Latin American Hydroelectricity Research :: essays papers

Latin American Hydroelectricity Research Financial Analysis of Latin America Opportunity The following is an illustration of the financial feasibility of a joint venture hydro electricity power plant project in Central America. Estimating the estimated costs of our proposed project, our group chose to use Commonwealth Edison as a comparison. Commonwealth Edison, a subsidiary of Unicom Corp, is used as an assessment of our hypothetical costs of providing electricity for Central America. Using Commonwealth Edison we feel provides a good measure of the validity of estimated costs our corporation would incur. Generally Accepted Accounting Principals (GAAP), used by all U.S. corporations, is the highest standard in the world in determining the validity of a corporation's financial statements. In the subsequent paragraphs, we will demonstrate costs of the joint venture project. Future growth rates in Central America market share for electricity will be projected as well. One of the benefits that our corporation will have in expansion to Central America is a lower cost of capital. A substantially larger pool of investors would provide a larger supply of loanable funds. Having a greater selection of borrowers in the international market will reduce the cost of starting our firm in Central America. Portfolio diversification is another advantage that our firm will attain, in regards to foreign investment in the financing of our project. The projections of the percentage of debt our firm will incur will be discussed in the following paragraphs. In looking at the average debt to equity ratio (D/E) of hydroelectric firms in the U.S., we feel that a 67% debt / 33% equity structure would be feasible to initially launch our firm in Central America. To use a comparison, Commonwealth Edison's plant and equipment assets total $28.245 billion. Com Ed provides electricity for over 6.5 million residents in Chicago, and other segments of Illinois. The total population of Central America - (Belize, Costa Rica, El Salvador, Guatemala, Honduras, Panama, and Nicaragua) total to 35.5 million. Taking account these statistics, plant and equipments costs for our firm providing the Central American region would cost $154.22 billion. Using this cost estimate, we would finance $103.33 billion though new market issuance in the U.S. 30 -year Treasury market. At a $100,000/ per U.S. Treasury bond face amount, we would need to have access to 1.03 million 30 yr bond contracts, at the prevailing market interest rate of 6.

Comparing The Grapes of Wrath and The Power of One Essay -- comparison

Comparing The Grapes of Wrath and The Power of One "Two heads are better than one," it's always been said. But is another person always valuable, or can extra baggage keep an individual from achieving his goals? Both sides can be argued effectively, and both may be true depending on the circumstances. Two historical novels, The Grapes of Wrath and The Power of One, show how two sets of characters took different routes to achieve their goals and how they fared along the way. In The Grapes of Wrath, The Joads, a family of penniless migrant workers, travel to California to look for work, depending on the help of assorted strangers along the way, while The Power of One tells the story of Peekay, a young South African boy growing up alone in a hostile world bent on destroying his chances of success. The books portray very different views on life that are equally valid and convincing; while The Grapes of Wrath is a tale that emphasizes the power that can be achieved in numbers and the consequences of trying to survive alone, Th e Power of One is a testimony to the things one person can achieve when he is forced to depend on and trust in himself only.   Ã‚  Ã‚   The Joads, after they are forced to vacate their farm in Oklahoma, decide to pack all of their belongings and make the voyage to California, where there is supposedly so much work that everyone can make a living. But along the way, they quickly run into trouble. They have little money, an unreliable vehicle, a truckload of people to feed, and miles to go before they reach their destination. The Joads quickly discover something that becomes a major theme throughout the book: cooperating with others to achieve a common goal is sometimes necessary for surviva... ...ss birds banished, their rocky nests turned to river stones"(513;Ch. 24)   Ã‚  Ã‚   Each of these novels, although powerful and influential in its own right, contrasts the other greatly in terms of theme. The Joads in The Grapes of Wrath had to rely on others to obtain their goal, while Peekay in The Power of One struggled to find his way in life completely alone. Though each book is very different from the other, each is an emotional story of life's obstacles and the tremendous human spirit, whether combined or individual, that it takes to overcome them.    Sources Courtenay, Bryce. The Power of One. New York: Random House, 1989 Levant, Howard. "The Fully Matured Art: The Grapes of Wrath." John Steinbeck, Modern Critical Views. New York: Chelsea House Publishers, 1987. 35-62. Steinbeck, John. The Grapes of Wrath. New York: Penguin Books, 1978.

The Blind Side

The Blind Side Identify the title, text type, composer and year of publication * ‘The Blind Side’ is a film composed by John Lee Hancock (2009) Identify the context in which your ORT has been set and they key ideas related to the concept of belonging which are represented. * The blind Side was created based on the 2006 book ‘The Blind Side: Evolution of a game†. The film was set in Memphis, in various environments such as A Christian School, the Tuohy’s household and other areas.This film explores the life of the main character, Michael Oher, and his journey from a sense of dislocation and alienation from those around him, to feeling acceptance and a sense of self identity towards himself. Aspects of belonging explored in this film include the relationships that are developed throughout the film which create for Michael a sense of identity, acceptance, understanding, and the potential for Michael to take a further journey in his life. The connections t hat Michael develops with Leigh Anne Tuohy are the catalyst for the noticeable change that Michael experiences in relation to feeling a sense of inclusion.Outline at least FOUR key ideas about belonging which are represented in your ORT. * The background experiences within his family, he is one of 7 and doesn’t know his father, while his mum is a drug addict. * The journey to a new environment, connections made with people and the place. * The acceptance of Michael and being welcomed into the Tuohy’s household. * Never judge a book by the cover- Leigh Anne Tuohy accepts Michael for who he is, not what he looks like. * From this Film, we understand a new meaning to helping those who are less fortunate, its all the little things that can have a large impact on the individual.Discuss how the composer has used a variety of language modes, forms, features and structures to represent these key ideas? (At least 12 PEEL or TQE for each) FILM TECHNIQUES * Opening sequence- Show s a playback of Lawrence Taylor snapping Jo Thiemann’s leg in 1985. Leigh Anne Tuohy narrates this scene with the voice over narration and she talks about the importance of the tackle position in football to the moulding of Michael Oher and his astounding protective instincts. The long slow motion shot of Michael Oher introduces Michael to the story, with his town home within the background of the shot. The effect of Flashbacks at the moment when Michael was separated from his mother is to give a short insight as to what Michael Oher had experienced. * On Michael’s