Staphylococcus Aureus: Structure and Function

Staphylococcus Aureus: Structure and Function Staphylococcus was first discovered in 1880 by Alexander Ogston. Currently, more than 30 different species of the genus has been identified. The name Staphylococcus was derived from Greek, with the prefix Staphylo referring to bunches of grapes and the suffix coccus referring to granule (16). As the meanings suggest, bacteria from Staphylococcus are circular-shaped and their arrangement resembles bunches of grapes when observed under a microscope. Typically, a Staphylococcus has a diameter of approximately 1ÃŽÂ ¼m (21). The bacterial genus, Staphylococcus, will be isolated and identified in this project. This genus has been chosen to review because of its abundance on the skin of mammals and the pathogenic nature of one of its member, Staphylococcus aureus. Apart from skin infections, Staphylococcus aureus could mutate to form Methicillin-resistant Staphylococcus aureus (MRSA), which shows resistance to antibiotics. In both cases, these give rise to medical implications. In addition, the distinctive features of Staphylococcus aureus have increased the ease to isolate and identify it from other species in the genus via culturing and biochemical tests. The aim of the project is to isolate Staphylococcus aureus from a bundle of cat hairs and verify its identity via microscopic examination and biochemical tests. No human specimen is used due to the potential pathogenic property of the bacterium. It is intended that a pure culture of pathogenic Staphylococcus aureus is obtained. For the purposes of this project, the importance of Staphylococcus aureus to humans, its classification in terms of morphology and physiological properties, methods of isolation with the use of growth media and the technique of streak plating and identification by biochemical tests would be the four objectives to be addressed. Objective 1: Importance of Staphylococcus aureus to humans The importance of Staphylococcus aureus to humans would be outlined by a review of its cell structure, cell physiology and environmental niches, followed by the medical implications of Staphylococcus as a result of these properties. Cell structure As a member of the Bacteria domain, it is expected that Staphylococcus has bacterial cell structure. In other words, it lacks nucleus and membrane-bound organelles. The structural elements in a cell of Staphylococcus should include a cell membrane, cell wall, ribosome and nucleoid (6). Moreover, being one of the five genera from the family of Staphylococcaceae, Staphylococcus possesses specific cellular properties that are unique to this family. In particular, it is a cocci and gram-positive bacterium and this indicates that its cell wall is essentially composed of a thick layer of peptidoglycan (21). In addition to the above structures, Staphylococcus aureus possesses some special cellular structures that distinguish it from other species in the genus. This includes the possession of surface proteins that help attachment to proteins such as the fibronectin and fibrinogen-binding proteins involved in blood clotting (3). This cellular property may explain the pathogenic nature of Staphylococcus aureus, as infections might be caused by invasion via wounds. On the other hand, it is worthwhile to note that Staphylococcus does not have flagella and spores (16). That is to say, Staphylococcus aureus is non-motile. Cell physiology The cell physiology of Staphylococcus covers temperature, pH and oxygen requirements. Most Staphylococcus can grow at 45Â °C, but it is reasonable to predict that its optimal temperature for metabolism would be close to the body temperature of humans, which is 37Â °C (5). Concerning the optimum pH for metabolism, the enzymes in Staphylococcus work best in slightly alkaline medium, with a pH range of 7.4 to 7.6 (16). As for oxygen requirement, Staphylococcus is facultative anaerobic (21). This implies that Staphylococcus can grow regardless of the presence of oxygen, but the presence of oxygen would be more favorable. In the presence of oxygen, Staphylococcus utilizes glucose to carry out cellular respiration to generate energy for metabolism. Oxygen performs the role of a terminal electron acceptor and it is completely reduced to water (8). When oxygen is lacking or absent, Staphylococcus may undergo fermentation and lactic acid is the usual product (21). In the process, glucose is converted into substrate pyruvate, followed by its binding to the cofactor Nicotinamide Adenine Dinucleotide (NAD+) to produce lactic acid (6). Moving on the ways Staphylococcus metabolize, as light is not readily available on skin surface and mucous membranes, it is proposed that Staphylococcus obtain energy via organic chemical compounds. Hence it is regarded as a chemotroph (21). The facultative anaerobic property of Staphylococcus may lead to a deduction that it utilizes organic carbon as the source of electron when oxygen is present. Though some Staphylococcus may use reduced forms of inorganic nitrates to generate electrons, its preference towards an aerobic atmosphere should define it as an organotroph (21). When comes to carbon source, Staphylococcus is a heterotrophy (12). That is to say, it attains its carbon source by utilization of organic substances such as sucrose for synthesis of metabolites (19). To summarize, Staphylococcus should be one of the members of the microbial