mainly cellulose, hemicelluloses and lignin (Reed, 2005). Carbohydrates are classified on the basis of their behavior on hydrolysis. They have been broadly divided into following three groups: Monosaccharide’s, Disaccharides, Oligosaccharides, and Polysaccharides. Monosaccharide A carbohydrate that cannot be hydrolyzed further to give simpler unit of polyhydroxy aldehyde or ketone is called a monosaccharide. Monosaccharides are single sugars units and there general formula is (CH20) n. Moreover they are colorless, crystalline solids that are freely soluble in water but insoluble in nonpolar solvents. The backbone of monosaccharide is an unbranched carbon chain in which all the carbon atoms are linked by single bonds (GyoÃÅ'ˆrgydeaÃÅ' k and PelyvaÃÅ' s, 1998). One of the carbon atoms is double-bonded to an oxygen atom to form a carbonyl group each of the other carbon atoms has a hydroxyl group. If the carbonyl group is at an end of the carbon chain, the monosaccharide is an aldehyde and is called an aldose, furthermore if the carbonyl group is at any other position the monosaccharide is a ketone and is called ketoses. Glucose, fructose, galactose, and ribose are some examples of monosaccharide. The building blocks of disaccharides like sucrose an d polysaccharides such as cellulose and starch and hemicelluloses are monosaccharide (Ferrier, 1999). Figure 1.1.1 ring structure of monosaccharide molecules. https://www.google.lk/search Figure 1.1.2 monosaccharide molecule showing the aldehyde and ketone group http://academic.brooklyn.cuny.edu/biology/bio4fv/page/monosacchrides.html Disaccharides A Disaccharide is two monosaccharide units linked by an oxide linkage formed by the loss of a water molecule. Such a linkage between two monosaccharide units through oxygen atom is called glycoside linkage. Three most abundant disaccharides are sucrose, lactose, and maltose. In Maltose ÃŽ ± (1→4) glycosidic linkage joins two glucose units, this occurs mainly as a breakdown product during digestion of starch by enzymes called amylases (Owusu-Apenten, 2005). Sucrose is the most abundant disaccharide in nature and it’s mostly found in plants which acts a good transport sugar since it is very soluble and can move in very high concentration. In Sucrose the anomeric carbon atoms of a glucose unit and fructose unit are joined. Moreover lactose the disaccharide of milk consists of galactose joined to glucose by ÃŽ ² (1→4) glycosidic linkage (Denniston, Topping and Caret, 2004). In additionally Sucrose and lactose are heterosaccharides and maltose is homosaccharides as we ll as maltose and lactose are reducing sugars. Sucrose is the only common non reducing sugar. Figure 1.3.1 disaccharides are formed by condensation of two monosaccharide. https://www.google.lk/search?q=disaccharideses_sm=122source Polysaccharides Polysaccharides are complex carbohydrates made up of many monosaccharide joined together by glycosidic bond. They are large, often branched, macromolecules. Their large sizes make them more or less insoluble in water and have no sweet taste (Aspinall, 1982). When all the monosaccharide in a polysaccharide is of the same type, the polysaccharide is called a homopolysaccharide and when more than one type of monosaccharide is present, they are called heteropolysaccharides. Polysaccharides have a general formula Cn (H2O) n-1 where n can be any number between 200 and 2500. Starch glycogen and cellulose are the examples of polysaccharides (Tombs and Harding, 1998). Figure 1.4.1 ring structure of polysaccharides molecules. https://www.google.lk/search?q=polysaccahrideses_sm=122source=lnmstbm=ischsa Proteins Cells are made of protein. Proteins are the most versatile class of molecules in living organisms. All proteins contain C, H, N, O some S, P, Fe, Zn, Cu. Proteins contains 20 different amino acids which are encoded by the genetic code and which constitute the building blocks of the proteins in all living organisms (Walsh, 2002). Each protein species contains one or several polypeptide chains of defined amino acid sequence. Their functions are catalysis, transport, hormones and structure. Amino acids are molecules containing an amine group carboxylic acid group and a side chain. Simple proteins contain only polypeptide chains Proteins can be soluble (globular proteins) and insoluble (myosin, fibrinogen) (Whitford, 2005). Figure 1.5.1 classification of proteins and there structures. https://www.google.lk/search?q=protein structurerevid=120848340tbm OBJECTIVES To distinguish between monosaccharide’s and disaccharides. To differentiate between different types of amino acids. To identify an unknown sample of carbohydrate and amino acid. MATERIALS Albumin solution Arginine solution Barfoed reagent Beakers Benedict’s solution Bunsen burner Burner stand Concentrated sulphuric acid Concentrated nitric acid Copper sulphate Fructose solution Glucose solution Glysin solution Iodine solution Lactose solution Molisch’s reagent Ninhydrin solution Pipettes Seliwanoff’s reagent Sodium hydroxide Starch Sucrose solution Test tubes Tyrosine solution Unknown solutions Water bath TEST FOR CARBOHYDRATES METHODOLOGY Molisch’s Test Five test tubes were taken with 1ml of carbohydrate solutions. Few drops of Molisch’s reagent were added to the testubes following with concen.sulphuric acid down the slide of the test tube. The colour change was observed. Iodine test Three drops of Iodine solution was added to each test tube with 1ml of each of the carbohydrate solutions. The colour change was observed. Benedict’s test 1ml of each carbohydrate solutions was taken in five test tubes.5ml of Benedict’s reagent was added to all three test tubes. All five test tubes were placed in a water bath and heated for two minutes. The colour change was observed. Barfoed test 5ml of Barfoed reagent was added with 1 ml of carbohydrate solutions. Test tubes were placed in water bath and heated for five minutes. The colour change was observed. Seliwanoff test 1ml of each carbohydrate solution was added to the test tubes following with 4ml of Seliwanoff reagent. The test tubes were placed in the water bath and heated to two to three minutes. The colour change was observed. Two unknown samples were taken in a test tubes and labeled A and B. Sample A was added to two test tubes. To the sample A the Iodine reagent was added and the colour change was observed. The Benedict’s reagent was added to the sample A of another test tube and was heated in general flame for two minutes and the colour change was observed. The sample B was added to four test tubes. One drop of Iodine reagent was added to the sample B test tube and colour change was observed following with Benedict’s reagent, Barfoed reagent and the Seliwanoff reagent were added to the remaining test tubes with sample B and was heated in the water bath for three minutes and the colour change was observed. TEST FOR AMINO ACID METHODOLOGY Ninhydrin test 1ml of Ninhydrin solution was added into 0.5 ml of 0.02 % amino acid solution in four test tubes. The test tubes were placed in water bath and heated for three to four minutes. The colour change was observed. Xanthoproteic Test 2ml of conc. Nitric acid was added to 2ml of 0.02% amino acid solution in four test tubes. The test tubes were placed in water bath for two minutes and the colour change was observed. Millon’s Test Four drops of Millon’s reagent was added into 2ml of 0.02% of amino acid solution in four test tubes. The test tubes were placed in water bath for four minutes and the colour change was observed. Biurete