journey to the new Christian School that will eventually become a second home for Michael there is a panning shot of Michael in the back seat of the car. Visually we can see that Michael’s body language is conveying a sense of shyness, worry and alienation, as if Michael was in a completely different world.This shot also displays the new opportunity that is about to infold for Michael- new place and n ew opportunity. * The close up shot of Michael observing the ‘new world’ clearly conveys the curiosity and separation form the new town that surrounds him. * Dialogue- â€Å"It’s a brave kid†. â€Å"For wanting to come here. † â€Å"For wanting a quality education†. â€Å"I can tell you most young lads with his background wouldn’t come within 200 miles of this place†. The teachers within the Christian School discuss Michaels want to start an education.The teachers state that ‘Most’ young lads with his background†¦Ã¢â‚¬ , would not be interested in aiming to achieve something. The automatically judge Michael without knowing who he is as a person. * The use of shot reverse shot of the teacher and Michael whilst in the classroom displays Michael’s unsureness of the new school life and feeling of exclusion from the other children, as well as showing the teachers look of concern and her determination to help Michael. The Film includes a lot of close up shots, in order to convey emotions such as sadness and joy. John Lee Hancock includes close up shots within the film to purposely emphasize the range of emotions that the characters experience, so that it can allow the audience to relate to the position that the characters are in and to help them achieve a re-evaluation of their values, attitudes and beliefs.Discuss similarities between the text â€Å"The simple Gift† composed by Steven Herrick and the film â€Å"The Blind Side† composed by John Lee Hancock. * The relationship that develops between Billy and Old Bill is one that is similar to the relationship between Leigh Anne Tuohy and Michael Oher. To Old Bill, he views Billy as a son and treats him the way that he would treat his own. Leigh Anne Tuohy eventually adopts Michael Oher and the relationship that is developed is one similar to mother and son. Both Billy and Michael both come from a disconnected family in they both had no relationship with their father. Billy and Michael both have experienced a bad lifestyle but then they both start a new journey to a new life, in which they both successfully achieve. Once they have made this journey, a new sense of self identity, acceptance and inclusion is felt strongly and the audience of both stories effectively motivate us to change or re-evaluate our own values, attitudes and beliefs.While this this â€Å"rags to riches† storyline isn't new in the world of Hollywood, it definitely redefines values that have somewhat been lost in our 21st  century society. This film is based on the true story of Michael Oher, who was featured in Michael Lewis' book  The Blind Side: Evolution of the Game. While the screenwriter of The Blind Side, John Lee Hancock, probably took some artistic liberty to make these factual events more heart stirring, whatever the changes may have been, I believe that The Blind Side still remains true to the reality.After wat ching the preview, you already know what is going to happen in the movie; however, the movie truly brings to life Michael Oher's story and goes into depth to show the relationship between Oher and the Touhys. The opening scene of Blind Side shows a playback of Lawrence Taylor snapping Joe Theismann's leg in 1985. Leigh Anne Touhy, played by Sandra Bullock, narrates this scene as she talks about the importance of the tackle position in football to the molding of Michael Oher and his astounding protective instincts.Oher was born to a drug-addicted mother, he had over a dozen siblings and was homeless for years. The Touhy's took Michael Oher, who is played by Quinton Aaron, under their wings and helped him grow into an incredible athlete. For me, there were two incredibly moving scenes. The first was the when Oher told Mrs. Touhy he's never had his own bed before and the second was when Oher called Mrs. Touhy â€Å"Momma† for the first time. At the closing credits, newspaper acc ounts of young men from Oher's part of Memphis that were killed by gang violence were flashed on the screen.There are so many people in this world that are like Michael Oher before he joined the Touhy family. Where might Micheal Oher be today without the help of the Touhys? So, even though you already know how the story ends, The Blind Side is still worth seeing for both the exceptional acting and the moving story of Michael Oher's life. Not only is it just the story of Oher's life though, but it is also a thought-provoking movie that shows that there is still goodwill in this world despite the violence and hatred we see every day. The Blind Side The Blind Side Identify the title, text type, composer and year of publication * ‘The Blind Side’ is a film composed by John Lee Hancock (2009) Identify the context in which your ORT has been set and they key ideas related to the concept of belonging which are represented. * The blind Side was created based on the 2006 book ‘The Blind Side: Evolution of a game†. The film was set in Memphis, in various environments such as A Christian School, the Tuohy’s household and other areas.This film explores the life of the main character, Michael Oher, and his journey from a sense of dislocation and alienation from those around him, to feeling acceptance and a sense of self identity towards himself. Aspects of belonging explored in this film include the relationships that are developed throughout the film which create for Michael a sense of identity, acceptance, understanding, and the potential for Michael to take a further journey in his life. The connections t hat Michael develops with Leigh Anne Tuohy are the catalyst for the noticeable change that Michael experiences in relation to feeling a sense of inclusion.Outline at least FOUR key ideas about belonging which are represented in your ORT. * The background experiences within his family, he is one of 7 and doesn’t know his father, while his mum is a drug addict. * The journey to a new environment, connections made with people and the place. * The acceptance of Michael and being welcomed into the Tuohy’s household. * Never judge a book by the cover- Leigh Anne Tuohy accepts Michael for who he is, not what he looks like. * From this Film, we understand a new meaning to helping those who are less fortunate, its all the little things that can have a large impact on the individual.Discuss how the composer has used a variety of language modes, forms, features and structures to represent these key ideas? (At least 12 PEEL or TQE for each) FILM TECHNIQUES * Opening sequence- Show s a playback of Lawrence Taylor snapping Jo Thiemann’s leg in 1985. Leigh Anne Tuohy narrates this scene with the voice over narration and she talks about the importance of the tackle position in football to the moulding of Michael Oher and his astounding protective instincts. The long slow motion shot of Michael Oher introduces Michael to the story, with his town home within the background of the shot. The effect of Flashbacks at the moment when Michael was separated from his mother is to give a short insight as to what Michael Oher had experienced. * On Michael’s journey to the new Christian School that will eventually become a second home for Michael there is a panning shot of Michael in the back seat of the car. Visually we can see that Michael’s body language is conveying a sense of shyness, worry and alienation, as if Michael was in a completely different world.This shot also displays the new opportunity that is