Society of Blake An Analysis of William Blakes Most...

Society of Blake (An Analysis of the Poet William Blake) William Blake is one of the greatest Romantic writers of his time period, and his works are still being read and interpreted today. He wrote in ways that had not been seen before, in two different parts. One part would be the opposite of the other, covering both sides of story and it was a very invigorating new and improved way to write, that paved the way to the future. The first passage, â€Å"The Lamb† is a very great beautiful story, speaking from a child who is talking to a small lamb. This child is asking the lamb about where he came from, and what actually made him, or if he really even knows it is a statement for the innocence in the world. The next poem being, â€Å"The Tyger† is the exact opposite off innocence, the experience or ferocity, it describes a giant tiger, expressing how a tiger stays in the darkness of the forest, its eyes burning bright and fearless. The one poem that Blake wrote to protest child labor laws in England during his time period was, à ¢â‚¬Å"The Chimney Sweeper† where a small child expresses what a daily life of a chimney sweep entails. It starts with a small child describing what happened to his family that put him in the Chimney Sweeping business, then it goes to describing how another child is crying because of having all of his hair cut off. But the biggest impact that is thrown into this passage, is that of the child’s dream, in this dream, all of the death around him from hisShow MoreRelatedIn Many Ways, Poetry Has The Ability To Shape The Minds1226 Words   |  5 Pagescertain subject. Throughout the ages, poets and writers have been a part of social and political change due to the written works presented to the public. One such poet was William Blake. His poetry has inspired much change in both the past and the present. An analysis of â€Å"The Chimney Sweeper,† one of Blake’s most popular works, can help many to understand the significance of his work in a time period when soci al riot was visible in the public’s eyes. By exploring the writing style, structure and imageryRead MoreEnglish Preromanticism: William Blake3403 Words   |  14 PagesPreromanticism: William Blake Term Paper Supervisor: Assoc. Prof. M. Ã…  idlauskas 2008 CONTENTS Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...............3 1. William Blake-a forerunner of English Romanticism 1 William Blake-a social critic of his own time†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..6 2 William Blake’s ideas and the Modern World†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 2. â€Å"Songs of innocence and of Experience†-the most popular W.Blake’s poem book 1 The social significance of W. Blake’s work†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8Read MoreThe Unification Of Innocence And Experience1933 Words   |  8 Pagessources believe it is â€Å"essential† to understand the historical contexts of William Blake’s lifetime in order to accurately interpret Songs of Innocence and of Experience (Blake 23). I present opposing questions to this theory: (1) why is it necessary to try and adopt a perceptional adaptation of Blake’s historical perspective in order to comprehend and interpret his work; (3) is Songs of Innocence and of Experience a timeless work of art that remains relevant two hundred and twenty-one years after itsRead MoreCumnor in the 1860s: How Far Did Dependence on Agriculture Shape Its Social Structure?5543 Words   |  23 Pagesof cottages or huts perhaps they might be called’ the writer continued, ‘ ..Cumno r is at best a poor squalid place.’ Though lacking the intensity of urban life famously described by Engels (1844), Cumnor epitomizes aspects of a sharply polarised society with a land-less rural working class. This paper considers the relationship between the economic foundation of a Berkshire parish and its ‘social structure’ (ie the pattern of social stratification and the practices and expectations underlying it)Read MoreMetamorphoses Within Frankenstein14861 Words   |  60 PagesFrankenstein’s lif e, Frankenstein; or, The Modern Prometh eus passes, like night, from land to land and w ith stang ely ad aptable powers of speech addresses itself to a critical aud ien ce that is larger and mor e diverse than that of almo st any oth er work of liter atur e in Eng lish : Mary Shelley’s Franken stein is famously reinterpretable. It can be a late v ersion of th e Faust my th, or an ear ly version of the mo dern myth of the mad scientist; the id on the ramp age, th e proletariat running Read MoreLibrary Management204752 Words   |  820 PagesThe LIS Education and Human Resource Utilization Policy . . . . . . . . . . . . . . . . . . . . . 213 The Organizational Framework for Staffing . . . . . . . . . 216 Job Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 Job Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 Job Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222 Recruitment and Hiring . . . . . . . . . . . . . . . . . . . . . . . . 224 Filling Vacant Positions

