Critically discuss the role of women in Luke-Acts Essay

Critically discuss the role of women in Luke-Acts - Essay Example Conversely, the interpretation of Luke’s Gospel has often been viewed as highlighting the passive and silent role of women, thereby supporting the importance of the male leaders (Seim, 1994, p.173). This debate has further led to the argument that whilst women may be seen as â€Å"prophets† in the private domain, the symbolic role of this representation simply serves to highlight the public prophetic role of men (Levine & Blickenstaff, 2004, p.67). The biblical criticism in this area is additionally fuelled by the fact that notwithstanding the express role of women in the Luke Gospel, there is clearly a dichotomy between the Luke Gospel and the Acts. Indeed, Seim highlights that whilst women are clearly visible within the content of the Gospel their role is negligible and effectively silenced in the Acts (Seim, 1994, p.173). The focus of this analysis is to critically evaluate the role of women in the Luke Acts. In doing so I shall adopt a contextual approach with reference to feminist theology and the appurtenant feminist issues raised by the Luke Acts. As an initial observation it is important to highlight that Luke’s Gospel comprises part of the Canon of the New Testament and was selected on grounds of its theological emphasis correlating with the other books of the New Testament, particularly the Synoptic gospels (D’Angelo, 1990, p.442). Additionally, Luke’s Gospel is widely recognised as part of a two piece work in conjunction with the Book of Acts (Reid, 1996, p.95). In contrast to the other Gospels, Luke is most notable for according an overt and prominent role to women as they are main characters in the birth, infancy narratives and the resurrection appearances, which is unique to Luke (Corley, 1993: 15). Furthermore, Luke makes reference to 13 women that are not mentioned in the other Gospels (Corley, 1993: 25). However, the significance attached to the representation of women in Luke is somewhat undermined by Seim’s emphasis on the

Critical Thinking and Ethics Essay Example for Free

Critical Thinking and Ethics Essay Critical thinking is logical decision making. Critical thinker’s decisions are only based on facts and logical thinking. For a skilled critical thinker, decisions are made once the information is clear and concise, as well as being open to alternative end results that are also based off of facts and possible collaboration. For most, being a skilled critical thinker, is learned as we mature and are exposed to more situations where thinking is the only way to find a conclusion. Ethics Ethics are the beliefs of a society and individuals of what is right and wrong. Most people use ethics as a means to direct the choices they make in life as well as the way they treat others during interactions. Ethics are derived from many different places, your parents and close family member in regards to how you were raised, your religious community or lack of religion and the people that you surround yourself with. Ethics can also be described as how you feel, when faced with a choice, this is called your moral judgment. Why we need ethical decision making For many people, you are not solely a critical thinker or an ethical thinker. Most people will listen to their moral judgment as well as review facts before coming to a conclusion. The reason this is so important for society is because not all logical conclusions are ethical. For example, it is law that you may not break into a strangers car, however if you see a baby inside on a hot day, most people would feel that it would be ethically wrong to just walk away while said baby suffers and possible dies. This is an example of a logical decision, do not break into a car, is not always an ethical decision, save a baby’s life. Conclusion Not all facts and reasoning can negate an ethical choice. Sometime, what is logically correct is wrong in the face of someone’s morality. This is why  ethical decision making is important in critical thinking, because sometimes, although a choice may not be critically correct, the ends could save others from pain and heartache, and that is where it becomes an ethically sound choice. References Manias, N Monroe, D Till, J.E. (2013) Ethics Applied Ruggiero, V.R. (2015). Thinking Critically about Ethical Issues. New York: McGraw-Hill Education.