Test 3ml of 10% of sodium hydroxide was added drop wise to 1% of copper sulphate. The colour change was observed. Two unknown samples were taken in test tubes and labeled C and D. Sample C was added into two test tubes. To the sample C the Biurete reagent was added and the colour change was observed. The Millon’s reagent was added to the sample C of another test tube and was heated in general flame for two minutes and the colour change was observed. The sample D was also added into two test tubes. Biurete reagent was added to the sample B test tube and colour change was observed. Besides Millon’s reagent were added to the remaining test tube with sample B and was heated in the water bath for three minutes and the colour change was observed. RESULTS Test for carbohydrates Test for amino acids DISCUSSION In Molisch’s test all the carbohydrate solution gave a positive result, so as it’s a general test to confirm the molecule is carbohydrate. Iodine test is performed to separate the polysaccharide from monosaccharide and disaccharide as a result in this test only starch gave a positive result since its unbranched molecule. Glucose has a free aldehyde group and fructose has a free ketone group. Thus they react with Benedicts reagent and reduce it to form a reddish orange colour, which is a positive indication of Benedicts reaction .The copper (II) ions in the Benedicts solution are reduced to Copper (I) ions, which causes the colour change. Complex carbohydrates such as starches do not react positive with the Benedicts test. Buiret solution is a blue liquid that changes to purple when proteins are present and to pink in the presence of short chains of polypeptides. The cause of this colour change is because of the copper atom of the Biuret solution reacts with the peptide bonds. Avoid spilling Ninhydrin solutions on your skin, as the resulting stains are difficult to remove. When handling with Concentrated Sulphuric acid wear safety garments to avoid Sulphuric acid getting on self. Do not over heat the amino solutions in water bath since all the proteins may denature moreover colour change cannot be observed. CONCLUSION The unknown solution A is sucrose and it’s a non reducing sugar since in Iodine and Benedict’s test it showed a negative result where there was no colour change in addition to unknown solution B is glucose which is a reducing sugar because in Iodine and Seliwanoff test it gave a negative result remaining colourless and in Benedict’s and Barfoed test it gave a positive result changing its colour from green precipitate to reddish colour solution concluding solution B is glucose. The unknown solution C is protein since positive result was obtained and the solution turned pink in Biurete and Millon’s reagent along with the solution D is an amino acid because it remained colourless in Millon’s test and turned light blue in Biurete test resulting both in negative. References Aspinall, G. (1982). The Polysaccharides. 1st ed. New York: Academic Press. Google books [Online books] Available at: http://books.google.lk (Accessed: 3rd July 2014). Churms, S. (1982). Carbohydrates. 1st ed. Boca Raton, Fla.: CRC Press. Google books [Online books] Available at: http://books.google.lk (Accessed: 3rd July 2014). Denniston, K., Topping, J. and Caret, R. (2004). General, organic, and biochemistry. 1st ed. Boston: McGraw-Hill Higher Education. Google books [Online books] Available at: http://books.google.lk (Accessed: 3rd July 2014). Ferrier, R. (1999). Carbohydrate chemistry. 1st ed. Google books [Online books] Available at: http://books.google.lk (Accessed: 3rd July 2014). GyoÃÅ'ˆrgydeaÃÅ' k, Z. and PelyvaÃÅ' s, I. (1998). Monosaccharide sugars. 1st ed. San Diego: Academic Press. Google books [Online books] Available at: http://books.google.lk (Accessed: 3rd July 2014). Kimball, L. (2012). Biomolecules. 1st ed. Delhi: Research World. Google books [Online books] Available at: http://books.google.lk (Accessed: 3rd July 2014). Owusu-Apenten, R. (2005). Introduction to food chemistry. 1st ed. Boca Raton, Fla.: CRC Press. Google books [Online books] Available at: http://books.google.lk (Accessed: 4th July 2014). Reed, D. (2005). Biomolecular archaeology. 1st ed. Carbondale: Center for Archaeological Investigations, Southern Illinois University, Carbondale. Google books [Online books] Available at: http://books.google.lk (Accessed: 3rd July 2014). Tombs, M. and Harding, S. (1998). An introduction to polysaccharide biotechnology. 1st ed. London: Taylor Francis. Google books [Online books] Available at: http://books.google.lk (Accessed: 4th july2014). Walsh, G. (2002). Proteins. 1st ed. Chichester: J. Wiley. Google books [Online books] Available at: http://books.google.lk (Accessed: 6th July 2014). Whitford, D. (2005). Proteins. 1st ed. Hoboken, NJ: J. Wiley Sons. Google books [Online books] Available at: http://books.google.lk (Accessed: 6th July 2014).

The Birth of Fish; The Death of Oceans Essay -- Essays Papers

The Birth of Fish; The Death of Oceans Overview: Life and death are themselves opposites; then again in our oceans, life sometimes causes death. Over the past few decades, the demand for edible seafood has sky rocketed, resulting in the formation of aquacultures and overfishing. As of now, the two greatest threats to our marine resources result from overfishing and water pollution. Commercial fishing targets key fish species, resulting in an imbalance of the marine ecosystem. In response to the near elimination of these species, an industry has developed to raise these species in farm communities. It was the initial belief of many that aquacultures would help offset the demand for more seafood. However, the result of fish farming has only contributed to the depletion of the fish population and to the pollution of the marine ecosystem. With only limited regulations placed upon fishing companies, they are basically able to have free range over the oceans. Because of this, there have been severe effects on many fish species. Even with regulations such as the law of the sea, which states that a country bordering the ocean has rights to the fishing areas within two hundred nautical miles of its shores, there are considerable abuses. In Pauly and Watson’s article, it states that the preservation of the country’s fisheries is up to the country itself. The country may also give out rights to other countries to fish its waters. When this occurs, there is a great chance the fleets from other countries will attempt to â€Å"garner as much fish as they can† (Pauly, par. 7). These fleets will also have a disregard as far as the preservation of the marine habitat below such as the reefs (Pauly, Counting The Last Fish). Overfis... ...ctober 2003: 32. - â€Å"FISH FARMING.† National Geographic July 2003: 110. - â€Å"GROWING OUR OWN.† Current Science 19 December 2003: 9. - Hayden, T. â€Å"Sharks in the soup.† U.S. News & World Report 16 February 2004: 136. - Naylor, R. â€Å"The Costs of Fish Farming.† Wilson Quarterly Autumn 2000: 114-115. - Reprint of: Naylor, R., et al. â€Å"Effect of Aquaculture on World Fish Supplies.† Nature 29 June 2000. - Pauly, D. and Watson, R. â€Å"COUNTING THE Last Fish.† Scientific American July 2003: 289. - â€Å"Pros and Cons of Fish Farming.† USA Today Magazine June 2001: 129. Raeburn, P. â€Å"OVERFISHING THREATENS OCEAN’S RUTURE.† Business Week 4 March 2002: 73. - Schrope, M. â€Å"Future of Corals is going down the pan.† New Scientist 10 August 2002: 175. - Wagner, C. â€Å"More Trouble for Coral Reefs.† Futurist January/February 2004: 38.