Essay on Environmental Consequences of Nuclear Weapons Use

nbsp;nbsp;nbsp;nbsp;nbsp;Nuclear weapons have a long-lasting and devastating effect on the world for many years after an initial explosion. Fallout from United States atmospheric testing from 1945 to 1963 killed an estimated 70,000 to 800,000 people worldwide. People who have worked in the early nuclear weapons programs have been exposed to significant amounts of radiation (Schwartz 395). nbsp;nbsp;nbsp;nbsp;nbsp;When a nuclear weapon goes off, there are four basic types of explosions: air bursts, surface blast, subsurface burst, and high altitude burst. An air burst occurs when a weapon is detonated at a height so the fireball does not reach the surface of the earth (Effects Nuclear Explosions). When the shock wave hits the†¦show more content†¦A blast like this could create an intense electromagnetic pulse (EMP) which will destroy anything electronic (Effects Nuclear Explosions). The blast wave is formed from very high temperatures and moves away from the center of the ground-zero. While expanding, the peaks pressure decreases, and the propagation goes down from the supersonic speed. Most of the destruction from a nuclear blast is from the blast effects. The range of the blast will determine the explosive yield of the weapon (5.0 Effects Nuclear Weapons). There are many sources for nuclear radiation such as initial radiation, residual radiation, and fallout. About 5% of all of the energy from a nuclear explosion are in the form of initial radiation. Intensity from the blast will go down very rapidly with distance from the blast, because of the large area fallout will travel. Residual radiation comes in three forms: fission products, unfissioned nuclear material, and neutron-induced activity. There are more than 300 fission products. Most of these have very short half-lives. However, some of them have half-lives that can be month or years. Unfissioned nuclear material would be some uranium or plutonium that does not undergo fission and are dispersed from the explosion. Neutron-induced activity happens when nuclei are exposed to a major change of neutron radiation, thus making them radioactive. A small area around ground-zero would be the most likelyShow MoreRelatedNuclear Proliferation Is The Global Spread Of Nuclear Weapons And Technology1748 Words   |  7 PagesNuclear proliferation is the global spread of nuclear weapons and technology. At the end of World War II, the spread of nuclear weapons was happening at an accelerated rate. Countries like the Soviet Union, United Kingdom, France, and China were developing nuclear weapons against the wishes of the United States. In an attempt to stop proliferation, a group of scientists peacefully protested the development of nuclear weapons by sending a petition to the United Nations. The United Nation agreed thatRead MoreNuclear Weapons : The Side Effects Of Nuclear Radiation972 Words   |  4 Pagespoint. A blast wave is the main killer in a nuclear blast. Radiation Radiation is a big part of why nuclear weapons are terrible to have. The reason why radiation is bad is because there is no process to get rid of radiation in a short amount of time. Nuclear weapons are also a bad idea to have because The effects that radiation can cause last for a very long time. (Atomic Archives, 2015.) The lifetime of nuclear radiation can depend on how much you use. The radiation life of the atomic bomb thatRead MoreNayarit Conference on the Humanitarian Impact of Nuclear Weapons1511 Words   |  7 Pagesinternational conference on the humanitarian impact of nuclear weapons (Oslo, March 2013), the government of Mexico hosted a 2nd international conference from 13-14 February 2014 in Nuevo Vallarta, a residential resort community in the state of Nayarit, to build momentum for an ambitious diplomatic process that puts the catastrophic humanitarian consequences of nuclear weapons the essence of nuclear disarmament efforts and achievement of a nuclear weapons free world, NTI reports. Delegations representingRead More Nuclear Deterrence is the Best Defense Against Nuclear War Essay1210 Words   |  5 PagesNuclear Deterrence is the Best Defense Against Nuclear War In 1945, a great technological innovation was dropped over Japan, the atomic bomb. Ever since the bombings of Hiroshima and Nagasaki, the world has faced the threat of nuclear attack. In reaction to this, world governments have been forced to find a defense against nuclear attack. One solution to the danger of nuclear attack is the use of nuclear deterrence. Nuclear deterrence is the possession and launching of nuclear weapons for theRead MoreNuclear Weapons Should Be Against The Geneva Convention1681 Words   |  7 PagesThe nuclear bomb has been a weapon in the United States arsenal since the end of world war two, where the United States dropped two atomic bombs on the cities of Hiroshima and Nagasaki. From