Succinate Dehydrogenase Enzyme In Inner Mitochondrial Membrane Biology Essay

Succinate Dehydrogenase Enzyme In Inner Mitochondrial Membrane Biology Essay Succinate dehydrogenase (SDH) is an enzyme found in the inner mitochondrial membrane, which makes it an easy target to isolate when studying the citric acid cycle. This enzyme is responsible for catalyzing the oxidation of succinate into fumarate and can be used as a marker enzyme during the isolation of mitochondria through differential centrifugation. The isolated mitochondria can be treated with a sodium azide reagent to inhibit the mitochondrion transport of electron in the cell extract. To measure the activity of the enzyme, an artificial electron acceptor (2, 6-dichlorophenolindphenol, DCIP) is used to accept two electrons. Upon receiving electrons, the oxidized DCIP is reduced and the color of the mixture changes from blue to colorless. Spectrophotometry at the 600nm range can then be used to quantify this color change, and give an indication of the mitochondrial content of a given sample. As the The findings show that the experiment mimics Michaelis-Menten kinetic properties Enzymes are regulators of metabolic pathways that lower the activation energy in order to catalyze the acceleration of biochemical reactions [1]. Most enzymes are characterized as showing Michaelis-Menten (M-M) kinetic properties. Simply, enzymes work by binding its substrate reversibly changing its conformation to form an enzyme-substrate complex, and then detach to form free enzyme and product. If there is low substrate concentration, there will be very little enzyme activity and the rate of the reaction will slow down. If there is high substrate concentration, the enzyme will be more active and the reaction will be faster. At a certain point, if the substrate concentration is saturated, the rate of the reaction will not increase [1]. Along with the substrate concentration, these dynamics can be characterized as the M-M constant (Km) and maximum velocity (Vmax). These factors determine the initial velocity of the biochemical reaction and contribute to the understanding of the M-M e quation (in fig.1) However, when a competitive inhibitor is present, the inhibitor can bind to the active site to prevent the normal substrate from binding and forming the product. Thus, both the inhibitor and substrate compete for the active site of the enzyme, which based on the M-M equation, allows the Vmax to stays constant and the Km to change [2]. In the experiment, we will examine activity of SDH, an important component of the citric acid cycle that is responsible for catalyzing the oxidation of succinate to fumarate in the inner membrane of the mitochondria. The enzymatic activity will be determined by mitochondria fractionation from isolated cells of cauliflower by the technique of differential centrifugation. Also, we will determine the effects of enzyme concentration and competitive inhibition on the initial velocity of the reaction by adding the malonate, a classic competitive inhibitor. We will measure the reaction by blocking the electron transport with sodium azide and monitoring the reduction of the DCIP that can be followed by the change in spectrophotometry absorbance reading at 600 nm over time Since the oxidized form of the dye is blue and the reduced form is colorless, the reaction can be reestablished based on the experiment (in fig.2),. Thus, we hypothesize that the reaction will follow M-M kinetics as the abs orbance will decrease when the malonate is added Methods In isolating mitochondria, we removed with a scalpel 20 g of cauliflower from the outer 2-3 mm surface. Then, we grinded the tissue with a pestle in a chilled mortar in 40 ml of ice-cold mannitol grinding buffer for 4 min. We filtered the suspension and squeeze the solution out through four layers of cheesecloth into three chilled 15 ml centrifuge tube. Then, we centrifuged the filtrate solution at 1000 x gravity for 10 min and decanted the supernatant into a chilled 50 ml centrifuge tube. After, we re-spun the filtrate solution at 10,000 x gravity for 30 min at 0-4 °C and discarded the supernatant in the sink leaving the pellet. Then, we added 7.0 ml of icecold mannitol assay buffer to the mitochondrial pellet and scraped and mixed the mitochondrial pellet from the wall of the centrifuge tube with a spatula and vortex thoroughly to re-suspend the pellet in the assay buffer. Until needed, we transferred the mitochondrial suspension to a test tube and stored it in an ice bath. In measuring the activity of SDH, we label 10 test tubes or cuvettes as shown in table 1. We heated 0.6 ml of the ice cold mitochondria suspension in a boiling water for 5 min and placed it in an ice bath to cool. Then, we added correct volumes of azide, DCIP, malonate, and succinate to all labeled test tubes indicated in the table, covered them with Parafilm and inverted to blend the solutions. After, we add specific volume of the mitochondrial suspension to blanks 1-4 and tubes 1-4. Using a spectrophotometer set at 600nm, we blanked and took the absorbance of tubes 1-4 every two minutes until 20 