Lord of the Flies essay :: essays research papers

Importance of Leadership Leadership is something that stands out in people. In a group, people tend to look to the strongest person to follow. However, the strongest person may not be the best choice to follow. In Lord of the Flies by William Golding, Ralph and Jack each have leadership qualities. Jack is probably the stronger of the two; however, Ralph is a better leader. He has a better understanding for the boys. He also has more common sense and treats the boys better than Jack.   Ã‚  Ã‚  Ã‚  Ã‚  Ralph shows that he has a better understanding of the boys than Jack. He knows that the boys need some sort of order on the island in order for them to survive. He starts a simple form of government and sets a few rules for them. Even though they don’t last very long, the fact that he tried to help the group is what makes him a better leader. Ralph’s wisdom and ability to look toward the future also has an advantage over Jack. He has a sense to keep his focus on getting off the island. When the fire goes out, Ralph gets upset because the chance to be rescued was gone as well. Ralph enforces his role of leadership as he gives the boys a sense of stability of an authority figure. He keeps the boys in pretty good order at the meeting by making a rule that they can only speak if they have the conch. Ralph knows that the littleuns are afraid and they need shelter to feel more secure. They work together for a while, but as the time goes on the smaller boys want to go play. They slowly lose all their help until Simon and Ralph are the only ones left to work on them. Ralph knows that this is a necessity and keeps bringing it up at the meetings. Jack, on the other hand, is doing nothing but causing chaos.   Ã‚  Ã‚  Ã‚  Ã‚  Jack fails to realize that the boys need security, stability, and order on the island Jack was a leader of the choir before the boys landed on the island. These boys, who were in the choir, still want to follow Jack; however, they have no discipline at all. The only thing that is on Jack’s mind is hunting. He doesn’t care about anything else, except capturing and kill the pigs for some food.

A Night with Alberta Essay -- Personal Narrative Descriptive Essays

A Night with Alberta On a cold winter Saturday night, a wind whips across Washington Square into the canyons of Manhattan. Near New York University’s main dormitory is a small jazz club. The large tinted front windows at street level and the subdued lighting might make a visitor think of an abandoned storefront. However, this small place is where magic can happen. The Cookery is a portal between the present and the past. Entering the club, the host finds my new wife and me a seat. This is both polite and practical for the fresh snow renders the newest patrons blind at first. Once seated at the postage stamped sized tables, the eyes begin to adjust. The cold weather and the premium for space has made it very cramped. Fur coats, down parkas, wool trench coats and the occasional sweatshirt battle for space between chairs. The jazz lovers here run the gamut of New York’s elite to the students of NYU, with all stops in between. Businessmen in two-piece double-breasted business suits sit next to students in neat flannel shirts and jeans. The bodies of the lucky front row patrons shield the stage area from the arctic blast from the door. The stage area lies vacant. An acoustic bass, upright piano and a set of speakers stand as sentinels guarding the stage area. The lighting bathing these silent talismans seems more appropriate to a museum than that of a performance. As we all wait for the music to begin, the room fills with that subdued buzz of countless private conversations. My wife and I order a seemingly appropriate micro-brewed beer, Brooklyn Beer. The mild bitterness and light sparkle of the beer fits the time just right. The beers come in two bottles, each with a complimentary tall glass. The beer and glasses produ... ...hint of a sweet wine. To my pleasant surprise, I find the coffee is a Martini. A sip of the tea reveals Brandy, orange and lemon. The tea is a Sidecar. We sip our contraband beverages as the singer segues into a blues song that is beyond her years. She sings it though with a feeling that only familiarity should provide. The song finishes, and the band takes a break. I take a last sip of my beer as the tobacco aroma seems to fade from my nostrils. I am asked what I would like for my next drink. I open my eyes. The table is again small. Alberta is walking by me to get back to her stairs. I change my drink to a Martini and my wife’s drink to a Sidecar. Somehow, I know it is best to have a drink from the correct era. Alberta stops when she hears my order. She looks at me and says, â€Å"I thought I saw you with us. We’ll be back in ten minutes sonny. I’ll see you there.†

The Handmaid’s Tale – Margaret Atwood – Consider the way Atwood presents Professor Pieixoto’s conference speech in the’Historical Notes’

The anti-utopian novel, ‘The Handmaid's Tale', tells the futuristic story of Offred, a Handmaid of the oppressive Gileadean regime, a society immune to any form of external influence and governed by an elite. It is the ‘Historical Notes' at the end of the novel that help the reader to put one woman's autobiographical record into historical perspective by acting as an epilogue to the tale of Offred. Although not part of Offred's narrative, the notes are part of the novel, working as an essential supplement to the story in a hope to answer some of the many unanswered questions evoked throughout the novel. The notes stand as a framework with which one can use to reflect on Offred's narrative from a point in the distant future, where Gilead is long gone, along with all of the main characters of story. The ‘Historical Notes' are a transcript of a convention held in 2195, two-hundred years after Offred's existence, taking place at the University of Denay, Nunavit in Arctic Canada. The symposium is lead by a male archivist from the University of Cambridge named Professor Pieixoto, proving the notes to be of a view from outside of America. The introduction to the main text of the notes is light, whilst prefacing the main speaker, along with the works for which he is recognised. The main work for which he is recognised is that entitled â€Å"Iran and Gilead: Two Late-Twentieth-Century Monotheocracies, as Seen Through Diaries†, Iran being a country that imposed severe restrictions on the freedom of women and so has a direct link to Gilead. It is ironic that Iran and the United States are famous enemies yet impose similar restrictions upon their people. The name of the university has great significance for the reader as although it's set in one of the first aboriginal self-governing territory in Canada, ‘Denay Nunavit' is also a pun of ‘Deny none of it', in reference to the story as told by Offred. It is through this play on words by Atwood, that the reader is advised to believe Offred's story, whatever explanations or misinterpretations may be offered by the professors, in the ‘Historical Notes'. The Chair of the conference is a woman professor called Maryann Cresent Moon, her name indicating that she is a member of the Native people, along with her associate Professor Johnny Running Dog, suggesting that both women and Native people have substantial status at this point in the future. She begins the conference by addressing the students with notices about several other talks and expeditions taking place, and the reader can grasp that the fact the students go on nature walks and can eat fish, â€Å"Arctic Char†, from the sea, suggests an unpolluted environment contrasting that of Gilead. Professor Cresent Moon goes on to introduce the succeeding speaker, prefacing him along with his work, allowing Professor Pieixoto to then take the stand. Although this epilogue is set two hundred years in the future, it is through her speech that the Professor Cresent Moon reveals that the society of 2195 is more familiar to the society of today than the times of Gilead. However, there are also subtle differences to our society, as primarily, the culture that is presented in the future is characterised by non-Caucasian cultures seemingly studying Caucasian culture, the evidence provided through the names of the professors giving talks, such as Professor Gopal Chatterjee and Professor Johnny Running Dog. Traditionally, Western academia has been characterised by Caucasians studying anthropology, eastern philosophy and eastern religions and so much of the beginning section of the notes, spoken by Professor Cresent Moon, hints a mild ridicule of current academic practice by Atwood. Despite the advances in non-Caucasian academia, the male perspective of the Professor Pieixoto is typical of the historical male dominance and perspective in academic research and seemingly, it's through his seminar that Atwood satirises the methodology and manners of a male academic historian. Professor Pieixoto's jokes about ‘tail' and ‘Frailroads', instead of Femaleroads, have a sexist tone, indicating that sexist attitudes have not changed in the two hundred years that have passed since Offred's time. It is in this context that the nature of the professor's name has meaning as Atwood got the name ‘Pieixoto' from a Brazilian novel where it is the name of a character who continually is reincarnated in the same form. It is here that Professor Pieixoto demonstrates the same masculinist