Attack On America essays

Attack On America essays On September 11, 2001 a terror struck every human being in the world. A terrorist attack on the worlds twin trade centres in New York, New York, struck everyones attention. The two towers where demolished by two 747 airplanes. The buildings collapsed not to long after that incident, as people still could not believe what was happening in the world. Over five thousand people are reported missing. What exactly should be done to the people responsible for these actions? This question is very difficult to answer considering that the people responsible remain anonymous. Personally, I think the United States should put together the best anti-terrorist group and eliminate those who are a threat to our society and nature. Hearing that Bin Laden is involved, a military strike should be considered on Afghanistan since the people refuse to give him up to the U.S. government. This situation is difficult since Bin Laden is hiding, and has been involved in these types of activities a few years bac k with a well known history of terrorism. The decision is really tough since the people choose no other way of surrendering, so this leads to the fact that America is going to build a great army and go into Afghanistan and eliminate the disturbing nation of threat. The big part about all this is that if it gets really serious, people from the surrounding countries will feel the strike may also have an affect on their country, which may lead to these countries to responding as well. The worst thing of all would be starting a world war since some of the countries dont agree with the United States for striking back at Afghanistan. This would cause a lot of chaos since people would be terrified and very alarmed. The United States should make some agreements with other nations in the world to figure out a way to prevent this tragedy, and a way to get the people to justice for doing what they have done. As of today, it looks like there is no hop...

Anyone and Everyone Are Welcome

Anyone and Everyone Are Welcome Anyone and Everyone Are Welcome Anyone and Everyone Are Welcome By Maeve Maddox A reader asks for clarification regarding the use of the phrase â€Å"anyone and everyone† in such sentences as these: Everyone knows they love to talk on the phone to anyone and everyone. Anyone and everyone is [sic] to speak to you on the phone. You will speak to anyone and everyone who might listen. Anyone means â€Å"an individual person†: I will give a free book to anyone in the audience who can solve this problem. - Only one person or a selected few (depending upon how the problem is presented) will win the book. Everyone means â€Å"every person in a group†: Everyone in the audience received a video recorder. - All of the audience members received a free recording device. The combination â€Å"anyone and everyone† is used in the context of a welcome or invitation as a way to emphasize inclusivity, as in these examples from the Web: Anyone and Everyone are invited  to join the server after we open, which is very soon.   Anyone and everyone are  invited to Roundtable.   Anyone and everyone are  welcome  to come  hack on things. Sometimes the phrase is used in the sense of â€Å"people in general† or â€Å"people of no specific qualifications: Today anyone and everyone  can set up an online business.    Amazon also maintains a flourishing side enterprise in  self-publishing, where  anyone and everyone  can write an e-book. And sometimes, especially when preceded by just, â€Å"anyone and everyone† occurs in the context of exclusion: If  just anyone and everyone are  too easily included, we are saying in effect that anything goes.   We dont want just anyone and everyone, just a select few. We will  not  sign on  just anyone and everyone. We demand the  best. We dont work for  just anyone and everyone. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:When to Capitalize Animal and Plant NamesTelling a Good Poem from a Bad One3 Types of Essays Are Models for Professional Writing Forms

Sweetness In the Bible Essay Example | Topics and Well Written Essays - 500 words

Sweetness In the Bible - Essay Example ver, a person may not avoid bitterness until he experiences it and this is probably the principle of the God of the Hebrews who allowed his beloved people to undergo so many hardships in their lives. On a general note, the Israelites were exposed to many difficulties but the plans of God were for their good and not their destruction, for their faith in him to be strengthened and not to be misled by false gods. David’s stand against an undefeated giant is a story of God’s help. Introduced as the youngest in his family, perceived as unable because of his age and portrayed as good only for bringing food for his warrior brothers but not in engaging in manly responsibilities like being in a war, David was an unlikely hero. With such a description, he could be just another kid on the block, unable to do extraordinary things. However, he proved to be a man of faith who was strongly jealous for his God so that in his anger towards the giant who belittled his God and his people, David killed Goliath with only a stone and a sling. Such circumstance placed the young man on a pedestal where he was revered, yet for him maintained his humility and faith in God. This example has been caused by God to be written in the most popular book in the world, and the man to be remembered hundreds of generations after him. Dependence on the God who gives and is able to take away is Job’s testimony. Considered a righteous man by God himself, Job seemed to have been unjustly inflicted with all the pains he had been through in just a day. As a prayerful man, one can say that he did not deserve to lose all his possessions, sons, daughters and servants in just a single day. Yet that was what happened to him and as though that would not be enough, he was suffered from skin disease that made him scratch himself with broken pottery. His friends were not of help to him either because they added to his hardships with their accusing words that he might have sinned against God to deserve all

