William Shakespeare Biography Essay Example for Free

William Shakespeare Biography Essay Who was William Shakespeare? Where was he born? Where did he go to school? How did William Shakespeare live his life from the beginning to the ending? William Shakespeare’s life became a great mystery with lack of evidence to support any findings. His schooling, his family and parents will be revealed in my paper. Who were William Shakespeare’s parents? The parents of Mr. Shakespeare were John Shakespeare and Mary Arden Shakespeare. Mary Arden married William Shakespeare in 1557. Mary was the favorite of eight daughters of the widowed Robert Arden (Absolute Shakespeare, 2000-2005). William Shakespeare’s parents were both uneducated. John Shakespeare had become the Mayor of Stratford were William Shakespeare was born; which I will go into that later in my paper. Mary was never taught to read or write even though she came from a well prominent family (Life Story of William,1999 ). John Shakespeare was born in 1531 while Mary Arden was born in 1540 with a nine year age difference between the both of them. Mary Arden was from a catholic family, while John Shakespeare lived a life as a farmer. The marriage between John and Mary Arden was much of a talked about event (William Shakespeare Site-Map,2005 ). Both came from two different lifestyles with John as a farmer and Mary from a wealthy family it was not likely that the two would grow to love each other the way they did. William Shakespeare was born in 1564, eight years after his mother and father were married. He was born in Stratford, a town south of Warwickshire, England. As nobody really knows his place of birth was at his family home supposedly. William Shakespeare’s education is somewhat of a mystery. There are no records of him attending school, but we know from archives that he did. William Shakespeare started school at the age of seven and stopped going to school at the age of fourteen. He attended King Edward IV grammar school and received very little education there. The school is also known as â€Å" The Kings New School† (William Shakespeare Site-Map,2005). There are also rumors that at the age of eleven William Shakespeare went to grammar school in Stratford, which I assume would be â€Å"The Kings New School†. He studied theatre, acting, as well as Latin literature and history. When Shakespeare left school, which the age is still unknown, he went to work with his father and there is talk that he did take up teaching, but there are no known documentaries of that happening (Literature Network,2006). William Shakespeare met Anne Hathaway in Stratford, England. Shakespeare being eighteen years of age, and Anne Hathaway being twenty-six years old, an eight year difference existed between the two, similar to William Shakespeare’s parents with an age difference of nine years. Anne’s parents were both deceased and she lived with her brothers. Around the time she met Shakespeare she became pregnant, which caused an uproar back then and was talked about. Not being married and bringing a child into this world out of wedlock was not looked upon as something great. On November twenty-seventh 1582 the court issued a marriage license to Shakespeare and Hathaway and they were married on November twenty-eighth 1582, William being eighteen and Hathaway twenty-six years of age. It is believed that Anne Hathaway was William Shakespeare’s first love, but with the pregnancy he was forced into a marriage that he was not ready for. With William Shakespeare being a â€Å"teenage father† he may have felt the pressure of doing right and feeling somewhat overwhelmed with pressure from his family, wife and society to be married. He was out of work with no money to support his wife and child and now unable to attend a University of his choice (In search of Shakespeare,2003 ). Shakespeare and Hathaway went on to have three children in total. A girl named Susanna, and two years later twins: a boy and a girl named Hamnet and Judith. What occurred in Shakespeare’s life between 1583 and 1592, is unknown. It was and still is a mystery. But as archives do reveal Shakespeare was in London in 1592 and was known as the greatest playwright anyone had ever known of. The nine years between is just another mystery that nobody can figure out(Shakespeare Online, Actor and Playwright,1999-2010 ). There is no doubt as of today that William Shakespeare is the greatest writer of English Literature. His plays have been made into movies, books have been written, music has been conducted and published, and if your real lucky you might even be able to see a play of one of his greatest stories  ever told; in which I have seen many movies and read many books. Here are some of my favorite stories ever written; Othello, The Moon of Venice, The Taming of the Shrew, Twelfth Night or What You Will, Julius Caesar, Richard III, Macbeth (which was a favorite in high school), Midsummer Night’s Dream ( I have read that book), Henry