that day on the way wars were fought has changed forever. Soon after the bomb droppings on the two Japanese cities a race began between the United States and the Soviet Union named the cold war. The two major powers of the world at that time would threaten each other with nucle ar war. The cold war ended becauseRead MoreNuclear Weapons And Weapons Of Mass Destruction1079 Words   |  5 Pages Nuclear Weapons Ever since World War two we have feared destruction and what could be the aftermath of nuclear bombs. We had a whole era in history to dedicate being terrified of weapons of mass destruction. We had bomb drills, duck and cover drills. The United States had TV drills if an attack were to happen on United States soil. For many Americans this was not hysteria, but a reality that could happen. The first World war chemical weapons were used then outlawed for combat. â€Å"Unlike whenRead MoreThe Effects Of War On The Environment1223 Words   |  5 Pagesare the effects of modern war and military activities on biodiversity? How does war affect the ecosystem? What are the effects of war on human beings and other animals? Do you think the nuclear bombs and other chemicals used during war affect the environment? What are the solutions to the environmental consequences of war? Interview Findings The effects of war on the environment varies depending on the level of war the artilleries used by the opposing sides. A war between sovereign nations has moreRead More`` Toxic Discourse `` By Lawrence Buell1521 Words   |  7 Pageskey ingredients to the narrative of environmental toxins in the United States is the element of burden of proof. This element pertains to the idea that not sufficient evidence is provided in order to prove that toxins lead to the health deterioration of the exposed population. For example, Buell states, â€Å"almost every claim that a risk is present, almost every attribution of cause, [has] been vigorously contested†¦[i]t is notoriously hard to demonstrate environmental causation of illness, given the limitationRead MoreNuclear Power And Its Effects On The World1610 Words   |  7 Pagestheir fossil fuel dependency. Nuclear power is a relevant factor in alternative energy for policy-makers. In the 1950’s, anticipation for nuclear energy w as very high, people thought that new advancements in nuclear energy would make electricity free. Nuclear power was successfully implemented for commercial use in 1954 Russia. Since then a total of 438 nuclear reactors were created around the world, including the United States, with 67 still under construction. Nuclear power support has always wanedRead MoreNuclear Test B Taking Forward Multilateral Nuclear Weapons1651 Words   |  7 Pages Nuclear Test Ban Taking forward multilateral nuclear disarmament negotiations. A. Introduction Talking of the nuclear test ban under international regime the first thing that ticks the mind is the Comprehensive Nuclear-Test-Ban Treaty (CTBT) which is a multilateral treaty that bans all nuclear explosions, for both civilian and military purposes, in all environments. It was adopted by the United Nations General Assembly on September 10, 1996 but has not entered into force

The Need for Stronger Bullying Laws Free Essays

Bullying is a very negative action and creates major problems in our society. Nothing good ever comes out of bullying someone. It can however change someone’s life forever. We will write a custom essay sample on The Need for Stronger Bullying Laws or any similar topic only for you Order Now It actually does ruin many lives both of the bully and of the victim. The bully if caught and punished will then have a criminal record for the rest of their life. Unless they get psychological help, they will probably end up being a repeat offender. The victim often becomes depressed, withdrawn and often times either commits suicide or becomes a bully themselves. Bullying is more than just a part of growing up. It is a very violent form of aggressive behavior. Anti-bullying Laws will never completely solve the problem; only mask it temporarily until everyone starts working together to stop the root of this cruel behavior. Adults know that this behavior is wrong but many time don’t know when or if they should step in and do something. The important thing to remember when deciding to step in is how the adult feels about taking control of the situation versus how the victim might feel about having a parent or elder stick up for them. Sometimes the victim feels that elder involvement may make the situation even worse. They often feel the only way to solve the problem is to handle it themselves. â€Å"Anti-bullying laws are being enacted in almost every state in the U. S. However, they are not being enforced and are nowhere near strong enough to identify and make the abuser stop or continue to repeat his/her actions again on someone else or even sometime the same victim they began with. Only 44 of our 50 states currently have anti-bullying laws in place. Ohio does have a law in place and is found in the Ohio Revised Code, section 3313. 