characteristics as those who created the Gilead regime, who had modelled themselves on the Old Testament patriarchs. Pieixoto starts by locating a historical context for Offred's story and goes on to tell his audience that the tale, later titled ‘The Handmaid's Tale' in tribute to Geoffrey Chaucer's ‘Canterbury Tales', came in the form of thirty cassette tapes that were discovered in Maine, in a sealed army footlocker near what used to be the Underground Femaleroad. We are told that each of the tapes began with several songs, â€Å"as camouflage, no doubt†, in order to disguise the nature of the recordings and that the same voice speaks on all of the recordings. Pieixoto also discusses the difficulties in reconstructing the narrative as the tapes were not numbered nor arranged in any particular order, along with the problems associated with the speaker's old-fashioned accent. Therefore, the professors transcribing the story had to guess the intended chronology of the tapes and this provides an explanation for the interrupted structure of the narrative. For all of Pieixoto's detailed account of how he came about Offred's story, he seems to lack concern for Offred as an individual and is more concerned in implementing the authenticity of her tale and its worth as impartial historical evidence. He seemingly avoids the moral issues raised by Offred, claiming â€Å"our job is not to censure but to understand† and most obviously, he is more interested in establishing the identity of her Commander than Offred herself. Surprisingly, Pieixoto cautions his patrons against judging the Gileadean regime too severely, as judgements on events in history are â€Å"culture-specific†. Furthermore, he seems to attempt to justify the establishment of Gilead by claiming that it was under a large amount of pressure due to the rapidly declining birth rate and environmental depravity. Pieixoto goes on to talk about the falling birth rate, elaborating on the reasons that caused it such as abortion, birth control, sexually transmitted diseases and also miscarriages that resulted from exposure to nuclear waste. Using the Bible as a justification, he explains how Gilead rounded up a collection of fertile women by pronouncing all second marriages and non-marital relationships illegal, confiscating the children of these relationships and allowing the women to take on the role of â€Å"walking wombs†. Similarly, Pieixoto clarifies of how Gilead adopted the regime of what he calls â€Å"simultaneous polygamy† rather than â€Å"serial polygamy†, taking inspiration from the Biblical story of Rachel and Leah. Pieixoto explains that similarly to all new systems, Gilead drew on the past for inspiration in creating its ideology. Specifically, he mentions the racial strains that troubled pre-Gileadean America, which Gilead embodied in its main principles, and later talks of how the idea of dumping â€Å"more than one boatload of Jews† into the Atlantic Ocean was one of the ideas dreamt up by one of the two possible Commanders of Offred. It is here that Pieixoto talks of his and his fellow Professor Wade's interest in identifying the author of the tape, but due to her name being concealed by the Gileadean patronym, he's unable to tell the reader anything new about Offred, her life before, within or after the Gileadean regime. However, it is noticeable to the reader than Pieixoto is more interested in identifying the Commander of Offred, as perhaps by discovering his identity and more about him, he can so do the same for Offred. After attempting to research the names used by Offred in her story, after having no leads, Pieixoto comes to the conclusion that the names such as ‘Moira', ‘Luke' and ‘Janine' must have been pseudonyms, in order to protect those that she loved. The two possibilities that Pieixoto offers as the Commander's real identities are Frederick Waterford and B. Frederick Judd, both men leaders of the early Gileadean regime and instrumental figures in the structuring and establishment of Gilead. He runs through what both men contributed to Gilead, starting with Frederick Waterford, revealing that he was â€Å"responsible for the design of the female costumes† and came up with the idea that the Handmaids should be branded by the colour red. He was also responsible for some of the names of the events practiced in Gilead, such as ‘Particution' and ‘Salvaging', taking his inspiration from events in the past, along with the design for the Handmaids costume, which resembled the uniforms of German prisoners of war during WW2. Judd on the other hand is credited with devising the form of the Particution ceremony, rather than the name, and proposed the idea that the Handmaids should be governed by women as he believed that â€Å"the best and most cost-effective way to control women for reproductive and other purposes was through women themselves†. He was also responsible for the dumping of the Jews into the ocean. Although both were childless, there is more evidence to support Frederick Waterford in being Offred's Commander as although his wife wasn't called ‘Serena Joy' or ‘Pam', but instead ‘Thelma', he was into market research and was involved in one of the earliest purges of Gilead after being accused of â€Å"being in possession of†¦ heretical pictorial and literary materials†, as well as â€Å"harbouring a subversive†. However, although all of this evidence points towards him, Pieixoto explains that because historical details of Gilead are few due to the fact that the destruction of records was a regular practice during the purge, it's unlikely that they can be certain of her identity of her Commander as Frederick Waterford. Pieixoto concludes on the note that the final fate of Offred is unknown, and that she may have been recaptured, reached Canada or could have even made her way to England. What he notes as surprising is that if she did escape to Canada or England, why she didn't make her story public, although he recognises that Offred may have wanted to protect what family and friends she had left. However, the aforementioned ‘subversive' is thought to be Nick, a member of both the Eyes and the Mayday movement, and that the men he called in at the end of the novel were sent in order to rescue Offred. The final sentence of the speech, â€Å"Are there any questions? thereby invites the reader to question the issues raised, having heard the two opposite perspectives, by Offred's narrative and the addition of the ‘Historical Notes'. It is at this point that the novel undertakes a moral tone, typical of dystopian literature. The ‘Historical Notes' alter the readers perspective of Offred and her tale, as it can be recognised that she is no longer a living human but an anonymous voice. It appears to the reader that Professor Pieixoto seems to doubt the tes timony of Offred and he attempts to discredit her by claiming her not to have paid attention to the more important issues going on at the time. For the reader, it seems as though Pieixoto has not taken notice of what Offred chose to tell, a tale of suffering and persecution within the regime, and this results in the reader feeling as though the professor is not only paying attention to the wrong things but is also belittling her story. Pieixoto's version of Offred seems surprisingly inept in warmth, humour and the genuine human emotion expressed that the reader will have felt from reading Offred's testament and so ironically, as Offred had predicted, â€Å"from the point of view of history, we'll be invisible†, Pieixoto has partly erased her from history. The narrative technique of the ‘Historical Notes' is entirely different to that of Offred's story, in terms of both its form and language, and so the change in voice from the personal account by Offred to the rather generalised and removed version by Professor Pieixoto forces the reader to take a more moralistic view of what he or she has just read. The historical glance back at Gilead, what preceded it and what was happening in other parts of the world at the same time, has the effect of drawing the experience of Offred much closer to home for the reader. It is unsettling to learn that the Gileadean practices were based on real practices formerly or currently in existence and this serves as a warning by Atwood that the reality of Gilead is not as far away as it seemed when reading Offred's account. After the abrupt ending of the main text of the novel with its leap into the unknown, the epilogue follows and the ‘Historical Notes' are simultaneously a welcome objective explanation of the Gileadean society, a parody of academic conferences and offensive to the reader. The notes are a shock to the readers, as they have just gone through the emotional ups and downs of Offred's account, suffering her torments with her, and is therefore shocking, as intended by Atwood, to hear Offred's life discussed in front of an amused audience, joked about and treated as a quaint relic. The significance of the ‘Historical Notes' to the novel as a whole is that they provide an open ending for the journey which Atwood takes the reader on, allowing each reader to have a different interpretation on the fate of Offred and the other main characters of the novel. It is the last line of the novel, â€Å"Are there any questions? † that signals to the reader that the fate of Offred is debatable, and an ending like this causes the story to stay with the reader some time after finishing reading it, as the ending is left up to the reader to decide upon.