V, Hamlet, which I might add Mel Gibson did very well playing that part, and my most favorite love story of all time, Romeo and Juliet. As you can see the title says it all. His mind went to the extreme and with such little education he just knew what his passion was and went for it. William Shakespeare’s children, as mentioned earlier, Susanna, Hamnet and Judith had a much different life of the great English Poet. William Shakespeare’s first born, Susanna, was raised by her mother, Anne. When Susanna turned twenty-four she was to marry a prosperous medical doctor. The wedding was held on June 5th 1607. Susanna had a baby girl eight months after her wedding, so this was William and Anne’s first grandchild (Children and Grandchildren,2005). Shakespeare and Hathaway’s son Hamnet was also raised by his mother. Little is known on the life of Hamnet since it was cut so short. There are no records that he ever attended school, which with his family background, I’m sure there was some type of education. In the late 1500’s an outbreak of the Bubonic Plague occurred, otherwise known as â€Å"Black Death or Black Plague. † Hamnet contracted this deadly disease of unknown sources and died at the age of eleven years old. He was buried where Shakespeare was born, in Stratford, England on the eleventh day of August in 1596 (Children and Grandchildren,2005). Judith the twin of Hamnet was to marry Thomas Quiney who came from a good family. Judith was thirty-one and Thomas was twenty-seven. They were married in Stratford, England on the tenth of February of 1616. A scandalous breakout occurred after the marriage that Quiney had made another girl pregnant. On March 12th the marriage was excommunicated (Children and Grandchildren,2005). The grandchildren of Shakespeare and Hathaway were many. Judith had three children, and Susanna had one daughter. Judith’s sons all died tragically, and very young. All of them boys, first son died at six months old, second son died at the age of twenty-one from the Black Plague, and her other son died the same month from the Black Plague, which would of been in January of 1639. On Judith’s side nobody survived the Shakespeare line. Susanna’s daughter Elizabeth was the only grandchild William Shakespeare ever knew (Children and Grandchildren,2005). William Shakespeare died on the twenty-third of April in 1616 of an illness that to this very day is still a mystery. He was buried on April twenty-fifth at the Holy Trinity Church in Stratford, England. Shakespeare just weeks before his death made his last will and testament. This will involved many people in his life. It started with his daughter Judith, sister Joan, Joan’s three sons, which were his nephews, his granddaughter Elizabeth, to the poor of Stratford, his friends, and his wife Anne. To his first born Susanna and son-in-law Dr. John Hall he left the most of his assets too. Dr. John Hall was the only one who oversaw his final days and treated Mr. William Shakespeare (The Last Will and Testament,2005). I believed he knew he was going to die, maybe just had a sense or a feeling so that is why he started his will weeks before his death, but never told anyone. After all of my research conducted on William Shakespeare I believe he was a great man. He had a hard start at life but with little to no education to having a child with an older woman at the young age of eighteen and being out of work and with very little hope of his future he managed to beat the odds that were against him. With his knowledge, determination and confidence he overcame all of his setbacks to become one of the world’s greatest English poet. To this very day his poems and stories are still taught in middle schools, high schools and college. References Absolute Shakespeare. 200-2005. Shakespeare’s Biography. Website: http://absoluteshakespeare. com/trivia/biography/shakespeare_biography. htm The Early Life Story of William Shakespeare Stratford, England, 1564-1569. Who was William Shakespeare’s parents. 1999. Website: http://www. englishhistory. info/Shakespeare/index. html The Parents of William Shakespeare. 2005. William Shakespeare Site-Map. Website: http://www. william-shakespeare. info/william-shakespeare-biography-mother- and-father. htm The Literature Network. 2006. William Shakespeare. Website: http://www. online-literature. com/shakespeare/ In Search of Shakespeare. 2003. William marries Anne Hathaway. Website: http://www. pbs. org/shakespeare/events/event92. html Shakespeare Online. 1999-2010. Shakespeare the Actor and Playwright. Website: http://www. shakespeare-online. com/biography/shakespeareparents. html William Shakespeare His Children Grandchildren. 2005. William Shakespeare Site-Map. Website: http://www. william-shakespeare. info/william-shakespeare-children-and- grandchildren. htm The Last Will and Testament of William Shakespeare. 2005. William Shakespeare Site-Map. Website: http://www. william-shakespeare. info/william-shakespeare-the-will. htm.