about to infold for Michael- new place and n ew opportunity. * The close up shot of Michael observing the ‘new world’ clearly conveys the curiosity and separation form the new town that surrounds him. * Dialogue- â€Å"It’s a brave kid†. â€Å"For wanting to come here. † â€Å"For wanting a quality education†. â€Å"I can tell you most young lads with his background wouldn’t come within 200 miles of this place†. The teachers within the Christian School discuss Michaels want to start an education.The teachers state that ‘Most’ young lads with his background†¦Ã¢â‚¬ , would not be interested in aiming to achieve something. The automatically judge Michael without knowing who he is as a person. * The use of shot reverse shot of the teacher and Michael whilst in the classroom displays Michael’s unsureness of the new school life and feeling of exclusion from the other children, as well as showing the teachers look of concern and her determination to help Michael. The Film includes a lot of close up shots, in order to convey emotions such as sadness and joy. John Lee Hancock includes close up shots within the film to purposely emphasize the range of emotions that the characters experience, so that it can allow the audience to relate to the position that the characters are in and to help them achieve a re-evaluation of their values, attitudes and beliefs.Discuss similarities between the text â€Å"The simple Gift† composed by Steven Herrick and the film â€Å"The Blind Side† composed by John Lee Hancock. * The relationship that develops between Billy and Old Bill is one that is similar to the relationship between Leigh Anne Tuohy and Michael Oher. To Old Bill, he views Billy as a son and treats him the way that he would treat his own. Leigh Anne Tuohy eventually adopts Michael Oher and the relationship that is developed is one similar to mother and son. Both Billy and Michael both come from a disconnected family in they both had no relationship with their father. Billy and Michael both have experienced a bad lifestyle but then they both start a new journey to a new life, in which they both successfully achieve. Once they have made this journey, a new sense of self identity, acceptance and inclusion is felt strongly and the audience of both stories effectively motivate us to change or re-evaluate our own values, attitudes and beliefs.While this this â€Å"rags to riches† storyline isn't new in the world of Hollywood, it definitely redefines values that have somewhat been lost in our 21st  century society. This film is based on the true story of Michael Oher, who was featured in Michael Lewis' book  The Blind Side: Evolution of the Game. While the screenwriter of The Blind Side, John Lee Hancock, probably took some artistic liberty to make these factual events more heart stirring, whatever the changes may have been, I believe that The Blind Side still remains true to the reality.After wat ching the preview, you already know what is going to happen in the movie; however, the movie truly brings to life Michael Oher's story and goes into depth to show the relationship between Oher and the Touhys. The opening scene of Blind Side shows a playback of Lawrence Taylor snapping Joe Theismann's leg in 1985. Leigh Anne Touhy, played by Sandra Bullock, narrates this scene as she talks about the importance of the tackle position in football to the molding of Michael Oher and his astounding protective instincts.Oher was born to a drug-addicted mother, he had over a dozen siblings and was homeless for years. The Touhy's took Michael Oher, who is played by Quinton Aaron, under their wings and helped him grow into an incredible athlete. For me, there were two incredibly moving scenes. The first was the when Oher told Mrs. Touhy he's never had his own bed before and the second was when Oher called Mrs. Touhy â€Å"Momma† for the first time. At the closing credits, newspaper acc ounts of young men from Oher's part of Memphis that were killed by gang violence were flashed on the screen.There are so many people in this world that are like Michael Oher before he joined the Touhy family. Where might Micheal Oher be today without the help of the Touhys? So, even though you already know how the story ends, The Blind Side is still worth seeing for both the exceptional acting and the moving story of Michael Oher's life. Not only is it just the story of Oher's life though, but it is also a thought-provoking movie that shows that there is still goodwill in this world despite the violence and hatred we see every day. The Blind Side The Blind Side Identify the title, text type, composer and year of publication * ‘The Blind Side’ is a film composed by John Lee Hancock (2009) Identify the context in which your ORT has been set and they key ideas related to the concept of belonging which are represented. * The blind Side was created based on the 2006 book ‘The Blind Side: Evolution of a game†. The film was set in Memphis, in various environments such as A Christian School, the Tuohy’s household and other areas.This film explores the life of the main character, Michael Oher, and his journey from a sense of dislocation and alienation from those around him, to feeling acceptance and a sense of self identity towards himself. Aspects of belonging explored in this film include the relationships that are developed throughout the film which create for Michael a sense of identity, acceptance, understanding, and the potential for Michael to take a further journey in his life. The connections t hat Michael develops with Leigh Anne Tuohy are the catalyst for the noticeable change that Michael experiences in relation to feeling a sense of inclusion.Outline at least FOUR key ideas about belonging which are represented in your ORT. * The background experiences within his family, he is one of 7 and doesn’t know his father, while his mum is a drug addict. * The journey to a new environment, connections made with people and the place. * The acceptance of Michael and being welcomed into the Tuohy’s household. * Never judge a book by the cover- Leigh Anne Tuohy accepts Michael for who he is, not what he looks like. * From this Film, we understand a new meaning to helping those who are less fortunate, its all the little things that can have a large impact on the individual.Discuss how the composer has used a variety of language modes, forms, features and structures to represent these key ideas? (At least 12 PEEL or TQE for each) FILM TECHNIQUES * Opening sequence- Show s a playback of Lawrence Taylor snapping Jo Thiemann’s leg in 1985. Leigh Anne Tuohy narrates this scene with the voice over narration and she talks about the importance of the tackle position in football to the moulding of Michael Oher and his astounding protective instincts. The long slow motion shot of Michael Oher introduces Michael to the story, with his town home within the background of the shot. The effect of Flashbacks at the moment when Michael was separated from his mother is to give a short insight as to what Michael Oher had experienced. * On Michael’s journey to the new Christian School that will eventually become a second home for Michael there is a panning shot of Michael in the back seat of the car. Visually we can see that Michael’s body language is conveying a sense of shyness, worry and alienation, as if Michael was in a completely different world.This shot also displays the new opportunity that is about to infold for Michael- new place and n ew opportunity. * The close up shot of Michael observing the ‘new world’ clearly conveys the curiosity and separation form the new town that surrounds him. * Dialogue- â€Å"It’s a brave kid†. â€Å"For wanting to come here. † â€Å"For wanting a quality education†. â€Å"I can tell you most young lads with his background