American History-Cold War

This work is an effort to acknowledge the Korean War. This is not an attempt to provide a history. The purpose of this work is to consider the argument that the Korean War was a natural extension of the Cold War and would not have been fought if relations with the U. S and Russia/China were not cold. Many see the Korean War as a mystery. Some parts of it seem almost immune to study and understanding. Statistics tell some things, and chronological narratives can provide a story upon which to hang data and factual information.But the problem is simply that people still do not know very much about the war. It was so complex, both in terms of its causes, and of the progress of the fighting, that the usual methods of reporting do not always tell a clear story. It was (and is) a significant part of American history, and within it are located keys to understanding America's highly transitional role in the increasingly complex world events of the time. The outbreak of the Korean War in 1950 was one of the great sea changes in postwar American history. Like the Trojan horse sent into Troy, President Harry S.Truman's June 1950 decision to intervene in the Korean crisis laid the nation bare to a bombardment of economic, political, military, and social changes. As it turned out, the Korean mobilization went far beyond preparations for America's first undeclared war; it evolved into the nation's de facto Cold War preparedness program, which came to span nearly forty years. The Korean War, which began with the invasion of the Republic of South Korea in June of 1950, can be more easily understood if we consider it as two, perhaps even three, wars.The first phase was between the United Nations and the Democratic People's Republic of North Korea. This period can be considered a victory for the United Nations. Surely there is no other word for the successful landing at Inchon in September 1950, the recapture of the South Korean capital of Seoul, and the approach, by Eighth Army on the west and X Corps on the east, to the Yalu. By the middle of November, the forces of the United Nations had scattered the troops of North Korea's army and occupied most of its territory. The goals of the United Nations, to drive the invader from South Korea, had been accomplished.The second phase, which General of the Army Douglas MacArthur called â€Å"an entirely new war,† began with the Chinese entry into the conflict. This phase must be considered much less successful. In the light of the goals established for the second stage of the war – to expel the Communist Chinese and to occupy and control the territory of North Korea – the war was a failure. But somewhere during the second year of fighting, around November 1951, the nature of the goals changed again. This change may be sufficient to define a third phase of the war.The third phase was marked by the decision to take a defensive posture in Korea. After the defeat at the Chosin reservoir and the slo w United Nations return to the 38th Parallel military victory seemed to be too great a goal. The war became one of attrition, not unlike World War I. The third phase was one of waiting, patrolling, skirmishing, destroying supplies, and attacking to kill rather than to occupy, and negotiating. If the legitimate purpose of war is to create a more perfect peace, as some have suggested, then phase three of the Korean War was its most important.Certainly the long-term goals, as well as the short-term reactions, seemed to be more directed at an easing of the Cold War than at victory in Korea. The decision made by President Harry S. Truman and his advisors to enter the war in defense of South Korea was one of major significance. Some historians believe it may have been predetermined by earlier events leading up to the invasion. On the surface, however, the decision looks like a rather abrupt shift in the administration's policy concerning Korea. The reaction gave Korea more importance than it had previously held for Americans.Later, when Truman authorized General MacArthur to move across the 38th, and seek the occupation of North Korea, that decision did not appear so much out of character. In the final analysis, however, this latter decision introduced a period of military defeat, public concern, and political difficulty. There is much about the fighting during the Korean War that, in an overview, appears paradoxical. The tremendous technological advances made during World War II paid off between 1945 and 1955. Weapon development moved quickly and weapons became more and more complex.Nevertheless, the Korean War was primarily fought with weapons left over from World War II. To a significant degree it was also fought with the strategies and often with the commanders, of that war. It was war fought in the beginning by untrained and unprepared occupation troops, then by â€Å"retreads† (recalled World War II veterans), then by draftees caught up in one of the lo osest conscription nets in modern history. Of course, it was a war in which military methodology and expectancy were severely limited.Finally, we can say that the Korean War verified Clausewitz's understanding that a limited war can be true to its defined goals only as long as it remains subject to political (civilian) control. The Korean War emphatically marked the end of the post-Second World War era. The Sovietization of Eastern Europe, the Greek civil war, the Czech coup, and the Berlin Airlift, not to mention the â€Å"loss† of China to the communists, had all served to erode what had remained of the wartime â€Å"Grand Alliance† between the United States, Great Britain and the Soviet Union that had persisted through the war and to the establishment of the United Nations.But with American, British, French, Dutch, Canadian, Australian, New Zealand, South African, Greek, Turkish, Filipino and Thai troops actually engaged in combat with Communist forces, the Cold War seemed obviously to have taken on a new and far more bitter dimension, and indeed, might no longer even merit the term â€Å"Cold War†. In the words of one scholar, â€Å"Without the Cold War there would have been no Korean War† (Mcmahon 69) In fact, the entry of China into the conflict in late 1950 unleashed apocalyptic imaginings of a Third World War, particularly amongst Americans.Even after the Armistice concluding the Korean War, the Cold War would continue for more than four decades. The Korean War marked a pivotal turning point in the global execution of the Cold War. To understand the larger context—the Cold War—is to understand how and why Korea fundamentally altered the political and economic scene in the United States. First, Korea marked the militarization of Harry Truman's containment policy.Before June 1950, the United States tended to emphasize the economic aspects of containment, during which time it sought to build a strong, free-marketà ¢â‚¬â€based international order to serve as a bulwark against Soviet communism. Once the war in Korea began, however, the United States emphasized military rearmament—here and abroad—to resist perceived Soviet aggression. Second, by militarizing containment as it did, the Truman administration globalized it as well.After Korea, the nation prepared itself ideologically and militarily to resist the Sovietsin every corner of the world. Thus, in the final analysis, the Korean mobilization was a mobilization within a mobilization: the nation began arming for the Korean conflict in the short-term while simultaneously mobilizing for the Cold War in the long-term. Division and Cold War came to Korea first and foremost because of the inability of outside powers, the United States and the Soviet Union, to devise a unification plan that would protect the interests of both (Wainstock 36).From the start the two powers regarded internal political configurations as highly unpredicta ble, so they were disinclined to encourage creation of an indigenous government that crossed zonal boundaries. The best opportunity for the emergence of such a government came in September 1945 with the rise of the KPR, a group that possessed strong linkages with the people's committees at the local level. Had the Americans supported the KPR, thus encouraging the KDP to play coalition rather than class politics, Koreans might have taken the lead in developing a vision of a united, independent country unthreatening to the great powers.Yet the best opportunity in this case does not represent a good opportunity, since such an