The Korean War: A Battle For Global Power Essay -- Korea Communism

The Korean War can be thought of as the last major conflict of the 20th century with unified, international fronts. The Communist forces of Russia, China and North Korea were poised to fight the South Korean’s and their American-led allies in the United Nations. On the surface, each side’s reason for their position within the conflict seemed clear. The North Korean forces were poised to spread the word of Communism to the masses, while the South Korean forces were attempting to prevent international instability by defeating them. Yet, were these motivations really so simple? Or were there layers within the conflict that we need to properly examine to fully understand both the causes and intensity of this war? This report presents an analysis of the major motivations of the powers involved within the Korean War, and each power’s agenda. Wars, by their very nature, can be difficult to grasp, and must be carefully studied for their full dimensions to be taken in. It is easy to get bogged down in analysis of the events within the war, and lose sight of the bigger picture. In the case of the Korean War, the various powers involved, despite their seemingly united ideological fronts, were motivated by broad complex ideas. Or, as Mr. Durdin of the New York Times said on July 8, 1951, â€Å"Mr. Mao and Premier Stalin can hope for a number of things from a peace offensive policy. They can hope to divide the Allied front, weaken the Allied resolve and perhaps slow down the Allied military build-up† (109). In addition, each power had a number of internal motivations, ranging from testing out new field tactics to developing their own social stability. The first thing that we must keep in mind in talking about the Korean War is ... ... The Public Opinion Quarterly 17.2 (1953): 171-184. Stone, I.F. The Hidden History of the Korean War. New York: Little, Brown & Co., 1952. "Warning to the West:' New York Times Jun 26, 1950. Voices from the Korean War. Richard Peters and Xiaobing Li, eds. University Press of Kentucky: Kentucky, 2004. Internet Sources Consulted "52e. The Korean War." The Korean War [ushistory.org]. N.p., n.d. Web. 20 May 2015. Park, Madison. "Why the Korean War Still Matters." CNN. Cable News Network, 01 Jan. 1970. Web. Web. 20 May 2015. PBS. PBS, n.d. Web. Web. 20 May 2015. Pierpaoli, Paul, Jr. "Korean War." World at War: Understanding Conflict and Society. ABC-CLIO, 2011. Web. 20 May 2015.