minutes after the first reading. Then, we repeated again by taking the absorbance using only test tubes 5-7 for every two minutes. Results The spectrophotometer results we obtained are presented in Table 2, and shown graphically in Figure 3-7. In Table 2, the first 4 test tubes and blanks we were only able to take 3 readings and the test tubes 5-7, we were able to take 4 readings. The greatest absorbance reading was obtained for test tube 4 at 2.363 abs., which is because malonate, the competitor inhibitor, is present along with the substrate, succinate. In Tube 6, one of the lowest absorbance readings because it is a negative control and does not have any cellular suspension. This is shown experimentally when the reaction mixture will remain the color blue because with the succinate there is no reaction between the marker enzyme and the DCIP. In Table 3, we calculated the change in absorbance from tube 1-4 for every 2 minutes. We also calculated the initial velocity by dividing the change in absorbance by the elapsed time. In Figure 3, the graph shows the initial velocity depends on the enzyme concentration. When the e nzyme concentration is high, it start to rapidly decrease the initial velocity because the ratio of substrate to enzyme will be abnormally low, which will decrease the formation of product. In Figure 4, the graph represent the data in Table 2, where the initial velocity measured by elapsed time. The second highest reading was found for Tube 2 (0.987), which was also in concordance with the class results. This sample contained the heaviest constituents of the cell (mostly nuclei), as well as any unbroken whole cells that may have remained after the mechanical grinding and initial centrifugation at 600x. We found Tube 8 to have the third highest absorbance reading (0.626) and Tube 4 with the lowest (0.483). However, the sample from Tube 8 should have had a lower absorbance value than Tube 4, as was seen in the average class results displayed in Table 1. Tube 8 should contain the majority of the mitochondria (as well as some lysosomes), and Tube 4 should have any residual mitochondria and smaller organelles that did not remain in the pellet after the 12,000x centrifugation. Discussion There are a number of reasons why our findings did not match up with the expected results. Although improbable, it is possible that the 12,000x centrifugation for 30 minutes was not properly carried out, perhaps because the samples were not maintained at a consistent temperature of 0-40C. It is more likely that the re-suspension of the pellet (Tube C) with the mannitol assay buffer was not performed effectively. The pellet clumps may not have been properly dispersed, and so even though more mitochondria may have been present in Tube 8 (as they should have been), they were not free to interact with the other reagents in solution. A third reason may be that too much DCIP was added to Tube 8 (relative to Tube 4), and so there was an excess of the blue DCIP reagent in that sample (and hence a higher absorbance reading due to a lower degree of color loss). Differential centrifugation, when done correctly, is a reasonably effective method for mitochondrial isolation, although separation is achieved based only on size differences of the cell components. When dealing with small organelles, a more appropriate method to use may be sucrose gradient centrifugation, which allows for separation based on size as well as shape, especially when dealing with crude cellular extracts such as cauliflower. Cited Resources Nelson, D.L., Cox, M.M. (2007) Lehninger: Principles of Biochemistry, Fifth Edition, Freeman, New York, NY Gilbert, H.F. (2000) Basic Concepts in Biochemistry, Second Edition, McGraw Hill, New York, NY Figure 1 Figure 2 SDH-FADH2 + DCIP(blue) > SDH-FAD + DCIP (colorless) + 2H+ Table 1 Cuvette Assay Medium Azide DCIP Malonate Succinate Mitochondrial Suspension Blank 1 3.7 mL 0.5 mL - 0.5 mL 0.3 mL 1 3.2 mL 0.5 mL 0.5 mL - 0.5 mL 0.3 mL Blank 2 3.1 mL 0.5 mL - - 0.5 mL 0.9 mL 2 2.6 mL 0.5 mL 0.5 mL - 0.5 mL 0.9 mL Blank 3 3.4 mL 0.5 mL - 0.5 mL 0.6 mL 3 2.9 mL 0.5 mL 0.5 mL 0.5 mL 0.6 mL 4 2.7 mL 0.5 mL 0.5 mL 0.2 mL 0.5 mL 0.6 mL 5 3.4 mL - 0.5 mL 0.5 mL 0.6 mL 6 3.4 mL 0.5 mL 0.5 mL 0.6 mL 7 2.9 mL 0.5 mL 0.5 mL 0.5 mL 0.6 mL Table 2 Trial 1 Trail 2 Trial 3 Trial 4 Blank 1 0.04 0.003 0.006 0.008 1 1.10 1.16 1.158 1.112 Blank 2 0.03 0.001 0.004 0.003 2 0.64 0.644 0.648 0.645 Blank 3 0.06 0.002 0.008 0.005 3 0.56 0.06 0.670 0.682 4 2.36 1.85 2.221 2.223 5 0.83 0.73 0.723 0.720 6 0.76 0.73 0.734 0.725 7 0.78 0.72 0.704 0.705 Table 3 Time (min:sec) Tubes 1-4 à ¢Ã‹â€ Ã¢â‚¬  Abs (nm) Initial Velocity (à ¢Ã‹â€ Ã¢â‚¬  Abs/min) Time (min:sec) Tubes 5-7 à ¢Ã‹â€ Ã¢â‚¬  Abs (nm) Initial Velocity (à ¢Ã‹â€ Ã¢â‚¬  Abs/min) 11:10 -.5505 -.0500 9:10 .1057 .0117 13:10 -.0008 -.00062 11:10 .032 .0029 15:10 .4989 .03326 13:10 .0617 .0047 17:10 .5062 .0298 15:10 .1161 .00774 19:10 -.0533 -.0028 17:10 .0338 .00199 21:20 -.0043 -.0002 19:10 .0784 .0041 23:10 -.1095 -.0048 21:10 .1195 .0057 25:10 .142 .00568 23:10 .0428 .0019 - 25:10 .0781 .0031 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7