wouldn’t come within 200 miles of this place†. The teachers within the Christian School discuss Michaels want to start an education.The teachers state that ‘Most’ young lads with his background†¦Ã¢â‚¬ , would not be interested in aiming to achieve something. The automatically judge Michael without knowing who he is as a person. * The use of shot reverse shot of the teacher and Michael whilst in the classroom displays Michael’s unsureness of the new school life and feeling of exclusion from the other children, as well as showing the teachers look of concern and her determination to help Michael. The Film includes a lot of close up shots, in order to convey emotions such as sadness and joy. John Lee Hancock includes close up shots within the film to purposely emphasize the range of emotions that the characters experience, so that it can allow the audience to relate to the position that the characters are in and to help them achieve a re-evaluation of their values, attitudes and beliefs.Discuss similarities between the text â€Å"The simple Gift† composed by Steven Herrick and the film â€Å"The Blind Side† composed by John Lee Hancock. * The relationship that develops between Billy and Old Bill is one that is similar to the relationship between Leigh Anne Tuohy and Michael Oher. To Old Bill, he views Billy as a son and treats him the way that he would treat his own. Leigh Anne Tuohy eventually adopts Michael Oher and the relationship that is developed is one similar to mother and son. Both Billy and Michael both come from a disconnected family in they both had no relationship with their father. Billy and Michael both have experienced a bad lifestyle but then they both start a new journey to a new life, in which they both successfully achieve. Once they have made this journey, a new sense of self identity, acceptance and inclusion is felt strongly and the audience of both stories effectively motivate us to change or re-evaluate our own values, attitudes and beliefs.While this this â€Å"rags to riches† storyline isn't new in the world of Hollywood, it definitely redefines values that have somewhat been lost in our 21st  century society. This film is based on the true story of Michael Oher, who was featured in Michael Lewis' book  The Blind Side: Evolution of the Game. While the screenwriter of The Blind Side, John Lee Hancock, probably took some artistic liberty to make these factual events more heart stirring, whatever the changes may have been, I believe that The Blind Side still remains true to the reality.After wat ching the preview, you already know what is going to happen in the movie; however, the movie truly brings to life Michael Oher's story and goes into depth to show the relationship between Oher and the Touhys. The opening scene of Blind Side shows a playback of Lawrence Taylor snapping Joe Theismann's leg in 1985. Leigh Anne Touhy, played by Sandra Bullock, narrates this scene as she talks about the importance of the tackle position in football to the molding of Michael Oher and his astounding protective instincts.Oher was born to a drug-addicted mother, he had over a dozen siblings and was homeless for years. The Touhy's took Michael Oher, who is played by Quinton Aaron, under their wings and helped him grow into an incredible athlete. For me, there were two incredibly moving scenes. The first was the when Oher told Mrs. Touhy he's never had his own bed before and the second was when Oher called Mrs. Touhy â€Å"Momma† for the first time. At the closing credits, newspaper acc ounts of young men from Oher's part of Memphis that were killed by gang violence were flashed on the screen.There are so many people in this world that are like Michael Oher before he joined the Touhy family. Where might Micheal Oher be today without the help of the Touhys? So, even though you already know how the story ends, The Blind Side is still worth seeing for both the exceptional acting and the moving story of Michael Oher's life. Not only is it just the story of Oher's life though, but it is also a thought-provoking movie that shows that there is still goodwill in this world despite the violence and hatred we see every day.

Why Did People Vote for the Nazi Party

Why did people vote for the Nazi party? ~ Young Unemployed Man 1929 I have decided to vote for the Nazi party. Right now our country is in a depression, and our people are suffering from misery and poverty. Adolf Hitler has promised to make our country a better place by overcoming these problems. His plans for us are so great. He believes in a brighter future for our country. We shall see his dream appearing before our very eyes. In a speech Adolf Hitler gave; he said, â€Å" I’ve made it clear the German nation will be restored only when the German people find their inner strength once more! He believes in our people and our country. He wants the country to become a better place not only for him but also his supporters. He believes he is able to restore our country to its former glory, before World War 2 and the treaty of Versailles. He believes in creating a pure nation, made up of only us Germans. He shows the true weaknesses of democracy. The weaknesses only some people k now of, he shows how unorganized and chaotic their business is.He wants to show us that we have made the wrong decisions in the past and that there can be a new future. A future, which will be filled with hope and discipline. This hope helps us to continue on, and look forward to the future. The promises he made goes out to everyone of all classes, but the most important one he made was to give work to the unemployed. Unemployment is the reason why the country is failing. So when the Nazi party is elected I can finally feed my family again, we can keep warm in the winter and maybe even afford little luxuries.The country will no longer be seen as a disappointment but as a haven, for those people like me, who have nothing but a few scrapes to live off of. The Nazi party has made big promises in which I believe will help our country achieve success. Not only that but it will benefit all of us in the country. All other parties’ promises seem like a disappointment in comparision. Those promises are only a minor achievement but our country wants to create power and purity. â€Å"Heil Hitler! †

Carbohydrates Lab Report Essay

Introduction Carbohydrates are essential in foods as an energy source (starch is the main source of human calories), a flavouring (simple sugars are usually sweet) and as a functional ingredient (sucrose allows ice cream to be soft in the freezer; xanthan gum thickens a low-fat salad dressing). Carbohydrates are a type of macronutrient found in many foods and beverages. Most carbohydrates are naturally occurring in plant-based foods, such as grains. Food manufacturers also add carbohydrates to processed foods in the form of starch or added sugar. As with all our approaches to food ingredients/constituents we will first examine the structure of carbohydrates and then try to elucidate how their structures allow them to function as they do. As their name suggests, carbohydrates basically made up from sugar and water, i.e. Cx(H2O)y, although this ratio is often not strictly true and occasionally other atoms may be present. The carbons are arranges in a chain (most often 5-6 atoms) functionalized with alcohol groups. The terminal carbon either carries either an aldehyde or a ketone functional group. Carbohydrates are classified based on size of base carbon  chain, number of sugar units, location of C=O and stereochemistry. Classifications of carbohydrate are monosaccharides, disaccharides, oligosaccharides, and polysaccharides. Monosaccharide is the smallest possible sugar unit. Examples include glucose, galactose or fructose. When we