Different attitudes to war Essay

Rupert Brooke and Wilfred Owen are poets who fought for England in the First World War. Both poets depict the same topic of war, but through different views and opinions. Despite them pertaining to the similarly themed subject, their language and tone invoke contrasting feelings in readers and affects their impression of war in opposite ways. Examples of these differences can be seen in the two poems by Rupert Brook ‘The Dead (iii) and ‘The Soldier’ and two by Wilfred Owen ‘Anthem for Doomed Youth’ and ‘Dulce et Decorum Est’. Rupert Brooke writes ‘The Dead (iii)’ in an extremely relaxed and romantic mood. Brooke had not experienced war, so with this in mind the poem seems very clear and concise. Brooke aims to show us the glory that is brought about by dying for your country. He thinks that war is a simple and dignified cause. He aims to make us more patriotic and convince us to die for our country in war. The first line is very energetic and joyous for a horrendous subject such as war. This may mean that Brooke tries to symbolise enthusiasm and glory. Since bugles are used at a grand occasion, but also militarily charges and retreats he may be trying to indicate that dying for your country is a glorious way to end your life. â€Å"Blow out, you bugles, over the rich Dead!† As he says, it has made them ‘rich’. This probably means that they are wealthy with glory, praise and admiration. He makes no mention of the pain and suffering in war. The third line explains that dying has again made them important. But, dying has made us rarer gifts than gold. Gold is very rare, so by dying they have been them valuable and unique. Brooke is trying to signify that not many people sacrifice their lives this way. This in Brooke’s belief is a very honourable and glorious practice. The sestet explains to us how the soldiers dying bring England a lot of honour and credibility. Honour has come back, as a king, to earth, And paid his subjects with a royal wage; The peace that has been present for so long has made her weak. ‘Heritage’ is use to clearly link with the overall theme of ‘payment and reward’. It implies ‘that which is rightfully theirs’, has been successfully implemented. And we have come into our heritage. In ‘The Soldier’, Brooke feels content to die for his motherland to protect the people left behind. The title conveys a sense of pride and loyalty to the reader. Although fully aware of the possibility of death, indicated by the line ‘If I should die’, think only this of me:’ Even if his ashes, his ‘richer earth’, were to lie in a land distant from England, his love would still be ‘forever’. This is further stressed when his relationship is compared to the bond between mother and child. ‘A dust whom England bore, shaped, made aware,’ His purpose of fighting for his country is to protect England, indicated by the words, ‘Gave, once, her flowers to love, her ways to roam,’ His sense of pride and honour is so strong that he does not dwell on the gloom and misery that is associated with war, instead views it as if through rose-tinted glasses. Even if his contributions were minute, shown by the comparison of, ‘A pulse in the eternal mind’ ‘Give somewhere back the thoughts England given’, He is happy to repay England and wishes to preserve her ‘laughter’ and ‘gentleness’ for the future. This contentment and happiness is clearly shown by the words ‘peace’ and ‘heaven’, even if he is dead, he can rest in peace as he has loyally served his country. This patriotism is frequently brought to attention with the repeated use of the word ‘England’ and ‘English’ throughout the poem. The Soldier gives out an optimistic tone, making war out to be a peaceful and heroic act. It is written in the form of a Petrarchan sonnet, which is traditionally used to express personal thoughts and feelings. This could have been the reason why Rupert Brooke chose to write in this form. It is also an autobiographical poem in which the author expresses a personal viewpoint on war and his love for his country. Rupert Brooke also makes use of iambic pentameters, which is a line containing five stresses. It gives his written words authority by using this classical verse. It also provides a rhythm, which reminds the reader of a heartbeat or a ‘pulse’. This helps in making his argument more convincing. The stanzas are separated into two. The octave talks about the possibility of death while the sestet talks about death itself and what his sacrifice will mean for England. It gives the traditional, naive and biased view of war. It also gives a pastoral description yet a biased view of England as he blatantly ignores the negative side of England only mentioning its best side. He uses a religious diction, for example the last line reads, ‘In hearts at peace, under an English heaven’. ‘ This reveals