666. The law prohibits harassment, intimidation, or bullying in schools. It went into effect on March 30, 2007. † (University of Nebraska, 2006). This law applies to every public school in Ohio, however, does not apply to private schools. So, if the law only applies to certain people then how is it supposed to be a solution to the problem? Bullying happens very often off school grounds or even in the home. Often the school will deny that there is a problem and that the victim is either lying or exaggerating the story. When this happens the parent needs to take their complaints even further. The superintendent of the school ystem should be their next step. If that does not work they can then contact an attorney or even their city’s police force. All of these venues need to be reminded that refusal to recognize that the problem is going on violates the Ohio law prohibiting bullying. â€Å"Many parents end up feeling like they have exhausted all efforts in dealing with school authorities and/or they do not feel school officials have been recept ive enough in meeting the child’s needs, especially when the child continues to being a victim of ongoing harassment, bullying, assaults, or emotional bullying. If the adult or parent feels this way then they should not sit back and give up or feel defeated. They can however, pursue other means of support from medical, mental health, social services or even community based programs. But lastly, they can also contact the police. † (McGraw, 2008). As a parent myself of a severely bullied child, this advice really hits home for me. A parent often feels backed in a corner and helpless not being able to stop their child’s pain. This was an excellent book to read to teach parents, teachers and administrators that there is always help out there. They just have to know the channels to follow. In an article from the Register-Herald in Beckley, West Virginia, dated February, 26, 2011, a house panel agreed to arm educators with a stronger law to cope with cyber bullying over objections by some opponents that it goes too far by dealing with off campus texting and other wireless harassment. One major dispute was schools right to deal with bullying beyond school grounds, even on a vacation, for example. But in that scenario the bullying would have to spill over into school days and then disrupt the education process before it falls under a teachers right to act. Children should not be afraid to go to school. No matter where kids are no matter what time of year it is, a school now has jurisdiction to discipline now when they come back to school. Although, that is a great law parents also need to be more involved in the children’s lives. They need to know what is going on. They need to make their children feel that their home is their â€Å"safe place† and that they can come to their parents whenever problems arise. But the problem today is that the economy pulls parents in to working multiple jobs while older siblings or babysitters are left to care for the younger ones. Schools need to pay more attention and make use of their city’s Juvenile Court System to deal with unruly and abusive students and children. In another article by Tanya Roth of the York County Virginia Gazette dated August 9, 2010, a case that resulted in suicide caused by bullying resulted in a wrongful death suit seeking ten million dollars in damages. The mother of a high school freshman is suing school officials and one sheriff’s deputy for failing to enforce the anti-bullying policies she believes would have saved her sons life, but did not. Her son hanged himself on May 31, 2010. The suit details a meeting that took place at the school concerning the bullying, with all the defendants present. The school personnel should have been aware of the risk of emotional damage caused by the continued bullying, and should have enforced the anti-bullying policies available to them. Parents, elders and victims themselves are grasping at straws as a means to stop this physical and mental abuse. â€Å"Some parents are even filing law suits based on the theory of â€Å"premises liability. † Under this theory, occupiers and owners of land, including school, are required to keep their premises safe for those who are legally allowed to be there. (University of Nebraska, 2006). These laws are only a band-Aid to the reoccurring problem and in most cases never fully help the victim. The mental damage never goes away therefore just gives a victim â€Å"false hope† that they are going to be safe. Prevention of bullying needs to happen at the school, in class, and at t he individual level. Bullying can also be prevented at home. â€Å"At the school level there needs to be better supervision of the students’ activities, an interesting, fun outdoor environment, contact phone numbers for the students and the parents, and teacher training groups. In the classroom there are many things