Rate of Reaction :: GCSE Chemistry Coursework Investigation

Rate of Reaction Coursework Aim: To investigate how temperature affects rate of reaction. Introduction: I am going to investigate how temperature affects the rate of reaction of hydrochloric acid with calcium carbonate. This is the reaction that will take place: Hydrochloric acid + Calcium Carbonate à ¨ Calcium Carbonate + Water + Carbon Dioxide The rate of reaction can be measured in various different ways: * Using a balance you can check the mass before the reaction and then after the reaction has taken place. Then check the change in mass. * You can also use the method of obscuring a cross with sodium thiosulphate and time which cross becomes invisible first. I am going to use a syringe to measure the amount of carbon dioxide given of at regular intervals. This is because it is accurate as the smallest division on it is 1ml. The important variables are: * Temperature – if it is increased the reaction as the particles will have more energy. * Number of calcium carbonate chips – if there are a lot of chips more carbon dioxide will be formed. * Amount of acid – if there is more acid the rate of reaction will be faster. * Surface area – if the chips have a larger surface area then the rate of reaction will be faster. Prediction: I have chosen to investigate the affect of hydrochloric acid on calcium carbonate chips. I predict that as the temperature of the acid increases so will the rate of reaction. This is because for two substances to react they have to have a successful collision which means the have to collide with a minimum amount of energy which is called the activation energy. This diagram shows how the particles will react with each other with the minimum amount of energy (activation energy): The higher the temperature of the acid the faster the acid particles will be moving around as they’ll have more energy and there will more collisions. This energy will also allow there to be more successful collisions and so more carbon dioxide will be formed in smaller amount of time. Therefore the rate of reaction will be faster. This diagram shows the reaction of particles with more energy from the heat: I can also predict that the shape of my final graph of rate of reaction and temperature will look like this: From this graph I can predict that as I increase the temperature by 10 °C the rate of reaction will double. Apparatus: 1 Bunsen burner Calcium Carbonate chips Hydrochloric acid 1 Syringe 1 50ml measuring cylinder 1Heatproof mat 1 Wire gauze 1 Conical flask 1 Beaker filled with ice 1 Thermometer 1 Clamp I chose to use the syringe as it has small divisions to help me make Rate of Reaction :: GCSE Chemistry Coursework Investigation Rate of Reaction Coursework Aim: To investigate how temperature affects rate of reaction. Introduction: I am going to investigate how temperature affects the rate of reaction of hydrochloric acid with calcium carbonate. This is the reaction that will take place: Hydrochloric acid + Calcium Carbonate à ¨ Calcium Carbonate + Water + Carbon Dioxide The rate of reaction can be measured in various different ways: * Using a balance you can check the mass before the reaction and then after the reaction has taken place. Then check the change in mass. * You can also use the method of obscuring a cross with sodium thiosulphate and time which cross becomes invisible first. I am going to use a syringe to measure the amount of carbon dioxide given of at regular intervals. This is because it is accurate as the smallest division on it is 1ml. The important variables are: * Temperature – if it is increased the reaction as the particles will have more energy. * Number of calcium carbonate chips – if there are a lot of chips more carbon dioxide will be formed. * Amount of acid – if there is more acid the rate of reaction will be faster. * Surface area – if the chips have a larger surface area then the rate of reaction will be faster. Prediction: I have chosen to investigate the affect of hydrochloric acid on calcium carbonate chips. I predict that as the temperature of the acid increases so will the rate of reaction. This is because for two substances to react they have to have a successful collision which means the have to collide with a minimum amount of energy which is called the activation energy. This diagram shows how the particles will react with each other with the minimum amount of energy (activation energy): The higher the temperature of the acid the faster the acid particles will be moving around as they’ll have more energy and there will more collisions. This energy will also allow