group, Chemo-organotrophic heterotrophs. Environmental niches The environmental niches of Staphylococcus can be addressed by its interactions with the environment as to where it is found, the type of relationship it forms with other organisms and its capability of undergoing mutation. Staphylococcus is commonly found on the skin and mucous membranes of animals with stable body temperatures, including humans (15). Typically, the skin temperature of humans is approximately 32Â °C, which is reasonably close to the optimal temperature of 37oC (22). This enhances the growth of this microbe on skin. Moreover, the salty environment along skin surface due to the production of sweat may also account for the abundance of Staphylococcus in humans, since its enzymatic activity is optimal at more alkaline pH (17). Staphylococcus aureus specifically colonizes in nasal cavity, larynx and on the skin surface of humans (2). The colonization of Staphylococcus aureus is principally achieved by fibrinogen-binding proteins adhering to the epithelial cells of the humans and thus this may outline a host-parasitic relationship between Staphylococcus and humans (10). The interactions of Staphylococcus with the environment may also be underlined by mutation, which often occurs with Staphylococcus aureus. An example would be Methicillin-resistant Staphylococcus aureus (MRSA), a Staphylococcus aureus that is resistant particularly to the antibiotic, Methicillin (21). The mutation is caused by an alteration of the methicillin-resistance gene (mec A) coding for a penicillin-binding protein (4). This results in failure of antibiotics to cure infections caused by Staphylococcus aureus, which will be addressed in the medical implication section. Medical implications of Staphylococcus The features as in the cell structure, cell physiology and environmental niches of Staphylococcus can pose a great diversity of medical implications, which presents the importance of this bacterial genus. Statistics show that Staphylococcus aureus is present in 79% of healthy people (14). Though Staphylococcus may colonize on the skin surface of the host without causing any harms, its ubiquity can still present various medical issues. The MRSA mentioned previously would be one of the problems associated with Staphylococcus. Apart from methicillin, MRSA could show resistance against many other antibiotics such as penicillin and amoxicillin (1). The ineffectiveness of existing antibiotics to cure MRSA infections has resulted in fatality, and it is usually characterized by the incidence of septic shock and pneumonia (11). A rapid increase of MRSA infections has been observed over the decades. The rate of hospitalized MRSA infections was only 2% in 1974 but this figure increases dramatically to approximately 40% in 1997 (13). Consequently, this causes deaths of 19000 in the United States of America annually (11). As Staphylococcus colonies on skin surfaces and mucous membrane, skin infections and diseases associated with mucous membranes could be another medical implication. It is known that Staphylococcus aureus may cause Scalded Skin and Toxic Shock syndromes. Moreover, it may cause urinary tract infections and food poisoning (9). Objective 2: Classification of Staphylococcus The classification of Staphylococcus can be reviewed in terms of its morphology and some of the physiological properties stated above. Morphology The morphology of Staphylococcus can be described as cocci gram positive bacteria arranged in a cluster, which can be readily observed under microscope with the application of gram stain. A purple color would be observed. The reason for its cluster formation may be explained by its capability of undergoing binary fission in multiple planes with daughter cells remains proximal to each other (16). Physiological properties In terms of thermal requirement, Staphylococcus is classified as a mesophile. Regarding pH requirements, it falls into the category of neutrophile. Moreover, being a facultative anaerobe, Staphylococcus is catalase positive and it is generally considered a chemoorganotrophic heterotroph. In addition, Staphylococcus aureus is coagulase positive but not for other species in the genus. The absence of flagella indicates that Staphylococcus is a non-motile bacterium. Objective 3: Methods of Isolation of Staphylococcus The methods of isolation of Staphylococcus would include growing in medium followed by streak plating. Growth media To ensure optimum growth of Staphylococcus colonies, the sample of cat hairs should be enriched in nutrient broth with sodium chloride (NaCl) before plating on a nutrient agar. A nutrient broth normally consists of beef extract and peptone as fuels for growth (21). The temperature of incubation should be 37Â °C and the duration of incubation should be at least a day (20). This ensures that the Staphylococcus isolated can have sufficient time to grow at its optimum temperature. The addition of salt allows for a selective medium for Staphylococcus as it predominantly grows in salty environment. It also increases the pH of the medium to provide for a more alkaline environment to facilitate growth. Alternatively, a growth medium can be done via a Mannitol salt agar (MSA), which consists of 7.5% of NaCl and phenol red as a pH indicator. The medium is then incubated at 37Â °C for two days (14). MSA essentially acts as both a selective and differential medium. NaCl selects for saline-favored