Brooke’s belief in God and Heaven. This is what makes the poem sound somewhat like a sermon. Rupert Brooke expresses patriotism and his conviction that England is worth fighting for as he also claims that God is on England’s side by saying ‘blest by the suns of home’. By believing in  this, Rupert Brooke makes himself believe that he should sacrifice his own life for England and by doing so he would be returning the favour of being born British and so believes it is an honour to go to war, and an even greater honour to die in battle for one’s country and in return, portrays in his poem an image of one dying a painless death. Such a view is in the Victorian tradition of war which viewed it as a glorious and noble enterprise, with such poems as Tennyson’s ‘Charge of the Light Brigade’. This patriotic fever was simply carried on by Brooke who still saw warfare in terms of duels and honour. By looking at these sonnets, we can come to the obvious conclusion that Brooke was very idealistic about war and had no idea of the horror and suffering involved. However Wilfred Owen’s ‘Anthem for Doomed Youth’ achieves a totally different effect on the reader, as it is completely devoid of any obvious sense of national pride, and instead questions the very purpose of war. His use of ironies throughout produces a mocking tone, which serves to emphasize his view of the uselessness of war. This is revealed in the title, where the effect of the word ‘Doomed’ suggests that the soldiers are destined to die and are without any hope. However, it is ironic that it is used with the word ‘Anthem’, a word reserved for praise. ‘What passing-bells for these who die as cattle? ‘ The soldiers are compared to ‘cattle’ that are slaughtered, indicating that they have no other purpose than to die. The comparison also suggests that the soldiers were killed numerously, mercilessly and systematically. He uses crude words to convey the complete absence of love or honour on the battlefield and numerous contradictions to invoke the feelings of pity in the reader; instead of ‘passing-bells’ there are only ‘guns’ and ‘stuttering rifles’. The words ‘monstrous anger’ refers to the fierceness and violence of war. ‘Only the monstrous anger of the guns. Only the stuttering rifles’ rapid rattle’ The word ‘monstrous’ also suggests that the soldier’s task is immense, almost impossible to do, which emphasizes the feeling of hopelessness of war. This is again highlighted when the poet refers to the gunshots as ‘stuttering’. This means that there are bullets whizzing everywhere, and chances are most of the men would have been hit. The alliteration of the ‘R’s in rifles rapid rattle indicate the sounds of gunshots; again appealing to the reader’s senses to highlight the bleak conditions in the battlefield which are terrible and ugly. Owen is obsessed with the cruelty, indignity and senseless wasting of their lives. The use of the word ‘patter’ refers to the bullets hitting a soldier’s body. It gives the effect of raindrops hitting a window, which when used to describe how a body is inflicted with bullets paints a very cruel and inhumane picture. When he writes, ‘No mockeries now for them; no prayers nor bells’ He says that the dead are forgotten; they are neither mourned nor prayed for. This is because the dead are so many that it would take too much effort to bother to tend to them. The only things to mark their deaths are the ‘choirs’, yet there are not ordinary choirs but, ‘The shrill, demented choirs of wailing shells’. It is as if death has become the norm for them; it does not receive much attention or sympathy. The words ‘shrill and wailing’ seem to suggest that even in their deathbeds, there is no peace. The ‘bugles calling for them from sad shires’ seem to be calling in vain, because the soldiers are all dead. If anything, the soldier’s deaths are undignified and not the least bit honourable. There is no hero worship and the dead are ignored. There is no pride, no honour and still the war continues. Owen writes about the effects of so many casualties of war and how it ironically destroys the homes the soldiers died to protect. The numerous deaths caused by war  ravages even the younger generations left behind, shown by the ‘candles’, ‘What candles may be held to speed them all? Not in the hands of boys, but in their eyes Shall shine the holy glimmers of goodbyes. ‘ This refers to their tears and the ‘pallor of girl’s brows’ which is the paleness of the girls. It is all they have to mourn the dead soldiers, and they are plagued with sadness at the death of a loved-one. The line, ‘And each slow dusk a drawing-down of blinds’  shows that they are slowly losing hope against the darkness, which signifies their sorrow and misery. He says that the youth are supposed to be the hope for the future but are doomed because of the