Part 3 Essay Example | Topics and Well Written Essays - 250 words

Part 3 - Essay Example The swimming exercise lengthens the lower and upper body. The stretching that one does using their arms and legs pushes the swimmer through the water. The safety in the water is high since there is no impact involved. This security reduces the risk of getting injured in the course of swimming, making it a safe and efficient exercise for joint flexibility. It is a necessary activity when one requires stretching shoulder and elbow joints in the arm and muscles and joints of the legs. The third exercise for improving flexibility in the joints of the body is stationary rowing. This exercise involves making movements with the upper body as if one is rowing a boat. This exercise is a cardiovascular one and extends and contracts all the muscles and joints of the lower and upper body. This training is necessary for improving the knee, shoulder and elbow joints. The fourth exercise is Pilates. It engages the abdominal muscles and improves the mobility of joints. The shallow and profound breaths that take place during Pilates promote flexibility and relaxation. This exercise is necessary for improving the range of motion in one’s joints (Watkins, 1988). Watkins, R., & Buhler, B. (1988). The water workout recovery program: Safe and painless exercises for treating back pain, muscle tears, tendinitis, sports injuries, and more. Chicago: Contemporary

Operational Management Assignment Example | Topics and Well Written Essays - 2000 words

Operational Management - Assignment Example The StarField Hyper Mall is a multinational chain with brilliant success across Europe. This was its first time in settling in the United Kingdom market and this involved endeavors that were different comparatively from other of its branches. One of such endeavor was its absolute helplessness over the fact that most of its partners did not have offices here in this country. As there was an adequate absence of services and partnerships, the company had to look for other partners from the local service industries. This involved new associations and new partnerships and the work that followed was not tested from past experiences but relied on mutual interest. Customers complained of the ‘Rudeness of the staff’, ‘Problems with facilities’ and ‘Reliability’. These are drastic complaints for each of the three complaints directly involves the company’s image. The rudeness in the attitude of the staff affects the customer-company relationship most effectively though. The staff is but ambassadors of the company and if they are found to default in their ethics and handling, it leaves an overall embarrassing reflection of the company’s image (Ali, 2003). Although the staff themselves mostly complained of such faults in attitude on the ‘help staff’, the implications affect the whole company. As the complaints fail to detail the rudeness, a hypothetical situation and subsequent assumptions have to be made in order to cater to this problem. The rudeness of the staff can range from the lack in listening to disability to help a customer in need. It can fall into many categories and can be a direct implication by any staff member of the company, be it the ‘help staff’, the counter staff or even the security. The customer could have had problems with the helping staff unable to provide them with timely assistance or failure to listen to them. The term rudeness can fall into different braches and can indeed include

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 Welfare Problem Essay -- Poor Welfare Government Essays