talk about blood sugar we are referring to glucose in the blood; glucose is a major source of energy for a cell. In human nutrition, galactose can be found most readily in milk and dairy products, while fructose is found mostly in vegetables and fruit. When monosaccharides merge together in linked groups they are known as polysaccharides. Disaccharide is two monosaccharide molecules bonded together. Polysaccharides are polymers. A simple compound is a monomer, while a complex compound is a polymer which is made of two or more monomers. Disaccharides are polysaccharides – â€Å"poly†¦Ã¢â‚¬  specifies any number higher than one, while â€Å"di†¦Ã¢â‚¬  specifies exactly two. Examples of disaccharides include lactose, maltose, and sucrose. If you bond one glucose molecule with a fructose molecule you get a sucrose molecule. Sucrose is found in table sugar, and is often formed as a result of photosynthesis (sunlight absorbed by chlorophyll reacting with other compounds in plants). If you bond one glucose molecule with a galactose molecule you get lactose, which is commonly found in milk. Starch, glycogen, dextran and cellulose are polysaccharides. Polysaccharides differ not only in the natural of their component monosaccharides but also in the length of their chains and in the amount of chain branching that occurs. Polysaccharides function as storage materials, structural components, or protective substances. Thus, starch ( which exists in two forms: amylose and amylopectin ), glycogen and other storage polysaccharides, as readily metabolizable food, provide energy reserves for cells. Chitin and cellulose provide strong support for the skeletons of arthropods and green plants, respectively. In this experiment those activity that had been carried out means to determine the carbohydrate class of an unknown by carrying out a series of chemical reactions with the unknown and known compounds in each class of carbohydrate such as the Molisch test (general CHO), Barfoed’s test (monosaccharides), Fehling’s test (reducing sugars), Benedict’s test (reducing sugars) and Iodine test (amylose). ACTIVITY 3.1, MOLISCH TEST: A GENERAL TEST FOR CARBOHYDRATES OBJECTIVE: To test the carbohydrate solution MATERIALS: 1 % of carbohydrate solutions( lactose, glucose, starch, sucrose, cellulose, fructose, apple and cabbage ), distilled water(as control tube), concentrated sulphuric acid, Molisch reagent. APPARATUS: Test tubes, test tube holder, dropper, 5ml pipette, glass rod, test tube rack, fume cupboard CAUTION: Molish reagent contains concentrated sulfuric acid , which is toxic and corrosive. It can cause severe burns. Prevent eye, skin clothing, and combustible material contact. Avoid ingesting the substance.If you spill any reagent or acid, immediately notify your laboratory instructor. NOTE: Do not place your thumb over the open end of a test tube when mixing its contents. Your laboratory instructor will suggest ways in which you can safely and thoroughly mix the contents of a test tube. PROCEDURES: 1. 2 ml of each of the 1% carbohydrate solutions that have been prepared is added into one set of labelled test tubes. 2. 2 drops of Molisch reagent are added to each test tube and is mixed well with a clean glass stirring rod. 3. The test tube is inclined. Then 3ml of concentrated sulphuric acid is added slowly and carefully down the side of the tube to form a layer below the sugar solution.( This step is performed inside the fume cupboard ). 4. The resulting solution did not been shook or mixed. 5. The change of the solution is observed and recorded. ( A purple ring at the interface is indicative of a carbohydrate ). 6. The test solutions containing Molisch reagent is discarded into the container provided by laboratory instructor. RESULT: DISCUSSION: Carbohydrates undergo dehydration reactions (loss of water) in the presence of concentrated sulfuric acid. Pentoses and hexoses form five member oxygen  containing rings on dehydration. The five member ring, known as furfural, further reacts with Molisch reagent to form colored compounds. Pentoses are then dehydrated to furfural, while hexoses are dehydrated to 5-hydroxymethylfurfural. Either of these aldehydes, if present, will condense with two molecules of naphthol to form a purple-colored product. A positive reaction is indicated by appearance of a purple ring at the interface between the acid and test layers. Monosaccharides give a rapid positive test. Glucose and fructose are monosaccharide. Disaccharides and polysaccharides react more slowly than monosaccharide. Sucrose and lactose are disaccharide which also gave purple color ring. Starch and cellulose gave slightly purple color because they are polysaccharides. Distilled water gave negative test because it is not carbohydrate. A large apple has around 28-31 grams of carbohydrate. Apple and cabbage contain carbohydrate so that they gave purple ring in this test. CONCLUSION: Glucose, lactose, fructose, sucrose, starch and cellulose all are carbohydrates which give positive test for Molisch test. A sample of distilled water is prepared and tested as the controlling sample. ACTIVITY 3.2, BARFOED’S TEST:A GENERAL TEST TO DISTINGUISH BETWEEN MONOSACCHARIDE AND DISACCHARIDES OBJECTIVE: To distinguish the given carbohydrate solutions as monosaccharides or disaccharides. MATERIALS: 1 % of carbohydrate solutions( lactose, glucose, starch, sucrose, cellulose, fructose), distilled water (as control tube), Barfoed’s reagent APPARATUS: Test tubes, test tube holder, 5 ml pipette, pipette filler, stop watch, water bath CAUTION : Barfoed’s reagent is corrosive and an irritant. If you spill any of the solution on yourself or on the bench, immediately notify your laboratory instructor. PROCEDURES 1. 5 ml of each of the carbohydrate solutions is added into one set of the  labelled test tubes. 2. 5 ml of Barfoed’s reagent is added to each test.  3. The contents of each tube are shook well. All the tubes are placed in an actively boiling water bath at the same time. 4. After the water starts boiling again, the solutions is heated for 3.5 min. ( Timing is important since a false positive test can be obtained for monosaccharides with disaccharide, if the disaccharides are heated for more than 3.5 min thereby breaking down ( hydrolyzing ) to monosaccharides ). 5. During this period, the tubes are observed closely and any change of clarity of the solutions is noted. ( A positive test for monosaccharides is the appearance of a red precipitate of Cu?O within 1 or 2 minutes, if no precipitate forms it indicates the presence of a disaccharide). RESULT: 1% CARBOHYDRATE SOLUTION FORMATION OF RED PRECIPITATE Fructose Yes Glucose Yes Cellulose No Lactose No Sucrose No Starch No Distilled water(as control tube) No DISCUSSION: Barfoed’s test distinguishes monosaccharides from disaccharides. Positive test for monosaccharides is the appearance of red precipitate (Cu2O) within 1-2 minutes. If no precipitate formed, indicates the presence of disaccharide. The red precipitate come from the reaction between the  reduction of copper (II) acetate to copper(I) oxide (Cu2O). RCHO + 2Cu2+ + 2H2O > RCOOH + Cu2Ov + 4H+ The aldehyde group of the monosaccharide which normally forms a cyclic hemiacetal is oxidized to the carboxylate. Glucose and fructose which are monosaccharides show positive result in this test. Reducing disaccharides undergo the same reaction, but do so at a slower rate. So, the timing to heat the sample is set to 3.5 minutes. However, the samples are heated no more than 3.5 minutes to prevent the disaccharide breaking down to monosaccharide. Lactose, sucrose, cellulose, starch and distilled water showed negative result in this test. CONCLUSION: Only monosaccharide will give an immediate red precipitate in Barfoed’s test that is glucose and fructose the other remaining solutions which are cellulose, lactose, sucrose, starch and distilled water do not show any changes. ACTIVITY 3.3 FEHLING TEST: FOR REDUCING OBJECTIVE: To distinguish the reducing sugars and non-reducing sugars MATERIALS: 1% of carbohydrate solutions ( glucose, fructose, cellulose, lactose, sucrose, starch ), distilled water(as control tube), Fehling solution A ( 69.28 grams copper (II) sulfate pentahydrate dissolved in 1 litre of distilled water), Fehling solution B ( 346 grams Rochelle salt ( potassium sodium tartrate tetrahydrate) and 120 grams sodium hydroxide in 1 litre of distilled water) APPARATUS: 5 ml pipette, test tubes, test tube holder, test tube rack, pipette filler, stop watch PROCEDURES: 1. 