outcome would have required extraordinary patience and trust on all sides, ingredients that were far from common at the time. The unexpected invasion ushered in a new and much more dangerous phase of the Cold War, not just in Asia but globally. Certain that the attack could only have occurred with the backing of the Soviet Union and China – a correct assess ment, as nowavailable evidence confirms – and convinced that it heralded a bolder and more aggressive worldwide offensive by the communist powers, the Truman administration responded vigorously.It immediately dispatched US naval and air forces to Korea in order to stem the North Korean advance and bolster South Korean defences. When that initial intervention proved insufficient, the administration dispatched US combat troops, which became part of an international force owing to the UN's condemnation of the North Korean invasion. ‘The attack upon Korea makes it plain beyond all doubt’, declared Truman in a 27 June address to the American people, ‘that Communism has passed beyond the use of subversion to conquer independent nations and will use armed invasion and war’ (Malkasian 21).He also revealed, in that same speech, that he was ordering the US Seventh Fleet to the Taiwan Strait, increasing aid to the French in Indo—China, and speeding addit ional aid to the pro—American Philippine government which was battling the radical Huk insurgency. Behind those four interventions – in Korea, China, Indo—China, and the Philippines – lay the American perception that a unified threat of formidable proportions was being mounted against Western interests by a hostile and newly aggressive world communist movement under the leadership of the Soviet Union and its Chinese junior partner.The impact of the Cold War on the Korean War is difficult to overstate. Not only did the Korean fighting lead to an intensification and geographical expansion of the Cold War, threaten a wider conflict between the United States and the communist powers, and foster increased East–West hostility, but it also spurred a huge increase in American defence spending and, more broadly, a militarization and globalization of American foreign policy. Beyond Asia, the conflict in Korea also hastened the strengthening of NATO, the armi ng of Germany, and the stationing of US troops on European soil.‘It was the Korean War and not World War II that made the United States a world military—political power’, diplomat Charles Bohlen has argued. With uncommon unanimity, scholars have affirmed that judgement, identifying the Korean War as a key turning point in the international history of the postwar era. America's ‘real commitment to contain communism everywhere originated in the events surrounding the Korean War’, contends John Lewis Gaddis. Warren I.Cohen calls it ‘a war that would alter the nature of the Soviet—American confrontation, change it from a systemic political competition into an ideologically driven, militarized contest that threatened the very survival of the globe’ (Anthony 42). Yet, as Cohen also notes, ‘that a civil war in Korea would provide the critical turning point in the postwar Soviet—American relationship, and raise the possibilit y of world war, seems, in retrospect, nothing short of bizarre’ (Ball 15). Certainly, in the aftermath of World War II, few places appeared less likely to emerge as a focal point of great power competition.Occupied and ruled by Japan as a colony ever since 1910, Korea factored into wartime councils merely as yet another minor and obscure territory whose future disposition fell on the Allies' already overburdened shoulders. At the Potsdam Conference, the Americans and Soviets agreed to share occupation responsibilities there by temporarily dividing the country at the 38th parallel; they also agreed to work towards the establishment of an independent, unified Korea at the earliest practicable time.In December 1945, at a foreign ministers' meeting in Moscow, the Soviets accepted a US proposal for the establishment of a joint Soviet—American commission to prepare for the election of a provisional Korean government as a first step toward full independence. But that plan soo n fell victim to larger Cold War tensions that militated against any meaningful cooperation, or compromise, between Moscow and Washington. By 1948, the occupation divisions had instead hardened. In the north, a pro—Soviet regime under the leadership of the former antiJapanese fighter Kim took on all the trappings of an independent regime.So, too, did its counterpart in the south: a proAmerican regime headed by the virulently anti—communist Syngman Rhee, a Korean nationalist of long standing. Each side regularly rattled sabres at the other; neither North nor South Koreans could accept a permanent division of their homeland. In 1948, the Truman administration, seeking to extricate itself gracefully from its Korean commitment, began withdrawing US military forces from the peninsula. American defence planners believed not only that US military personnel had become overextended worldwide, necessitating this pullback, but that Korea, in fact, possessed minimal strategic wort h.The North Korean invasion two years later brought a different calculus to the fore. Although it might have lacked great intrinsic strategic value, Korea stood as a potent symbol, especially in view of America's role as midwife and protector of the Seoul regime. Further, the North Korean attack, sanctioned and backed by the Soviet Union and China, threatened America's credibility as a regional and global power every bit as much as it threatened the survival of the South Korean government. To Truman, Acheson, and other senior decision—makers, the stakes at risk in Korea appeared enormous.Consequently, without any dissenting voices being raised, the president quickly authorized US military intervention. ‘If the United Nations yields to the force of aggression’, Truman declared publicly on 30 November, ‘no nation will be safe or secure. If aggression is successful in Korea, we can expect it to spread throughout Asia and Europe to this hemisphere. We are fight ing in Korea for our own national security and survival’ (Roe 90) That statement came right after the entry of Chinese Communist ‘volunteer’ forces into the fray, a development that changed the character of the Korean conflict – and, arguably, the Cold War as well.Truman and his military advisers grew overconfident after MacArthur turned the tide of battle in September 1950 by outflanking the North Koreans with his legendary Inchon landing. The UN forces under his command crossed into North Korean territory on 7 October; by 25 October, some advance units reached the Yalu River, along the North Korean—Chinese border. As they inched closer to Chinese territory, Mao informed Stalin that he had decided to send Chinese troops across the Yalu.‘The reason’, he explained, ‘is that if we allow the United States to occupy all of Korea and Korean revolutionary strength suffers a fundamental defeat, then the Americans will run more rampant to the detriment of the entire East. ’ Mao, too, saw broad regional and global implications in the Korean outcome. MacArthur, who had so cavalierly underestimated the Chinese military threat and whose forces were almost completely driven out of North Korea by the end of November, informed the Joint Chiefs of Staff: ‘We face an entirely new war’ (Paige 12).The world faced an entirely new Cold War by that time as well, one whose boundaries reached well beyond Europe. The emergence of Mao's regime in China, the Sino—Soviet alliance, Soviet and Chinese support for North Korean adventurism, the intervention of US and UN forces in Korea, the subsequent entry of Chinese troops, the presence of communist elements within Southeast Asia's nationalist movements – all ensured that the Cold War would remain a commanding presence in postwar Asia for a long time to come.The Korean War itself dragged on inconclusively until July 1953, when the warring parties signed an armistice that achieved little more than an exchange of prisoners—of—war and a return to the status quo ante bellum. The 38th parallel remained an ominous line of division – not just between North and South Korea, but between the Eastern and Western blocs. With the Korean conflict, the Cold War became increasingly global in scope. In the decade that followed the onset of the Korean fighting, few corners of the world managed to escape the ensnaring web of superpower rivalry, competition, and