The Welfare Problem The poor are everywhere it seems. They are on the street corner, in the local 7 Eleven, and in the plaza. Sometimes I get sick of them and even angry with them when they pester me for money. I ask myself, "Is the best way to deal with poor, to give them money from my pocket?" It's obvious that other people have given them money from their pockets at different times. If no one had ever given them money, then these people wouldn't be standing here asking for money. The fact is, many poor people ask for money because they know they can get money that way. For most of the last 70 years our government has indirectly given the poor money from our pockets, through taxes and welfare. Not surprisingly, people have continued to ask for money. For most of those 70 years welfare fed the mentality that the best way to get money was to ask. I believe welfare as it was first started, failed miserably and created millions of dependents in poverty instead of independents above poverty. The welfare r eform of 1996, I believe has helped the poor escape from the trap of poverty and is a more beneficial way of dealing with the poor. The idea of the United States government assisting the poor financially, originated nearly 70 years ago (Modern Welfare Programs). The depression was in full flux and the American people were demanding help from the government. Franklin D. Roosevelt signed the first federal poverty assistance act called Aid to Dependent Children Act in 1935 (Background: Time for a new Approach). This laid the foundation of the current government entitlement program now called welfare. World War II brought thousands of jobs to America and slowed the growth of the entitlement program. A vast majority of people were employed either directly by the government or through other war related jobs. After the war the economy held strong for the next ten years (Modern Welfare Programs).   Ã‚  Ã‚  Ã‚  Ã‚  In 1962, President John F. Kennedy raised the current welfare payments and renamed the program, Aid to Families with Dependent Children. Kennedy allowed states to require work in order to receive welfare, but didn’t require it. Kennedy also laid out the new goal for welfare in America, it was to â€Å"end poverty, not just alleviate poverty† (Background: Time for a new Approach). Kennedy said welfare should be â€Å"a hand up, not a hand out." Welfare continued to change... ...amilies Program, Fourth Annual Report to Congress). Welfare Reform is causing the poor to work and it is lowering the poverty rate of Children. I believe that the old entitlement programs of the past 70 years led to an unnecessary dependence on the government for many people. Welfare reform has cut dependence on the government and helped thousands of people find work. It has helped people find meaning and value in life and commit less crime. Welfare reform is succeeding and I believe it is more compassionate on the poor person than the entitlement system. Welfare reform has provided much needed help for those poor who need help in finding a job. It also has provided a way for the poor to contribute in their communities and to become independent from the government. It's not the perfect system, but it sure is an improvement on the previous system of endless entitlements, that created over 15 million dependents on the government. As Christians we are called to have compassion on all people and I believe welfare reform is more compassionate on the poor than the entitlement system was. It helps them escape poverty instead of tra pping them in poverty. That is what I call success.