5 ml of carbohydrate solutions is added into one set of test tubes. 2. By using different glass pipettes, 5 ml of Fehling A and 5 ml of Fehling B are added into each test tubes. 3. The solution is heated in a boiling water bath for 5-10 minutes. 4. Red brick precipitate is formed for positive results. 5. Changes in test tubes are recorded. RESULT: Samples Result Lactose Positive-red brick precipitate Glucose Positive-red brick precipitate Fructose Positive-red brick precipitate Starch Negative-no changes Distilled water Negative-no changes Cellulose Negative-no changes Sucrose Negative-no changes DISCUSSION: Fehling’s solution is used to test for the presence of a reducing sugar. Fehling’s solution was based on the aldehyde or ketone groups in the sugar structures. A sugar is classified as a reducing sugar only if it has an open-chain form with an aldehyde group or a free hemiacetal group. the presence of aldehydes but not ketones is detected by reduction of the deep blue solution of copper(II) to a red precipitate of insoluble copper oxide. Fructose, glucose and lactose show positive result in this test. All monosaccharides are reducing sugars. Many disaccharides, like lactose, also have a reducing form, as one of the two units may have an open-chain form with an aldehyde group. However, sucrose, in which the anomeric carbons of the two units are linked together, are non-reducing disaccharides since neither of the rings is capable of opening. Polysaccharides (sugars with multiple chemical rings) are non-reducing sugars. Polysaccharides have closed structures, which use free atoms to bond together their multiple rings, and take a much longer time to be broken down. So, starch and cellulose which are polysaccharides have negative result in Fehling’s test. Distilled water is not reducing sugar also shows negative result. CONCLUSION: Fehling test is the common test which is used to determine the presence of reducing sugar. Fructose, lactose and glucose are reducing sugars which give brick red precipitate after the solutions are heated. ACTIVITY 3.4 BENEDICT’S TEST: FOR REDUCING OBJECTIVE: To test for reducing sugars MATERIALS: 1% of carbohydrate solutions ( glucose, fructose, cellulose, lactose, sucrose, starch ), 3M hydrochloric acid (HCl), Benedict’s reagent, distilled water APPARATUS: Test tubes, test tube holder, test tube rack, 5 ml pipette, pipette filler, dropper, stop watch, water bath PROCEDURES 1. 5 ml of Benedict’s reagent and 2 ml of carbohydrate are added to a test tube and each tube is shook thoroughly. 2. All the tubes are placed in a boiling water bath at the same time. The solutions are heated for 5-6 min. 3. Any changes in color, in the transparencies and in the formation and color of any precipitate are observed and recorded. 4. Later, 4 drops of 3M HCl are added to 5 ml of 1 % sucrose solution and is heated in the boiling water bath for 5 min. 5. 1 % starch solution is treated in the same way but the heating period was extended to 25-30 min. 6. 1-2 ml of each of solution is applied with Benedict’s test in the same manner as before. 7. The results are compared with those obtained without acid treatment. RESULT: Sugar solution Result of colour of the solution Starch Light blue Lactose Brick red precipitate are formed Fructose Brick red precipitate are formed Sucrose Light blue Cellulose Light blue + white precipitate Glucose Brick red precipitate are formed Distilled water Light blue Sucrose + HCI Brick red precipitate are formed Starch + HCI Light DISCUSSION: The Benedict’s test is used to detect the presence of reducing sugars (sugars with a free aldehyde or ketone group) such as glucose, fructose and lactose. All monosaccharides are reducing sugars; they all have a free reactive carbonyl group. Some disaccharides have exposed carbonyl groups and are also reducing sugars. Lactose which is disaccharides also called reducing sugar as it has the exposed carbonyl groups. Other disaccharides such as sucrose and starch are non-reducing sugars and will not react with Benedict’s solution. Benedict’s reagent is a mild oxidant with CuSO4, Cu (II) sulfate, as one of the reagents. In the presence of a reducing sugar, the blue solution of Cu (II) or Cu+2, is changed to a brick red/brown precipitate of Copper (I) or Cu+1 oxide,Cu2O. If there a small or large amount of the reducing sugar present, the color would range from green to brick red respectively. RCHO + 2Cu2+ + 4OH- > RCOOH + Cu2O + 2H2O Sucrose indirectly produces a posit ive result with Benedict’s reagent if heated with dilute hydrochloric acid prior to the test, although after this treatment it is no longer sucrose. The addition of  HCl hydrolysed the non-reducing sugar, as it split it up into its component monomers. The monomers are reducing sugars which gave the positive result on the second reducing sugar test. The acidic conditions and heat break the glycosidic bond in sucrose through hydrolysis. The products of sucrose decomposition are glucose and fructose, both of which can be detected by Benedict’s reagent, as described above. This same goes for starch. But since starch has larger component compare to sucrose so it took a longer time to hydrolyse. That the purpose of heat it in longer time compare to sucrose. Without the addition of acid to sucrose solution, starch solution, the test given is negative. The solutions remain clear blue after the addition of Benedict’s reagent and heating. Tap water is used only to show the example of negative result of Benedict’s test. Thus it will not show any changes compare to the carbohydrates. CONCLUSION: Benedict’s test is the common test which is used to determine the existence of reducing sugar. Fructose, lactose, and glucose are reducing sugars which give positive test. Starch and sucrose are non reducing sugars which give positive results after adding hydrochloric acid. ACTIVITY 3.6, IODINE TEST: FOR POLYSACCHARIDES OBJECTIVE: To test for polysaccharides MATERIALS: 0.01M iodine, 0.12M KI , 1% carbohydrate solutions (cellulose and starch) , distilled water APPARATUS: Test tubes, test tube rack , dropper. PROCEDURE: 1. Few drop of 0.01M iodine in 0.12M KI added to 1% starch and cellulose solutions. 