conflict.Indeed, the principal international flashpoints of the 1950s and 1960s – Iran, Guatemala, Indo—China, the Taiwan Strait, Suez, Lebanon, Indonesia, Cuba, the Congo – lay well beyond the Cold War's original boundaries. Only Berlin, whose contested status triggered Soviet–American crises in 1958 and again in 1961–2, belongs to the set of immediate post—World War II disputes that precipitated the East–West breach in the first place. From the standpoint of the great power struggle, the grounds for defending South Korea were strong.It was believed that if the North Korean aggression succeeded, Indo-China would be almost certain to fall under Communist control, with the aid of whatever Chinese forces were necessary. The snowballing effect of Communist triumphs might make Thailand and Burma relatively easy conquests. Since Indo-China is strategically the key to all South East Asia, the stubborn communist guerrilla movement in Malaya might be expected to gain momentum, with aid from the north, and gun-running to the Huks in the Philippines would not be too difficult.Both in the Philippines and Japan, also, the psychology of Red success would operate powerfully. In the end it might be difficult to hold Japan, especially since she cannot exist, apart from American doles, in the absence of trade with China and South East Asia. As in every crisis of the Cold War, the image of the falling dominoes was allow ed free rein. Thus far the Truman Doctrine had been enforced in Europe, but it had been a dismal failure in East Asia. If now the tremendous triumph of communism in China were capped by further Red gains in Asia the effect on Europe might be decisive.In the United States, too, the result might well be decisive politically for the Truman Administration. Its foes were already making capital bitterly about the non-enforcement of the Doctrine in China. If it collapsed in Asia there would be a mighty outcry indeed. A stage in the Cold War had come which seemed to compel a defense of the Doctrine in Asia. These considerations were sufficient to induce resolute action in Korea, without going to the defense of the United Nations. Up to this time enforcement of the United Nations Charter had not been a compelling motive in Washington.The UN was brushed aside in Greece, and independent action taken to defeat the Communist guerrillas. In Indonesia the United States had brought strong moral pre ssure to bear on the Netherlands in the Security Council, but no troops and planes were sent to fight the Dutch when they defied a UN cease fire order. Nor did the United States mobilize the UN to save the infant Israeli Republic when five Arab states invaded Palestine in 1948 to overturn by force the partition plan adopted by the UN General Assembly.Defiance of the United Nations could not have been more flagrant, but the United States moved no troops and planes to save the victims of Hitler's hate who had gathered in Israel, and who appeared to be on the point of being destroyed by the armies of UN members converging on them from all sides. In the end Israel was saved by her own heroic fighting, with arms obtained largely from communist Czechoslovakia. The United States gave no armed support to Israel as the ward of UN. The Koreans did not ask for the division of their country, even temporarily.They also organized a government which was broadly representative and quite capable of governing the country. But neither the U. S. S. R. nor the U. S. A. would permit this government to function. Each insisted on creating a government for half the country in its own image. In this attempt the Soviets succeeded, but the United States brought a twenty-year emigre back to Korea and permitted him to build himself up into a lifetime despot capable of inviting the American people in their own capital to join him in self destruction.Division having resulted and hardened, two successive attempts to unite Korea by force were made, but the outcome was a great power war which nearly destroyed Korea and did not significantly alter the division of the country. On the contrary, the division was hardened and South Korea was left an overpopulated, undernourished, unviable country, existing only on the military dole of the United States and under a police state government which was a standing invitation to revolution – Red or otherwise.To highlight the argument, it is necessar y to review the years 1945 through 1948. There can be no more striking reflection of Korea's dependence on others than the decision to divide the peninsula into occupation zones in 1945. Koreans had no input in the decision because they had no recognized government or armed forces to defend their interests. They had been swallowed up in the Japanese empire early in the century and were now being freed from that status because of Japan's defeat in a war in which Koreans had contributed more to the losing than to the winning side.Prospects for the peaceful unification of Korea from August 1945 onward were between slim and nil. The first step toward June 25, 1950, had been taken by the great powers—alone. Koreans in 1945 were deeply split among themselves—between close collaborators with the Japanese and underground dissenters; between landowners and peasants; between businessmen and factory workers; between police and civilians. These divisions had festered beneath the s urface before 1945, as the Japanese used the strategy of divide and conquer to ease the task of ruling Korea.The collaborationist issue aside, many of the disputes were foreshadowed in the divisions among exiled independence groups. After liberation from Japan they burst into the open on the peninsula itself. Their existence eliminated any chance for a united indigenous resistance to the country's partition by outsiders. Yet the particular form the divisions took and the ultimate outcome of the resulting conflicts were deeply influenced, indeed often determined, by the foreign presence.That the exiled groups during the Japanese period had looked to outsiders for assistance—Nationalist China and the United States in the case of the Right, the Soviet Union and Communist China in the case of the Left—and that one of the outsiders on each side now occupied half of Korea greatly magnified the problem. The trusteeship issue represented an extreme case, since it was totally c reated by the outsiders. Although the Soviets were able to keep the Korean Left in line on trusteeship, the Americans never persuaded the indigenous Right to support it—or even to exercise restraint in attacking it.Ultimately the United States gave in to Syngman Rhee and abandoned trusteeship, but only because, by September 1947, he represented the best hope for keeping South Korea out of Communist hands, an important U. S. objective in its own right. By the end of 1948, two indigenous governments existed on the peninsula, one exercising authority above the thirty-eighth parallel, one below it, one leftist in orientation and aligned with the Soviet Union, the other rightist and aligned with the United States.It is impossible to imagine this result without the Soviet-American agreement of 1945. If the situation in Korea at the end of 1948 cannot be grasped without reference to the foreign presence since 1945, it is also fair to say that the picture is incomplete without mentio n of the civil conflict that had waxed and waned below the thirty-eighth parallel since the fall of 1946. The unrest began in September with strikes and riots by workers in several cities and soon spread to the countryside, where landlords became frequent objects of attack.Hundreds of civilians and police died in the turmoil. The Left lost heavily in the violence, and for the next year, while unrest was widespread at the village level, it appears not to have been as well coordinated as before. The violence picked up greatly during 1948, with the biggest revolt against government authority beginning in April on Cheju Island. By the end of the year, guerrillas operated extensively on the mainland, so much so that the United States decided to postpone withdrawal of the last of its combat troops from the South.Six of South Korea's eight provinces eventually saw substantial guerrilla activity, which peaked in the fall of 1949 and subsided in the spring of 1950 as a result of strong count eraction by ROK forces. Violence in the South from late 1946 to mid-1950 brought death to some one hundred thousand Koreans. If the Americans were instrumental in