Staphylococcus and the pH indicator differentiates between Staphylococcus aureus and Staphylococcus epidermidis. Differentiation can be illustrated by the fact that Staphylococcus aureus utilizes mannitol in the agar for metabolism, and the generation of acidic product is indicated by a yellow color. However, this phenomenon does not apply to Staphylococcus epidermidis (21). Streak Plating Following enrichment, Staphylococcus in the medium can be transferred to an agar plate with nutrient broth and salt, by employment of aseptic techniques. At the same time, a transfer to an agar plate with only nutrient broth should be performed as a control set-up. This is to ensure the effectiveness of the selective media because other bacteria could grow on the agar plate if the medium was not set up properly. Afterwards, the plates would be incubated for a week at 37oC for at least a day as in the incubation of sample in the nutrient broth. Plating and incubation should be repeated a few times to make sure that the colonies grown are pure. Objective 4: Identification by biochemical tests The identity of Staphylococcus cannot be confirmed by carrying out the gram reaction alone due to the fact that a great variety of bacteria from other genus may also show gram positive reaction. Therefore, some biochemical tests have to be performed to verify that the bacteria isolated is in the genus of Staphylococcus and it is of the species Staphylococcus aureus. The catalase, Hugh and Leifsons oxidation fermentation and cogulase tests are regarded as the standard tests for identification of Staphylococcus aureus (18). The mechanism of the tests is outlined below. First of all, as Staphylococcus aureus is facultative anaerobic, it is expected that it contains enzymes to break down harmful products generated along the pathways of aerobic respiration. For instances, catalase breaks down superoxide radical hydrogen peroxide (H2O2) to oxygen and water, which are less harmful (8). Therefore colorless gas bubbles can be observed when H2O2 is added to a colony of Staphylococcus aureus. Moreover, this property allows the Hugh and Leifsons oxidation fermentation test to be performed. The bacterial sample is inoculated in a tube of Hugh Leifsons medium for five days to generate an anaerobic environment (18). As Staphylococcus can undergo fermentation in the absence of oxygen, growth can be observed throughout the tube. At the same time, it is necessary to implement positive and negative controls in order to confirm results. This can be achieved by inoculating bacteria that are known to be fermentative and oxidative respectively in the Hugh Leifsons medium along with the sample of Staphylococcus aureus. Furthermore, the identification test between Staphylococcus aureus and other bacteria in the genus would be based on its reaction with coagulase. Staphylococcus aureus readily coagulates plasma but not for others species in the genus (21). To ensure accuracy of the test, it is preferable to test on colonies extracted from culture plates that are known to contain coagulase positive Staphylococcus aureus and coagulase negative Staphylococcus epididymis respectively. The former acts as a positive control, while the latter acts as a negative control. Conclusion In conclusion, Staphylococcus is a bacterial genus that can pose various medical implications and it can be grown, isolated and identified based on its, environmental niches, morphology, physiological and structural characteristics. The aims of isolating Staphylococcus aureus as a pure culture and identifying by morphology and biochemical tests can be addressed by a review of the four objectives as summarized below. Firstly, it is often found on epidermis of animal skins including humans and its ability to metabolize optimally at 37Â °C and at pH of 7.4-7.6 or salty environment makes it a potential pathogen to humans. In particular, the species Staphylococcus aureus can cause a great diversity of diseases and the mutated Methicillin-resistant Staphylococcus aureus could be fatal owing to its resistance to most antibiotics. Secondly, it can be classified in terms of morphology and some of the physiological characteristics. Its morphology is gram positive and non-motile cocci bacteria growing in clusters. It is a mesophile, nuetrophile and facultative anaerobe. It is catalase positive and only Staphylococcus aureus is coagulase positive. The energy, electron and carbon sources of Staphylococcus aureus can be described as chemo-organotrophic heterotrophic. Thirdly, regarding growth medium, the sample of cat hair should be enriched in a medium of sodium chloride before incubating on an agar plate of nutrient broth and salt. In both cases, incubation should be at 37oC for a day. The colonies should be streaked plated a few times to remove contaminants so as to ensure culture is pure. This increases the efficiency of isolation of Staphylococcus aureus. Lastly, Staphylococcus aureus can be identified by the catalase, Hugh Leifsons oxidation fermentation and coagulase tests. It is expected that bubbling is observed as a positive result in the catalase test. As for the Hugh Leifsons oxidation fermentation test, growth can be observed throughout the tube. In the coagulase test, clumping of plasma is seen as a positive result and this differentiates Staphylococcus aureus from other species in the genus. These tests establish the identity of Staphylococcus aureus.