2. Any changes to the colour are observed. RESULT: 1% CARBOHYDRATE SOLUTION COLOUR OBSERVED Starch Vivid blue Cellulose Yellowish brown DISCUSSION: Starch gives positive result in Iodine test as the color of solution change from yellow to dark blue. The immediate formation of a vivid blue color indicates amylose. Vivid blue coloration forms due to the polyiodide complex formed. Cellulose is derived from D-glucose units, which condensed through beta(1->4)-glycosidic bond. This give cellulose to be a straight polymer therefore, it can’t coil around iodine to produce blue colour as starch does. Only starch gives the color of vivid blue, this is because it contains amylase. The iodine molecules slip inside of the amylase coil. The amylose, or straight chain portion of starch, forms helices where iodine molecules assemble, forming a dark blue color. CONCLUSION: The Iodine test is used to test for the presence of starch. Starch is a type of polysaccharide carbohydrate which is made up of amylose and amylopectin. It is one of the main sources of carbohydrate and present naturally in plant. Amylose in starch form dark blue complex with iodine. ACTIVITY 2.2 SOLUBILITY AND DIGESTIBILITY TEST SOLUBILITY TEST OBJECTIVE: To test the solubility in hot water and digestion by amylase. MATERIALS: 5g of starch, 5g of cellulose, distilled water APPARATUS: Test tubes, test tube holder, glass rod, test tube rack, fume cupboard, 2 centrifuge tubes, analytical balance, cylinder, graduated pipette, pipette filler, 2 evaporator dishes. PROCEDURE: 1 5 g of starch is measured and put into a centrifuge tube;  2 40 ml of distilled of water is measured and poured into the same centrifuge  tube; 3 Step 1 to 2 is repeated by replacing the starch with cellulose; 4 Both of the tubes are heated: the tube containing starch is heated for about 2-3 minutes whereas the tube containing cellulose is heated for about 10 minutes; 5 After heating, both of the content of the tubes are allowed to cool down slightly; 6 The tubes are put into a centrifuge with 3500 rpm for 10 minutes; 7 Empty weight for both of the evaporator dishes is measured; 8 5 mL of the supernatant from both of the tubes is pipetted and poured into two separate evaporator dishes; 9 The evaporator dishes are left in the oven overnight 10 The weight of the evaporator dishes is measured again. 11 The solubility results are recorded and tabulated. RESULT: Solubility (%) = Weight of dried supernatant (g) Weight of the dried carbohydrates (g) For starch, solubility (%) = 0.0093g 50.0023g = 0.01860 % For cellulose, solubility (%) = 0.0010g 50.0027g = 0.002000 % Carbohydrates Weight of dry carbohydrates (gram) Weight of dried supernatant (gram) Solubility (%) Starch 50.0023g 24.8768g- 24.8675g= 0.0093g 0.01860 Cellulose 50.0027g 21.2150g- 21.2140g= 0.0010g 0.002000 DISCUSSION: In this activity, the solubility is defined as the percentage ratio of the weight of dried supernatant to the weight of the dry starch. Solubility can be interpreted as the amount of the dissolved compound that is present in the test solution. From the calculations done, we can see that starch, with a percentage of solubility at 0.01860 %, whereas cellulose have 0.002000 %. Starch and cellulose are two very similar polymers. In fact, they are both made from the same monomer, glucose, and have the same glucose-based repeat units. Since the sugar molecules contain the hydroxyl group or –OH, Thus it can form hydrogen bonds with water molecules, which makes it soluble in water, but only to a limited extent. However, the glucose units in starch are connected by alpha linkages while the glucose units in cellulose are connected by beta linkages. In starch, all the glucose repeat units are oriented in the same direction. But in cellulose, each succesive glucose unit is rotated 180 degrees around the axis of the polymer backbone chain, relative to the last repeat unit. Although cellulose contains hydroxyl groups too, but most of them are hydrogen-bonded to each other when the microfibrils stack together, which accounts for the strength of cellulose fibers. There’s less free hydroxyl groups that can hydrogen bond with water molecules, other than those hydroxyl groups that’s present at the end of each cellulose chain, which causes the cellulose to be less soluble in water when compared to starch. CONCLUSION: Although both starch and cellulose are complex carbohydrates, which have large molecular weight size, significantly reducing their affinity for water, but the hydroxyl groups that exist in the monomers itself actually contributes to their insignificant solubility. However, the solubility will increase when these complex carbohydrates are broken down into its monomers where the hydroxyl groups can form hydrogen bonds with other water molecules easily due to the reduced molecular weight and size that affects the affinity for water. DIGESTIBILITY TEST OBJECTIVE: To determine the digestibility of complex carbohydrates MATERIALS: Starch powder, cellulose powder, enzyme amylase, benedict’s solution, distilled water APPARATUS: 2 centrifuge tubes, measuring cylinder, analytical balance, pipette fillers, graduated pipettes, 2 droppers, 5 test tubes. PROCEDURE: 1 5 g of starch is measured and put into a centrifuge tube;  2 40 ml of distilled of water is measured and poured into the same centrifuge tube; 3 Step 1 to 2 is repeated by replacing the starch with cellulose; 4 Both of the tubes are heated: the tube containing starch is heated for about 2-3 minutes whereas the tube containing cellulose is heated for about 10 minutes; 5 After heating, both of the tubes are allowed to cool down slightly; 6 5 mL of starch is pipetted into a test tube;  7 Step 6 is repeated using a different test tube but a drop of amylase is dropped into it; 8 5 mL of cellulose is pipetted into a test tube; 9  Step 8 is repeated using a different test tube but a drop of amylase is dropped into it; 10 5 mL of distilled water is pipetted into the last test tube, and a drop of amylase is dropped into it; 11 20 drops of benedict’s solution is dropped into five of the test tubes; 12 Any changes occurred is recorded and tabulated. Result Samples Colours of the solutions Benedict’ s test 5 g of starch blue Negative 5 g of starch with amylase Brick red precipitate is formed Positive 5 g of cellulose blue Negative 5 g of cellulose with amylase blue Negative Distilled water with amylase Blue Negative DISCUSSION: Amylase is one of the many members of a class of enzyme, hydrolases, that catalyze the hydrolysis of starch into smaller carbohydrate molecules such as maltose (a molecule composed of two glucose molecules). Two categories of amylases, denoted alpha and beta, differ in the way they attack the bonds of the starch molecules. Alpha-amylase is widespread among living organisms. In the digestive systems of humans and many other mammals, an alpha-amylase called ptyalin is produced by the salivary glands, whereas pancreatic amylase is secreted by the pancreas into the small intestine. In the experiment, the test tube that contains only distilled water served as a control for this experiment. As for the test tubes that contain starch and cellulose without the amylase, they give a negative result for Benedict’s test, because for starch and cellulose, since both of them are complex carbohydrates, thus they have very few carbonyl groups which contribute to the compound’s reducing properties. Starch is a non-reducing sugar which shows negative result in the Benedict’s test. As for the test tube that contains starch and cellulose with the addition of a drop of enzyme, amylase, the test tube with starch gives a positive result, but not the test tube with cellulose. As we all know, enzyme amylase can only catalyzes the breakdown of starch into simpler sugars, but not cellulose. Cellulose only digested by cellulase enzyme. It is impossible for human digestive enzymes to break the glycosidic bond. Therefore, only the test tube containing starch treated with amylase gives a positive result for the Benedict’s test. CONCLUSION: Enzyme is a highly specific catalyst which can only converts a specific set of reactants into specific products. Amylase only hydrolyze the starch but not cellulose. From here, we can say that the human digestive system would not be able to digest the cellulose, because our digestive system only contains amylase, and not cellulose. Therefore in the perspective of a  human, we can conclude that the digestibility of starch is higher than cellulose, provided that the enzyme amylase is present.