past, which is ironic because so many soldiers wasted their lives hoping to protect these children. The calmness achieved by the consistency only serves to suggest the mood is heartless, without emotion, cold, cruel, and that like of a machine. In ‘Anthem for Doomed Youth’, the rhythm is broken and unsteady; it serves to create an impression on the reader of how grave and miserable war is. In ‘Dulce et Decorum Est’, the tone is more sombre and angry; making out the same war is grim and insufferable. The Latin words used in the title of the poem Dulce et Decorum Est mean, ‘it is a sweet and fitting thing to die for ones country’. This is ironic as throughout the poem, Wilfred Owen gives the reader a negative picture of war and towards the end of the poem, calls his title ‘the old lie’. This is because at the start of the war the Latin phrase had become a motto which was used in supporting patriotic statements about war and to encourage other young men to become soldiers. But Owen himself had been at the front lines for three years and so by now knew what war really meant and so he uses his poetry as a means to express the views of soldiers to people who had no experience of it; namely the public. Wilfred Owen begins his poem with the soldiers’ description, ‘Bent double, like old beggars under sacks, Knock-kneed, coughing like hags,’ This is strange coming from a soldier himself and directly opposes the stereotypical soldier. Throughout, his choice of words describing the soldiers, his experience and war itself, Wilfred Owen puts the reader into a state of shock and disillusion. He uses the analogy of war as being like a plague or a lethal disease that is highly contagious and can cause mass destruction, in order to emphasise the harsh reality. This is shown when he writes, ‘like a man in fire or lime’; as in the days of plague where lime was used as a substance to decompose dead bodies, and in saying this, he says that those who enter war, those who actually participate and experience war at its worst, for them there is no return to normality, or indeed humanity. He writes about a soldier who had died of poisonous gas inhalation and describes it vividly, trying to make the reader imagine the scenes before him using the present progressive verb form ending with ‘-ing’. For example, ‘He plunges at me, guttering, choking, drowning. ‘ This gives the sense of immediacy, that the reader is actually witnessing the soldier’s death. This soldier died by breathing in poisonous gas. Then Owen describes how the man’s dead body was treated, ‘Behind the wagon that we flung him in, And watch the white eyes writhing in his face, His hanging face, like a devil’s sick of sin, ‘ This shows the pain he was in, as he was on the brink of death. This is to  illustrate that as the devil is destined to commit evil until the end of time, it has come to the extent that even the devil is sick of the amount of evil and torture around it. The religious diction used here symbolizes the relationship between war and the devil and that they too, are playing on the same grounds as the devil. A direct address to the readers is also used, using a persuasive technique, especially in the last stanza, for example, ‘If you could hear†¦Ã¢â‚¬â„¢ in line 21, ‘My friend, you would not tell†¦Ã¢â‚¬â„¢ in line 25, This is so that the reader would feel sympathetic towards him and the soldiers. It is almost as if Owen is begging the reader to understand. Through describing this man’s tragic death and his burial, Wilfred Owen tries to change the views of the public. The use of fricatives symbolizes the harsh reality of war as by using fricatives, for example a hard ‘c’ is used in words such as ‘corrupted’ and ‘cud’, it becomes as though the reader can actually hear the person dying as it sounds like choking and so writes in a very vivid form. In the last few sentences he makes his final message clear, ‘My friend, you would not tell with such high zest To children ardent for some desperate glory, The old lie: Dulce et Decorum Est Pro Patria Mori.’ Again he makes a personal plea to the reader telling them not to tell children that war is a patriotic act and the only answer to the world’s problems. It is in fact the worst possible answer, there can never be honour as a result of war and there are only dire consequences. Brooke’s love for England is shown throughout his work. As in Dulce et Decorum Est repetition and alliteration used. The words England and English are repeated many times to show his love for his country and alliteration such as, ‘Her sights and sounds’ magnify the beauty of England. It is also used to mask the horrors of death on a battlefield as it states, ‘That there’s some corner of a foreign field’. He also believes that heaven will look similar to England by stating ‘under an English heaven’ and therefore also