there to be more successful collisions and so more carbon dioxide will be formed in smaller amount of time. Therefore the rate of reaction will be faster. This diagram shows the reaction of particles with more energy from the heat: I can also predict that the shape of my final graph of rate of reaction and temperature will look like this: From this graph I can predict that as I increase the temperature by 10 °C the rate of reaction will double. Apparatus: 1 Bunsen burner Calcium Carbonate chips Hydrochloric acid 1 Syringe 1 50ml measuring cylinder 1Heatproof mat 1 Wire gauze 1 Conical flask 1 Beaker filled with ice 1 Thermometer 1 Clamp I chose to use the syringe as it has small divisions to help me make

Corporate Partnerships

Hurley Corporate Partnerships Corporate partnerships allow schools to gain extra cash by advertising a product or service around the school, this allows the school to gain extra money and the company possible sales. The supporters of corporate partnerships argue that it is a necessity for cash stripped schools. However the other side argues that school environment should be ad free and uninfluenced by corporations. I believe that corporate partnerships are a necessary part of our schools and only hold benefits, up to a certain point.Too much advertising could be distracting or even annoying for students, it should be up to the school to decide the perfect balance of education and ads. The advocates for corporate partnerships argue that; it provides schools with money that they possibly couldn't have raised before. They argue that the money gained could be used on multiple things, from things such as buying new updated books, hiring new teachers or even to finance a new wing for the m ain building as In the case of Calcareous HAS. Monitored advertisements for a certain product possibly oldest have an effect on student focus or learning.In Calcareous HAS we have ad banners on the bleachers near the football field. From my experience I haven't seen any student second glance at them or even give them a second thought, but It does provide the school with much needed money for construction projects. Who knows If we would've been able to afford a new wing to replace the portables without that aid. The opposing side argues that corporate partnerships take away from the learning environment. They argue that schools should always provide an environment free room corporate Influence and ads.What the backers of the opposing side don't take into account Is that students are already Influenced by ads every day, from the clothes they wear to the food they eat. Students see ads on TV's, radios, the Internet, the APS on their phone etc. Seeing ads In a school won't affect the st udent dramatically enough to dissuade him or her from learning. The promoters for the opposing side argue that corporate Influence In critical places such as the library or classrooms could distract the student from learning and are too extreme.I agree with this because classrooms and library are the place of learning, you should be able to read a book or write an essay without an advertisement for the new Nikkei shoes In your face. I believe that advertisements In learning areas would be annoying and are a violation of the students rights. This Is a heated topic that requires much thought and research. While advertisements In critical learning areas might be annoying and a hindrance to the average student. Overall It's obvious that corporate partnerships are necessary and re a good source of side revenue for schools.By exaggeratedly books, hiring new teachers or even to finance a new wing for the main building as in any student second glance at them or even give them a second thoug ht, but it does provide the school with much needed money for construction projects. Who knows if from corporate influence and ads. What the backers of the opposing side don't take into account is that students are already influenced by ads every day, from the clothes they wear to the food they eat. Students see ads on TV's, radio's, the internet, he APS on their phone etc.Seeing ads in a school won't affect the student opposing side argue that corporate influence in critical places such as the library or read a book or write an essay without an advertisement for the new Nikkei shoes in your face. I believe that advertisements in learning areas would be annoying and are This is a heated topic that requires much thought and research. While advertisements in critical learning areas might be annoying and a hindrance to the average student. Overall it's obvious that corporate partnerships are necessary and