The Adoration of Jenna Fox

The Adoration of Jenna Fox- Essay Would your conscience be clear knowing that you illegally modified someone to save their life? This choice was made by parents Claire and Mathew Fox. The Adoration of Jenna Fox tells the story of a parent’s hard decision to genetically modify their daughter Jenna with BioGel. With this major decision, comes many side effects, including the loss of most her memory, therefore she questions what it is to be human. This essay discusses the effect on not only Jenna, but her parents, her grandmother Lily and her new friend Allys.Jenna develops anger towards her parents, not for their decision to her modify, but the fact they lied to her. In Details (130), Jenna asks her parents â€Å"Why didn’t you tell me? The minute I woke up? Didn’t I deserve to know? † This series of short rhetorical questions release a lot of Jenna’s feelings of being confused and angry. She also answers her own questions because she doesn’t w ant to hear the answer. When her parents won’t discuss what happened, Jenna starts digging to find answers. In Denied (134), Jenna says: â€Å"The pieces speak, but there are not enough.Yet† Jenna says this to herself to reassure her that she will eventually belong in society. This line also contains hidden meanings including the fact that she cannot understand the events that occurred. Similarly, the line; â€Å"Uploaded? You uploaded my brain? † (Father -117) also uses rhetorical questions. The use of the word â€Å"you† once again, shows her anger towards her parents in a direct manner. It makes them feel bad for their lies and the secrets they kept, therefore Jenna starts to question humanity and what are human qualities.Throughout the book, Jenna questions whether her parents’ decision was right or wrong- not legally, but morally. She constantly asks herself whether the choice to modify her was for her or her parents’ benefit, or whethe r she was just a lab pet for her father’s experiments. In Lily (126), Lily and Jenna have one of their first real conversations; â€Å"’I said good-bye. I grieved. Then a few hours later, your parents told me what they had done. ’ ’And you thought it was wrong? ’ ’I’m not like your parents.I think there are worse things than dying. ’† Jenna is very surprised of Lily’s honesty and starts to appreciate their relationship. Lily is obviously against the Fox’s decision to modify Jenna and believes that Jenna has the right to know. This leaves Jenna to believe that her parents’ decision was for their benefit only. As Lily and Jenna’s relationship strengthens, Jenna is more open to listen to Lily’s onion and what she has to say. One example of this is from The Greenhouse (142). â€Å"’I’m sorry,’ she says. But I’m not sorry I told you. It just isn’t right. à ¢â‚¬â„¢Ã¢â‚¬  This is another example of the Fox’s wrong decisions and how Lily and Jenna’s relationship tightens. By this time, Jenna becomes certain that modifying her was for her parents’ benefit and in Control; Jenna confronts her parents to find they are only making excuses. Another bad choice is expressed in Backup (189). ‘I know, Father’. I sit down in the chair opposite him. ‘There’s those three people in the closet, too. Now that’s what I call a disability. † Jenna says this in a sarcastic way. This is when Jenna starts to build anger towards her parents because they are continuing to lie and make excuses. She is at the point where she doesn’t trust her parents and believes that have done everything wrong. Jenna starts to take action against her parents in A Plan (239), and with the help of Lily, they free the minds of Kara, Locke and herself. By this time, Jenna believes that Claire and Mathew have broken any relationship they ever had with her.With the Fox’s decision, they didn’t hesitate to break the law to save their daughter- but at what consequences. An example of this is in Father (121). â€Å"I’m illegal aren’t I? That’s why we live here. We’re hiding out†. Jenna questions bio-medical ethics and the nature of the soul. She not only questions whether bio-engineering legally right, but morally. As soon as Jenna’s parents’ modified her, they pushed their relationship. In Day One/ New Jenna, the following paragraph discusses moral ethics. â€Å"Does that make you an authority on everything?What about a soul, Father? When you were busy implanting all your neural chips, did you think about that? Did you snip my soul from my old body too? Where did you put it? Show me! Where? Where in all this groundbreaking technology did you insert my soul? † This shows one of the consequences of her parents’ decision. Jen na hates them for lying and their choice to modify her. She starts to realise that there’s more to being human and that the choice to engineer her has taken away all humanity within.Similarly, the line; â€Å"At least with the FSEB’s current point system in place, right? † (Viewpoint 200) expresses Allys’ view towards bio-engineering. Both Allys and Jenna question whether the FSEB can regulate humanity and whether it considers emotions from the soul. In conclusion, Claire and Mathew Fox’s decision to modify Jenna had many consequences including the destruction of relationships. Jenna believes that her modification was only for her parents’ benefit and it was humanely wrong. This is expressed through Jenna, Lily, Allys and Claire and Mathew Fox.

An Online Degree for Stay-at-Home Moms Essay Example

An Online Degree for Stay An Online Degree for Stay-at-Home Moms Essay An Online Degree for Stay-at-Home Moms Essay There is no greater job than the job of mother. And for those women are able to stay home with their children and choose to do so, they will also tell you that there is no harder job either. But the rewards are certainly worth it. Of course, there does come a time when, as the children grow, stay-at-home moms may decide that they wish to pursue their career once again or even enter the work world for the first time. And, as many of them discover, their education may not be adequate to market them successfully in a job hunt. In order to further their education while they are still at home with their kids – in preparation for the future – many stay-at-home moms turn to an online degree program. Online degree programs are a perfect fit for stay-at-home moms who are already balancing quite a number of responsibilities. As online degree students, moms are able to logon to their computer from the comfort of their own home – and complete all of the required coursework to achieve their degree. Better still, an online degree program allows students to work within their own schedule so that they are not trying to fit school into an already impossible schedule. To this end, many online degree students work on weekends, at night, or at other times that are convenient and do not interfere with already existing schedules.