teachers and students can do. They can make class rules against bullying and have activities that encourage good behavior. In the classroom, meetings between the teachers, parents, and students can help to prevent bullying. Teachers or other authorities can have serious discussions with the bully to reduce the amount of bullying that occurs. † (McGraw, 2008). But everyone needs to wake up and realize that there is a problem in every state of the U. S. and in many cases in every home. Bullying creates a vicious circle. It makes the victim scared of the bully, which encourages the bully and makes it easier for him/her to bully the victim again and again. Repeated bullying keeps adding to the intensity and makes the victim more scared and it many cases suicidal and the circle keeps going on; unless the pattern is broken by someone outside this horrible circle. I chose this topic because I am amazed at the amount and severity of bullying that is allowed to go on in schools, the public and in many cases behind closed doors at home. After reading several books and articles and hours or research that I have spent on this topic; I am convinced more than ever that people truly need to take this problem seriously both at home and in school. The biggest problem is that both parents and schools turn their heads as a means to not have to admit that there is a problem to begin with. So, I am back to my original question: Are anti-bullying laws a solution, a band-aid to the problem or just a means of false hope to make the victim temporarily feel safe? I am not sure this problem will ever be solved. Bibliography McGraw, J. (2008, November). Jay McGraw’s Life Strategies for Dealing with Bullies. New York: Aladdin. University of Nebraska Lincoln. (2006, June). Facts about Bullying. Retrieved from www. targetbully. com/wst_page6. html Porterfield, M. (2011, February 26). Panel Agree to Stronger Bullying Laws. The Register -Herald. Retrieved from http://www. register-herald. com/local/x1709532935/Panel-agrees-to-stronger-bullying-laws/ Roth, T. (2010, August 9). School Bullying: Student Suicide Leads to Suit. York County, Virginia Gazette. Retrieved from: How to cite The Need for Stronger Bullying Laws, Papers

Ethanol Concertration Effects on Cell Membrane for Spectroscopy

Question: Discuss about theEthanol Concertration Effects on Cell Membrane for Spectroscopy. Answer: Objective Of The Experiment The objective of this experiment is to study the effect of different ethanol concentrations on cell membrane integrity by using visible spectroscopy Methods Requirements The requirements are, three test tubes, test-tube rack, cuvettes, beetroot (Beta vulgaris), spectrophotometer, detergent SDS 10%, small dowel rods, room temperature water, 3 replica, corkborer with 4mm inside diameter,6 replicas, 70% ethanol, prepared 50% ethanol +10 ml water, prepared 15ml of 70%ethanol+20ml water, distilled water. Procedure Cut B vulgaris into four equal pieces with the same diameter and length using a cork borer in a size as to fit in a cuvette. Rinse each piece of B. vulgaris with tap water to remove the excess red dye (pigment betalain) that resulted from cutting, number the test tubes from 1-4, mix the contents in the test tubes after placing the contents in each cuvettes and name them for ten minutes, warm the spectrophotometer for at least 20 minutes, place the cuvette with room temperature water(used as the control experiment) in to the spectrophotometer with triangle on the cuvette facing directly 10ml in front of the instrument and press the 0 ABS 100% and then remove it from the instrument, repeat this for the other cuvette A,B and C and record the values obtained, the values obtained are at an interval of 15 minutes, and values are recorded thrice for precision to be compared to the replica. Results The results of absorbance are obtained from the spectrophotometer with the time interval of 15 minutes as shown in the table below; Cuvette Concentration (%) Time in minutes 0.00 15 minutes 30 minutes A 30 0.00 0.90 1.8 B 50 0.01 1.5 0.3 C 70 0.08 2.1 4.2 Getting the concentrations 15ml of 70%ethanol +20ml water 70%of ethanol =70ml ethanol dissolved in 100ml of water 100ml of water contains 70ml of ethanol 15ml of water will contain? (1570) 100=10.5ml Hence 10.5ml of ethanol can be dissolved in 15 ml of water Concentration of the whole solution 15ml of 70% of ethanol+20ml of water (10.5100) 35=30% Molar concentration 10.535=0.3M Concentration of 50% ethanol+10ml of water (50100) 100= 50% 70% ethanol=70% Calculation of absorbance of a substance in each cuvette is based on knowing the transmittance which will build on the absorbance (Ultee, A. 2002). To calculate transmittance, we use the following formula: T=I/IO T represent transmittance I represent incident. IO represents incident intensity. Calculating the different absorbances, we use the following formula. A=-log (T) Whereby T is the transmittance. Calculating absorbance Log-1.41=0.15 Log -7.94=0.9 