“A Rose for Emily” by William Faulkner Essay

The tone in â€Å"A Rose for Emily† by William Faulkner expresses a sense of curiosity and fear. The curiosity of the woman’s life and the fear of the unknown is also established with the author’s diction. The two tones even roll over to the point of view of the story (or point of views for this particular story). â€Å"A Rose for Emily† is based solely on the curiosity and fear that lingers in the community in which Old Miss Emily lives. The tone and attitude of Faulkner’s short piece illustrates the desire to know but the fear of what could be found. The citizens of Jefferson want to know the happenings of the reclusive MissEmily Grierson simply because she does not roam and gossip as they do since the absence of her husband. Although they have the need to pry into her private life, they are scared to face her directly simply because few people have even tried. The theme of curiosity is cognizant with these actions and the tone with which they are portrayed. The theme is also carried throughout the story with the diction that William Faulkner chooses to use. He carefully crafts his work to present a want to expose the hidden life of the old woman. He gives her an awful appearance, a rude personality, and an unreasonable dissent to loneliness. His diction also proves the prying habits of others. Observers of Miss Emily always assume about her condition of life. The observers themselves represent the story in which the way it was depicted. Curiosity and also a little bit of innocence is used very significantly with the point of view of a citizen that characterize the point of view of the entire community of Jefferson. â€Å"A Rose for Emily† is told by one person, but the ‘we’ used throughout the plot signifies the communal viewpoint that is shared. The eyes through which the story emerges is nothing more than the perspective of a spectator retelling the stories passed down about Miss Emily. The design of the story is based solely on the wonders of people and their curiosity of others. â€Å"A Rose for Emily† by William Faulkner Essay â€Å"A Rose for Emily† is a tragic story about a woman named Emily Grierson who, for all her life has been controlled by her father. Once her father dies, Emily does not know, nor understand how to live her own life. At first she denies that her father dies; then after three days, with much pressuring from the locals and the doctors, she admits her father’s death and lets the townspeople bury him. Much of the town is wondering what to expect to happen to Emily. Emily becomes a recluse and sends her manservant, Tobe, who has served the family for generations, out to the market to do the shopping for her. One day, she met a Yankee day laborer named Homer Barron. Homer and Emily began seeing each other and eventually seemed to get serious about their relationship. Emily began to fall in love with Homer, but Homer did not have the same feelings for her. One day, Homer disappeared and was never seen nor heard from again. Many years passed and Emily died. Her cousins were curious and went to her home to see where she had lived her life. Upon their arrival, they find a corpse lying on a bed in a mysterious locked room upstairs. On the bed, next to the corpse there was a â€Å"long strand of iron-gray hair† (36). In â€Å"A Rose for Emily,† William Faulkner tells a story about a young woman who is overly-influenced and controlled by her father. Her father has made all the decisions for her and he chose whom she could and could not be courted by. After her father died, it took Emily three days to finally allow the townspeople to give her father a proper burial, because of her denial that her father had indeed, died. Emily had relied so heavily on her father for all of her life; she did not know what to do, or how to live. After her father’s death, Emily stays in her house where she felt safe, and does not go out into the outside world, regardless of what had happened and changed. As everything changed in the outside world, Emily still lived with the past. For example, when the new city authorities approach Miss. Emily about her taxes, she explains â€Å"See Col. Sartoris. I have no taxes in Jefferson† (31) – even though Col. Sartoris had been dead for ten years. Emily Grierson is described by Faulkner as a short, fat, and mysterious woman who does not accept change. A good example of Emily Grierson refusing any sort of change is when the town wanted to attach numbers on her house and a mailbox for mail service; Emily Grierson refused to conform to the new ideals. When  Emily met a man named Homer Barron, the townspeople are surprised to see this; â€Å"Of course a Grierson would not think seriously of a Northerner, a