Free Essays on Post Holocaust Theory

Rabbi Rubenstein’s Post Holocaust Theology The Holocaust is one of the biggest atrocities in the history of mankind. Many people had their faith tried and tested during and after the Holocaust. Some people even lost their faith all together. In response to this horrific crime Post-Holocaust Theologies were written. One such example is Rabbi Rubenstein who wrote a theology stating that the God of Jewish history does not exist or is dead. This theology is directly opposed to Elizer Berkovits who states that God’s existence is proven because of the Holocaust. Academically Rubenstein has a stronger argument than Berkovits. According to Elizer Berkovits, the Holocaust is not historically unique; it is only unique in its magnitude. Berkovits does not believe that it is historically unique because Jews have often been persecuted throughout history and the Holocaust is just another instance of persecution. Berkovits states that the Holocaust proves the existence of God. He says that since God did not act and stop the Holocaust then the existence of God must be true. In order to understand his reasoning one must first understand the Free Will Defense. The Free Will Defense says that humans have freewill so God is exempt from blame for evil. This theodicy also states that since humans have free will, God does not interfere in the world. To understand this theodicy better one can image God as being a clockmaker, who set the world in motion and then stepped away from it to watch it run. Berkovits believes that during the Holocaust God had to hide from himself so he would not interfere with human free will. Berkovits summarizes his theology by stating that the hiding of God, proves God’s existence. One may raise the question; if God is going to hide and not interfere in the world what is the purpose of praying to him? This theology is often criticized for being considered a catch twenty-two. By not interfering with the Holocaust God p... Free Essays on Post Holocaust Theory Free Essays on Post Holocaust Theory Rabbi Rubenstein’s Post Holocaust Theology The Holocaust is one of the biggest atrocities in the history of mankind. Many people had their faith tried and tested during and after the Holocaust. Some people even lost their faith all together. In response to this horrific crime Post-Holocaust Theologies were written. One such example is Rabbi Rubenstein who wrote a theology stating that the God of Jewish history does not exist or is dead. This theology is directly opposed to Elizer Berkovits who states that God’s existence is proven because of the Holocaust. Academically Rubenstein has a stronger argument than Berkovits. According to Elizer Berkovits, the Holocaust is not historically unique; it is only unique in its magnitude. Berkovits does not believe that it is historically unique because Jews have often been persecuted throughout history and the Holocaust is just another instance of persecution. Berkovits states that the Holocaust proves the existence of God. He says that since God did not act and stop the Holocaust then the existence of God must be true. In order to understand his reasoning one must first understand the Free Will Defense. The Free Will Defense says that humans have freewill so God is exempt from blame for evil. This theodicy also states that since humans have free will, God does not interfere in the world. To understand this theodicy better one can image God as being a clockmaker, who set the world in motion and then stepped away from it to watch it run. Berkovits believes that during the Holocaust God had to hide from himself so he would not interfere with human free will. Berkovits summarizes his theology by stating that the hiding of God, proves God’s existence. One may raise the question; if God is going to hide and not interfere in the world what is the purpose of praying to him? This theology is often criticized for being considered a catch twenty-two. By not interfering with the Holocaust God p...