suppressing the activity, the Soviets played an integral role in fostering it.Although the general strike in South Korea of September 1946 appears to have begun at the initiative of the Korean Communist Party below the thirty-eighth parallel, the Soviets soon took an active part, giving advice, which the southern rebels often solicited, encouragement, and considerable financial aid. The Soviets also pushed successfully for the merger of the three leftist parties in the two zones and participated in the training and infiltration of North Korean agents and guerrillas into the South.The unrest in South Korea grew in part out of local conditions, but neither its origins nor its course can be understood without devoting heavy attention to activities originating in the North or to actions heavily influenced by the Soviet and Ame rican presence on the peninsula. The local, national, and international forces blended together in a manner that would have made the actual course of events largely unrecognizable with the elimination of any of the three (Stueck 44). On June 25, 1950 NorthKorea invaded South Korea.The invasion was less important in actual strategic terms than in what it symbolized: a confirmation of the aggressive nature of Soviet communism. President Truman attached this symbolism immediately to the war. In his statement issued on June 27 the president declared: â€Å"The attack upon Korea makes it plain beyond all doubt that communism has passed beyond the use of subversion to conquer independent nations and will now use armed invasion and war† (Lowe 120). In response he ordered the Seventh Fleet to protect Formosa, sought U. S. condemnation of the North's aggression, and eventually committed U. S.military forces under the auspices of the United Nations to fight the Korean War. The cold war had suddenly turned into a hot war. But it was a hot war of a peculiar kind. In fact, it was the new face of war in the postwar world. The Korean War was a proxy war fought in Korea but symbolizing the worldwide struggle between the free world and the communist world. If the North Korean invasion symbolized communists' intentions to dominate the world, the U. S. response symbolized the resolve of the United States to resist Soviet domination. It was a critical moment. Metaphysical symbolism replaced tangible objectives as the focal point of war.Such a transcendental transformation had its roots in the original request of economic aid to Greece and Turkey, but it was to have consequences that would reach to the rice paddies of Vietnam. The anticommunism rhetoric was now pervasive and complete. Politicians and people interpreted the meaning of each of these three sets of events – the Hiss conviction and the other charges of domestic communist activities, the invasion of South Korea by the North, and the Chinese intervention into that war – by the standards of that rhetoric and at the same time used these events as proof that the rhetoric was correct in the first place.It was a classic tautology. Understanding and proving arose simultaneously and led to action. And action confirmed the understanding and proof. The Korean War was the linchpin of these final proofs. John Lewis Gaddis (1983) remarked that the widely shared but erroneous impression that the invasion of South Korea was the first military step in the Soviet Union's plan to conquer the world had three important consequences: (1) the transformation of NATO from â€Å"a traditional mutual defense alliance into a[n] integrated military structure† that led to the appointment of a U.S. supreme commander of NATO and the stationing of U. S. troops in Europe; (2) the rearming of West Germany and the signing of a peace treaty with Japan, thus making alliances with old enemies to fight a new enemy; and (3) the approval of National Security Memorandum No. 68, better known as NSC-68 (32). Perhaps the only issue on which the United States and China had significant common interests concerns the Korean peninsula. Washington and Beijing had a strong interest in preventing North Korean acquisition of nuclear weapons.Not only would a nuclear-armed North Korea make a North-South war far more dangerous, but it might also encourage South Korean and Japanese acquisition of nuclear weapons and cause a nuclear arms race in Northeast Asia. Thus, at times Beijing has applied economic pressure on North Korean rulers, assisting U. S. efforts to compel Pyongyang to curtail its nuclear program. Indeed, Chinese policy toward nuclear proliferation into North Korea was one Chinese policy that consistently drew praise from Washington for having â€Å"concerns similar† to America's and for playing â€Å"an important cooperative role† and providing â€Å"critical cooperation† in U. S.efforts to freeze North Korea's nuclear program. China has also been supportive of U. S. efforts to bring about North Korean participation in the four-party peace talks involving the two Koreas, China, and the United States (Guttmann 59). The United States and China also shared an interest in preventing economic and political instability in North Korea from leading to war between the two Koreas. China has contributed to this common objective of a â€Å"soft† rather than a â€Å"crash landing† of the North Korean government by encouraging Pyongyang to open its economy to foreign trade and investment and by supplying it with subsidized energy resources.As the North Korean economy rapidly deteriorated, Beijing supplied Pyongyang with emergency food and clothing supplies. Since then, Beijing has continued to provide North Korea with food, consumer goods, and energy assistance. But even U. S. -China relations on this relatively cooperative issue had tensions. Whe reas Washington's policy toward North Korea was primarily focused on preventing nuclear proliferation, Beijing's policy attached equal weight to its vital interest in preserving its significant influence in a border state located at the intersection of all of the great powers.Moreover, Beijing had even greater interest than Washington in preventing war on the Korean peninsula, insofar as it would be waged on China's border and could spill over into Chinese territory. U. S. China friction results from Washington's frustration when Chinese caution inhibits Beijing from applying greater pressure on the North Korean leadership. Thus far, U. S. -China common interests in regional stability have prevailed, but should the U. S. -North Korean agreement collapse, U. S. -China tension over North Korea could intensify.The nuclear problem on the Korean peninsula was, in part, a holdover from the Cold War. It stemmed, ultimately, from the division of the country and the threat to the status quo posed by the Communist regime in the north – the same set of circumstances that had led to war in 1950. The same dictator – Kim II-sung-who had launched the attack in 1950 was in power and threatening to acquire nuclear weapons in 1994. The problem of North Korean nuclear weapons produced a political alignment in the region that demonstrated the differences between the Cold War and post-Cold War eras in yet another way.In 1950 the United States and Japan were allied with South Korea against North Korea, the Soviet Union, and the People's Republic of China (Buzo 89). Korea has common borders with both Russia and China. All four powers participated, directly or indirectly, in the Korean War of the 1950s. The Korean War was extension of the conflict in and the Cold War, at least in American eyes. North Korea, China, and later Vietnam were seen in Washington as part of a single Communist bloc, all allies and instruments of Moscow. A scenario suggests that the Soviet Union, North Korea, and Communist China conspired to begin a war in Asia.The North Korean invasion of South Korea was the opening move in a Communist offensive for worldwide domination. However, while it is fairly certain that Premier Mao Tsetung and Stalin were both aware of North Korea's decision to invade, there is less evidence that the nations involved were acting under the aegis of international communism. In fact, failure to understand the difference between national and international communism is a significant part of the inability of the United Nations to comprehend the depth of the problem it faced.The actual element of conspiracy, it there was one, may have been in the willingness of major political powers to use small and vulnerable nations in the Cold War. 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