believes in the superiority of the English, ‘a richer dust concealed’. Owen, on the other hand, witnessed twentieth century war in all its cruel destructiveness and as a consequence brought war poetry into the modern era. Although both poets write about the same topic, which is war, they both have different views and attitudes towards it. Perhaps this is because of their different experiences with war. Brooke is like a new soldier, naà ¯ve and yet to experience its horrors. Owen writes as if he has just witnessed the worst, as he was involved with the uglier and bloodier part of the war. He also reveals the effects both on and off the battlefield. Both authors have distinctly different impressions of war because of their different experiences, but ultimately, both describe the subject, although from totally opposite sides. The two poets really contrast and oppose each other greatly. Brooke writes about war idealistically and with passion, Whereas Owen does the complete opposite. Owens’s poem is however more reliable since he has experienced war. ‘The Dead’ was written before the war. The Soldier was written in 1914, a year before Brooke died, and Owen wrote Dulce et Decorum Est in 1917, three years after the First World War had started. In these dates we may find the reasons behind the conflicting ideology the two men gained. Brook wrote his poem at the beginning of the war, and so the ideas and perceptions of war and fighting for one’s country as being noble and heroic were still fresh in his mind and the public’s. Owen, on the other hand, wrote his poem three years into the war and in that time was able to see and accept the realities of war, so his perception of war was changed to bitterness and this was reflected in his many poems such as Anthem for Doomed Youth in which he reveals the same feelings on war as he does in Dulce et Decorum Est. In one of his previous poems, The Ballad of Peace and War, he himself had supported  the idea of, ‘How sweet it is to live in peace with others, but sweeter still far more meet to die in war with brothers. ‘ Therefore, it would be concluded that the only reason why the two poets have conflicting ideologies of war, is time. If Brooke had experienced more of the war he might have wrote later poems that portrayed the same bitterness as Owens.

Biochemical Testing Bacteria Species Based On Their...

Introduction: Biochemical tests are used to identify bacteria species based on their differences in their biochemical activities of different bacteria. To differentiate one bacteria from another, each species of bacteria has a well-defined set of metabolic activities. Bacteria can be differentiated in many ways. They can be based on structural differences or metabolic differences. Structurally, the Gram stain is the most fundamental technique in identifying bacterial species and was developed by Christian Gram in 1884. Gram negative bacteria can be distinguished from Gram positive with the presence of LPS, lipopolysaccharide and a thinner peptidoglycan layer which doesn’t retain crystal violet as well. For this experiment, an unknown bacterium was identified from a list of 32 clinically significant bacteria. It was first isolated onto a TSA plate and then through a series of differential and selective tests were performed to determine its identity to be Klebsiella ozaenae. Materials and Methods: Dichotomous Key Preparation: A tree diagram was constructed for the 32 clinically significant bacteria. From this tree diagram, a dichotomous key was created to identify the unknown provided by the instructor. Culture Isolation: A suspension containing mixture of an unknown bacteria was streaked on a Blood agar (BA) plate and incubated overnight at 35 °C for single colony isolation. Through streak plate isolation, a single colony of bacteria was picked up from the plate and streakedShow MoreRelatedGeneral Unknown . Introduction: . The General Unknown Lab1482 Words   |  6 PagesGeneral Unknown Introduction: The general unknown lab combines methods and ideas around biochemical and physiological activities of microorganisms for the identification of unknown pure culture samples of gram positive and negative bacteria. The purpose of using biochemical and physiological aspects of bacteria for testing and identification is used in everything from choosing an effective treatment for microbial-causing diseases to understanding the chemical reactions that occur within ourRead MoreUnknown Project Essay2242 Words   |  9 Pagesdetect if the bacteria contains any deoxyribonuclease activity. Because no color change was observed from blue to clear my unknown bacteria displayed a negative result. Blood agar plate This test is used to detect the hemolytic activity in the bacteria. A darkish green color on the media around the bacteria would represent incomplete hemolysis. A