How to Know If Teaching Is the Right Profession for You

How to Know If Teaching Is the Right Profession for You Teaching is one of the most rewarding careers that one can embark on. It is also one of the most stressful as demands and expectations are always changing. It takes a special person to handle everything that is thrown at teachers. Before making a life-changing decision, you need to be sure that teaching is the right profession for you. If the following five reasons ring true, then you are likely headed in the right direction. You Are Passionate About Young People If you are thinking about going into teaching for any other reason than this, you need to find another career. Teaching is difficult. Students can be difficult. Parents can be difficult. If you do not have an absolute passion for the young people that you teach, you will burn out quickly. Having a passion for the young people that you teach is what keeps a terrific teacher going. It is what drives them to spend long hours trying to figure out how to help those students who are struggling â€Å"get it.† That passion is the driving force behind doing your job year after year. If you do not have a total passion for your students, you might last a year or two, but you will not make it to year twenty-five. It is a must have quality for every good teacher. You Want to Make a Difference Teaching can be immensely rewarding, but you shouldn’t expect that reward to come easily. To make a real difference in a student’s life you have to be adept at reading people and figuring out their own unique preferences. Children of all ages can spot a phony quicker than any adult. If you are not there for the right reasons, they will certainly figure it out quickly. Teachers who are real with their students are the ones who make the most difference in their students’ lives because the students buy into what they are doing. Making the students believe that you are there to make a difference is something you have to show them over time. You Are Skilled at Instructing People in a Variety of Ways Students come from such diverse backgrounds that it is difficult to approach any two students in the same way. You have to be willing and able to teach the same concept through many different approaches, or you may not reach all your students. You will unquestionably not be an effective teacher if you only teach one way. A fantastic teacher is an evolving teacher. Teachers who search out better and new methods are the ones who will make it. Being flexible and adaptable are two key characteristics of a good teacher. It allows you to provide instruction in a variety of method that will meet all your students’ needs. You Are a Team Player If you are someone who does not work well with others, teaching is not the career for you. Teaching is all about relationships and not just the relationships with your students. You can be the greatest instructor in the world, and you limit yourself if you cannot effectively communicate with the parents of your students as well as your peers. Your peers can offer you so much information and advice that it is an absolute necessity be a team player who is willing to not only listen to advice but then to try to apply it to your teaching. If you cannot communicate well with parents, then you will not last long. Parents expect to know what is going on in their child’s life. You provide a large chunk of that information for parents of school-age children. A good teacher needs to be able to work with everyone involved in the school community. You Can Handle Stress Factors All teachers cope with stress. It is essential that you be able to handle everything thrown at you. There will be days when you are dealing with personal issues, and you have to overcome those once you walk through your classroom doors. You cannot let a difficult student get to you. You cannot allow a parent to dictate how you handle your class or a particular student. There are so many opportunities for stress within a classroom that an excellent teacher has to be able to handle it, or they will be burned out tremendously quick. If you cannot manage stress extremely well, then education may not be the right profession for you.