Advantages And Disadvantages Of The Prototype Model Information Technology Essay

Advantages And Disadvantages Of The Prototype Model Information Technology Essay This is a better system for consumers, because consumers have a natural tendency to change their mind in determining the requirements and methods of systems development to support user preferences. Because the methodology of the work system model is provided, consumers get a better understanding of the system being developed.   Offences can be detected early as well as system side mode.   ready to respond more quickly to the user a better solution. The job even more quickly and efficiently if the expander will collaborate further on the status of specific functions and develop the necessary adjustments in time for integration Prototype Model  Disadvantages Directing the implementation and how to build and improve systems. In practice, this methodology can improve the complexity system as the system can be expanded beyond the scope of original articles. The integration can be very difficult. STEPS: There are several steps in the Prototyping Model: The new system requirements de fined in sedentarily possible.  This usually involves interviewing number of users representing all departments and aspects of the systems. An original design made for the new system. A first prototype of a new system built from the original design.  This is usually a scale-down system, and an estimate of the final product characteristics. The overall consumer evaluate the first prototype, registered the strengths and weaknesses, what to add, and what do you off.  Expanders collect and analyze comments from users. The first prototype was modified based on comments provided by the user, and the prototype of both the new system was built. The second prototype is evaluated in the same way as the first prototype.   Previous steps of iteration are needed, until the user is satisfied that the prototype of the desired end product. Final system is built based on the final prototype.   Final system is actually measured and tested.  Conservation of the routine is done continuously to prevent large scale failures and to minimize downtime. Prototyping consists of the following steps: †¢ Requirements Definition / Collection.  Similar to the phase conceptualization Waterfall Model, but not exhaustive.  The information collected is usually limited to a subset of the complete system requirements. †¢ Design.  After the initial layer of requirements information is collected, or new information is collected, it quickly developed into a new or an existing design to be folded into a prototype. †¢ Prototype Manufacturing / Modify.  Information from design to prototype quickly wound up.  This may mean loss / alteration of information sheets, coding, or modification of any coding. †¢ Evaluation.  The prototype presented to the customer for review.  Comments and suggestions collected from customers. †¢ Refinement of prototype.  The information collected from customers digested and refined prototype.  The flourish of the revised pr ototype to make it more effective and efficient. †¢ Implementation of the System.  In most cases, this system is rewritten once the need to understand. Types: Prototype Models Types There are four types of Prototype Models based on their  development  planning: the Patch-Up Prototype, Nonoperational Prototype, First-of-a-Series Prototype Selected Features Prototype. Patch Up Prototype Types of prototype models to encourage cooperation of different developers.  Each expander will work on specific parts of the program.  After everyone has done their part, the program will integrated each other until the new program.  Patch Up The prototype is a model of rapid development.  Type model of software development requires a strong project manager who can oversee the development of this program.  Manager will control the beam of work and ensure that no crutch overlapping different functions of the developers.

Christianity Compared to Muslim Traditions Research Paper

Christianity Compared to Muslim Traditions - Research Paper Example In the year 1689 John Locke argued that no citizen of a state should be denied rights merely based on their religious beliefs. On the basis of this argument, a radical change spread across the Western nations, beginning in the New World and eventually into the European states towards a tolerance and level of acceptance that was intended to provide everyone the same opportunities without regard to their religious affiliation (Lewis and Churchill, 1). Bias, on the other hand, is a very different sort of experience and the bias that exists against other belief systems has been a driving force for the evil that men will do for thousands of years. In recent history two religions that have come into conflict based on political ideologies are those of Christianity and Islam where neither people fully understands the other. If looked at from an observational perspective, however, the religions are not that far apart in their beliefs or in the practice of those beliefs. While aspects of the I slamic and Christian religion are very far apart, the central ideas that hold each of the religions together are very similar in practice. Perspectives on Christianity Christianity encompasses a number of different denominations that all have small differences in the way in which they worship. Denominational differences primarily occurred during the time of the Reformation after Martin Luther took exception to the idea of selling forgiveness by the Catholic Church. The Christian religion has undergone a long list of changes from its beginning. The followers of Christ were originally rebels against a polytheistic society. After centuries of spreading the word, European followers were suddenly the oppressors creating wars and hosting invasive organizations like the Inquisition which judged and harmed. The organization of Christianity into a political system created a spiritual world with one foot in the secular as it began to function as members of state and as a center of wealth. Catholicism There about 900 million Catholics in the world today, which comprise about half of the Christian population. A Catholic church is headed by the clergy who are m ostly priests and bishops. There are ranks within the Church with the leader of the Church being the Pope. One of the more interesting practices of the Church is the event of electing a new Pope. As the Cardinals vote on electing a new Pope they will release black smoke form the chimney on days that they fail to vote in a new leader. On the final day that they choose a new Pope, the chimney will release white smoke, indicating to the masses that a new Pope has been elected (Penney 12). The most important celebration within the Catholic Church is the taking of the Eucharist. The Eucharist is Communion, which means that the individual has confessed their sins and is in a state of forgiveness, opening them to communication with God through sharing in a symbolic meal with Him. The worshiper takes in a wafer that symbolizes the bread which is the body of Christ and drinks wine, believing that this symbolizes the blood of Christ. This practice had many tribal communities that missionaries had approached and tried to teach the ways of Christian worship believing that Christians were cannibals (Jones 62). This practice, however, is intended to symbolizing becoming one with God through sharing of food and drink. As well, the worshiper becomes connected to the divine, thus the requirement for having cleared the conscious before participating. There are many symbolic rites that are conducted in the Catholic Church. The sign of the Cross is made when entering into a Church as the worshiper kneels before entering a pew. As well, this practice, called genuflecting, is also conducted when the worshipper leaves the pew. The worshiper has dipped their fingers into holy water before making the sign of the cross, creating a a symbolic washing of the heart before touching the head, solar plexus, left