Log -125.89=2.1 (Lambert, R. 2001). Absorbance given correct to one decimal place This means as the transmittance increases the absorbance decreases hence the transmittance is inversely proportional to the absorbance since the increase in transmittance leads to a reduction of absorbance and a decrease in transmittance leads to an increase in absorbance. To determine the relationship between absorbance and concentration we need to look at Slope of the curve (m) =Y2-Y1/X2-X1 X represents concentration Y represents absorbance. This consequently leads us to the Y=MX+B Which derives another formula: A=?LC A represents the absorptivity From this we find that the absorption is inversely proportional to the transmittance and concentration is directly proportional to the absorbance (Garcia, C. 1994). Discussion The objective of the experiment is to study the effect of different ethanol concentration on the cell membrane integrity by using visible spectroscopy. An increase in the concentration of ethanol results to an increase in the permeability of the membrane hence high absorption results to an increase in the color intensity of the solution, from the results obtained this proved. The absorption by a substance in cuvette is determined by the concentration of the solution. This means that high concentrated ethanol has high interaction between molecules leading to increased absorbance by the solution hence the detection registered a higher absorption than the less concentrated solution. The highly concentrated ethanol (Ethanol 70%) registered high absorbance because there was increased interaction between molecules leading to large permeability of the membrane hence absorption improved due to an increase in the concentration of ethanol. Increase in the color intensity is directly proportion al to the membrane permeability. The cuvette with ethanol at a concentration of 30% has a slightly lower absorbance to the one with the 70% concentration since its molecules have less interaction compared to that of 70% concentration hence B. vulgaris is stronger in the 70% concentration. The ethanol with the lower concentration (ethanol 5%) registers a low absorbance since there is the least interaction between molecules leading to the lowest absorbance by the lowest concentrated solution. The B .vulgaris is not strong compared to the ethanol with 30% concentration. Absorbance is directly proportional concentration. Absorption of solution in cuvette is used to measure the damage on the cell membrane that directly affects the permeability of the cell. Other points to note can be the shape of cuvette can affect light transmittance, the rate at which the beet will be damaged is directly proportional to the absorbance and concentration and the darker the color of the solution due to the damage of the beet the more the absorbance and the more the concentration. In all this absorbance is directly proportional to the concentration of ethanol. The higher the concentration the higher the absorbance and the lower the concentration the lower the absorbance. Limitations When carrying out the experiment the following limitations were encountered, ethanol was flammable and could ignite, steam and hot water may cause burns, equally timing the time allocated by both cuvettes. Remedies This was solved by putting the ethanol away from the sources of ignition, wearing suitable heat proof gloves and opening the water baths carefully. References Ultee, A., Bennik, M.H.J. and Moezelaar, R., 2002. The phenolic hydroxyl group of carvacrol is essential for action against the food-borne pathogen Bacillus cereus. Applied and environmental microbiology, 68(4), pp.1561-1568. Lambert, R.J.W., Skandamis, P.N., Coote, P.J. and Nychas, G.J., 2001. A study of the minimum inhibitory concentration and mode of action of oregano essential oil, thymol and carvacrol. Journal of applied microbiology, 91(3), pp.453-462. Garcia-Ruiz, C., Morales, A., Ballesta, A., Rodes, J., Kaplowitz, N. and Fernndez-Checa, J.C., 1994. Effect of chronic ethanol feeding on glutathione and functional integrity of mitochondria in periportal and perivenous rat hepatocytes. The Journal of clinical investigation, 94(1), pp.193-201. Thompson, I.P., Bailey, M.J., Fenlon, J.S., Fermor, T.R., Lilley, A.K., Lynch, J.M., McCormack, P.J., McQuilken, M.P., Purdy, K.J., Rainey, P.B. and Whipps, J.M., 1993. Quantitative and qualitative seasonal changes in the microbial community from the phyllosphere of sugar beet (Beta vulgaris). Plant and Soil, 150(2), pp.177-191. Agerbirk, N., Olsen, C.E., Bibby, B.M., Frandsen, H.O., Brown, L.D., Nielsen, J.K. and Renwick, J.A.A., 2003. A saponin correlated with variable resistance of Barbarea vulgaris to the diamondback moth Plutella xylostella. Journal of chemical ecology, 29(6), pp.1417-1433. Ultee, A., Kets, E.P.W. and Smid, E.J., 1999. Mechanisms of action of carvacrol on the food-borne pathogen Bacillus cereus. Applied and environmental microbiology, 65(10), pp.4606-4610.