Female Offenders Essay Example | Topics and Well Written Essays - 2000 words

Female Offenders - Essay Example For some time, many social scientists have ignored the diversity of the women's prison population and the differential treatment to which women of various backgrounds have been subjected. These omissions have affected the type of information available on women in the criminal justice system as it relates exclusively to the issue of gender. Largely, the study of criminology has treated female offenders with some measure of indifference. This is derived from tradition culture that have been conceived in maintain esteem for men's autonomy, intelligence and force of character while disdaining women for their weaknesses of compliance and passivity. In the essay of Kerry Brave entitled "Crime and Gender" (2003), she enthuses that women who conform as pure, obedient daughters, wives and mothers benefit men and society (Feinman, 1994: 16). Those women who don't, that is are non-conforming, may simply be one who questions established beliefs or practices, or one who engages in activities associated with men, or one who commits a crime. These women are doubly damned and doubly deviant (Bottoms, 1996: 1). They are seen as 'mad' not 'bad' (Lloyd, 1995: 36). These behaviours frequently lead to interpretations of being mentally abnormal and unstable. Those doing the defining, by the very act, are never defined as 'other', but are t he norm. As 'men' are the norm, women are deviant. Women are defined in reference to men (Lloyd, 1995: xvii). In the words of Young (1990), 'sexual difference is one of the ways in which normal is marked out from deviant'. So why do these differences exist within the criminal justice system and society as a whole In order to understand why offending and punishment differs between genders it is important to acknowledge and analyse past perceptions, theories and perspectives from predominant sociologists and criminologists of that time towards women in society. Given the emergence of a psychology of women in the mainstream of research and practice, Miller and Trapani (1995) suggested that it is critical that correctional educational practices become responsive to adolescent females. While in the past, few research studies focused on the needs and characteristics of adolescent female offenders, there is some evidence from recent investigations suggesting that adolescent females have unique needs. Most correctional educational programs, assessment procedures, and curricula have been developed on a knowledge base obtained from studies conducted with adolescent male offenders. The profile of the adolescent female now emerging from psychological, educational and sociological research suggests that programmatic changes are necessary if we are to meet the special needs of these females. Although research on adolescent females is a relatively new area of study, much information is now available that points to differences between female and male adolescents. Research has revealed that adolescent females experience more episodes of depression throughout adolescence than do males (Rutter, 1986), attempt suicide more frequently (Rosenthal, 1981), and exhibit lower levels of resilience (Block, 1990). As adolescence progresses, females' self-esteem becomes diminished, whereas young males' self-concept and self-esteem improve (American Association of University Women, 1991). Adolescent females

Business and Marketing strategy (case Study) Essay

Business and Marketing strategy (case Study) - Essay Example Beverage industry is one of the most dynamic industries that are applying this concept to great effect (Boone et al. 2009, p. 194). Beverage industry is broadly classified as alcoholic and non alcoholic. In both categories there are exemplifications of global marketing. World’s non alcoholic industry is grappled with tough competition by the two large players Coca Cola and PepsiCo. Both the giants are expanding their value horizon across different countries. Though there are numerous companies engaged in providing global beverages, the two giants are at top with extensive portfolio of products tailor made for countries. Though both companies are equally successful, Coca Cola leads the global market, with PepsiCo being on its tail continuously (Cardello 2011). Provide a detailed assessment of the environmental issues affecting Coca Cola global business and marketing strategy. Given guidance in terms of opportunities or threats they may pose for the company in the future. Coca C ola Company is one of the leading companies in the world that is dealing in the manufacturing and distribution of non-carbonated beverages. The brand portfolio of the company entails more than 400 brands including beverages, juices, tea, sports and energy drinks, coffees etc. Strong brand name and brand portfolio has led the company ahead of its close competitors, Pepsi which has a brand value of $12,690 million as compared to $67000 million of Coca Cola (The Coca Cola Company 2011). Since its inception, it has continuously improved upon its marketing strategy that has facilitated the customer recall and recognition of brand overall the world making it easy for Coca Cola to explore new markets. The international marketing strategy of the company can also be quoted as the major reason behind its huge success. However, intense competition and threats are ever-present elements of the external environment that might have a large impact on the company’s profitability. SWOT ANALYSI S SWOT analysis can provide a snapshot of the current performance of the company and of the dark areas that are required to be eradicated so as to avail the new opportunities that can further enhance the company’s performance. SWOT analysis is the best way to study the impact of external environment on the organization’s marketing and global strategy (Mind Tools Ltd. 2011). STRENGTHS: Leading Brand: This is a recognizable fact that Coca Cola has a strong brand name and brand value that is incomparable. From the last few years, company has invested a lot on the promotions that has enhanced the brand’s customer recall and recognition as well. Large scale of operations: Coca Cola is known as the largest manufacturer, marketer and distributor of non alcoholic beverages in the world having a large scale of operations. Currently, Coca Cola is successfully operating in more than 200 countries due to having a support of the strong infrastructure across the world. WEAKNE SSES Negative perception of coke: It is a known fact that a recognizable product â€Å"coke† can be harmful for a body. Therefore, this shift of trend towards weight reduction and health can adversely affect the company’s profitability in the future. Lack of popularity of many Coca Cola’s brands: Furthermore, many of Coca Cola’