transparent media around the bacteria colony represents complete lysis of the red blood cells. If no change is observed around the bacteria colony thenRead MoreAntimicrobial Activity of Soil- Research Proposal Abstract2803 Words   |  12 PagesANTIMICROBIAL ACTIVITY OF SOIL BY SITUMBEKO LIWELEYA (s213459531) Research Proposal Submitted in fulfillment of the requirements for the degree of Bachelor of BIOMEDICAL TECHNOLOGY | | FACULTY OF HEALTH SCIENCES | at Nelson Mandela Metropolitan University | MODULE- RESEARCH METHODOLOGY, SUPERVISOR- PROFESSOR N. SMITH | Contents ANTIMICROBIAL PROPERTIES OF SOIL 2 ABSTRACT 2 LITERATURE REVIEW 3 AIM OF RESEARCH 4 OBJECTIVES OF STUDY 4 RESEARCH METHODOLOGY 4 Read MoreBacteria can be transferred to food from utensils that are not cleaned and sanitized properly. The2500 Words   |  10 PagesBacteria can be transferred to food from utensils that are not cleaned and sanitized properly. The most common factors in bacterial transfer from one surface to another are moisture, contact time and pressure which can result in higher transfer between surfaces. Since some bacteria or other pathogenic microorganisms can survive outside the human body under favourable conditions of considerable period of time, unsanitized utensils such as glass, spoons and forks could be a direct or indirect sourcesRead MoreMolecular And Phylogenetic Characterization Of Mercury Reductase Gene ( Mera ) From Newly Isolated Bacillus Sp2109 Words   |  9 Pagesmercury as pollutant into water bodies has arise the level of mercury from 20 to 100 times or even more from the permissible limit of it. The contamination has affected the marine population at large but few of bacteria have found way out to tolerate such high concentration of mercury. Such bacteria have been discovered way back in 1960’s by Moore, where he reported to found an operon called as mercury operon or mer operon which is found to be integrated on plasmid, transposons, etc., which harbors theRead MoreSafety of Genetically Modified Organisms1138 Words   |  5 Pagesright to know what I’ m buying and putting in my children’s mouths. First of all genetically Modified Organisms are plants or animals that have been genetically engineered with DNA from bacteria, viruses or other plants and animals. These experimental combinations of genes from different species cannot occur in nature or in traditional crossbreeding. The biotech companies claim that Genetically Modified crops, also known as GMOs are safe to eat. Yet there are no long- term studiesRead MoreIndustrial Attachment Report at Cmr-Kemri9715 Words   |  39 PagesUniversity of Science and Technology(MMUST).This attachment is purposely meant to bring into practice the knowledge and skills gained in classroom and also enable me to understand practical working methodologies in different companies/institutions.This report serves to summarize the activities and experiences gained with CMR-KEMRI for the period of three months. Objectives: –To have an opportunity to apply the principles and techniques theoretically learnt into real-life problemRead MoreMarine Extract Molecules And Their Application Essay2092 Words   |  9 PagesMarine extract molecules and their application in inhibiting E.coli quorum sensing as a potential antibacterial pharmaceutical Abstract Quorum sensing, or cell to cell communication, is an occurrence that is very widespread amongst pathogenic bacteria which infect the human population. With increased development of bacterial resistance against antibiotics, scientists have taken an anti-bacterial approach to manipulate quorum sensing and impede cell growth and communication. Quorum sensing can beRead More The Impact of Human Activities on the Environment Essay1764 Words   |  8 PagesThe Impact of Human Activities on the Environment Everything that humans do has some impact on the environment. Pollution is a result of human activities in the environment. The main sources of pollution are farming, water pollution and air pollution. Farming is having an increased impact on the environment. This is because there is increased pressure on farmers to produce a single crop and to concentrate on one form of animal husbandry, such as, dairy cattle or pigRead MoreMango (Mangifera Indica) Leaves Extract and Coconut Oil as an Antibacterial Ointment4132 Words   |  17 PagesBureau of Plant Industry. It was tested against the bacteria E. coli and S. aureus. The resulting Numerical value was 2.5 for E. coli and 3.0 for S. aureus. The bureau used the standard parameter 1-2- slightly inhibited and 3-5 as partially inhibited. Thus, the inhibition of the mango leaves extract and coconut oil in E. coli was slight and it is partial in S. aureus. The researcher concluded that mango leaves extract with coconut oil can kill bacteria like E. coli and S. aureus. It can also be concluded