day laborer† (33). Miss Emily represents someone who lives in the South and could not accept the real thing that the North takes over the South after the Civil War. â€Å"When the Negro opened the blinds of one window, they could see that the leather was cracked; and when they sat down, a faint dust rose sluggishly about their things, spinning with slow motes in the single sun ray†(30) is an example of old things. Emily’s house with all the old things represents the Old south, which has to face a new moder n generation. The idea behind this story is about Emily’s inability to conform to the present and leave the past. Emily had been dominated by her father her whole life, because of this, when her father finally passed away, Emily cannot face the truth about her father’s death, or her loneliness. When Emily meets Homer Barron, she felt that she once again had balance and security in her life. She feared that Homer may also leave her one-day and she would be alone again. This is the reason that Emily poisons Homer Barron. It is not until the death of Emily Grierson that we find the truth about the death of Homer Barron and how deep Emily Grierson’s insecurity truly is. â€Å"A Rose for Emily† is a tragic story that tells the tale of a lonely and isolated woman. The tone, extremely morbid and dark, was set at the beginning. He began the story by telling us the ending. We already know that Emily Grierson has died. He then begins to draw a dynamic picture of how Emily had lived; â€Å"†¦only Miss Emily’s house was left, lifting its stubborn and coquettish decay above the cotton wagons and the gasoline pumps-an eyesore among eyesores† (29). The tone that Faulkner starts off with the description of Emily Grierson’s residence is a very dramatic and powerful use of description. An outsider looking in to Emily Grierson’s livelihood narrates â€Å"A Rose for Emily† in the third person. This is a very effective way for Faulkner to write this story. By doing this, we are not led into the thoughts of Emily, but more importantly, we know how Emily Grierson is thought of by the locals. Faulkner utilized many symbols in this short story. He used the fact that Emily is stuck in the past, the time when her father was still alive, and the new alderman and townsfolk. These are symbols of the battle that Emily is experiencing between the old south  (past) and the new south (present). At the end of the story, it is shown what William Faulkner meant by a rose, in his title â€Å"A Rose for Emily†. The â€Å"rose† is all of her dust-covered treasures, especially those of her wedding that she wanted; â€Å"†¦this room decked and furnished as for a bridal:upon the valance curtains of faded rose color, upon the rose-shaded lights, upon the delicate array of crystal and the man’s toilet things backed with the tarnished silver, silver so tarnished that the monogram was obscured†(36). William Faulkner depicts a very morbid and darktheme. The theme itself fits entirely onto his character, Emily Grierson. I believe Faulkner did a very good job in not only writing this story with a strong theme, but he did it in such a way, in every aspect one could see the theme throughout his short story. I think the vivid drawings of how Emily once lived and who she became is extremely important in â€Å"A Rose for Emily†. Works Cited Kennedy, X.J and Dana Giolia. Literature: An Introduction to Fiction, Poetry, and Drama. Boston: Pearson Custom Publishing, 2005. A Rose For Emily by William Faulkner Essay There are popular sayings that goes â€Å"love moves in mysterious ways† and â€Å"love makes people crazy. † The amalgam of those sayings would somehow serve as a rough description of William Faulkner’s story â€Å"A Rose for Emily. † Since its publication, the story still captures the imagination of many present-day readers—although, in a disturbing way. The title is deceptively, and ingeniously for that matter, designed to make the story seem as a love story. It is important to note that a rose is a generally accepted symbolism for love. However, the story begins with the death of the protagonist. Actually, there are many points in the story that would lead the readers to the conclusion that Faulkner’s story is far from a love story. This reading will be standing beside the argument that â€Å"A Rose for Emily† is a love story that presents to the readers love in an unfamiliar form. Faulkner exquisitely described how Emily is madly in love with Homer. She even dreams of being married to him someday. Faulkner’s details resemble a layout of a typical love story. However, all of those beautiful renditions of Emily’s love are just diversions to the author’s twists. When Emily mentioned that she wants to be married to Homer, he replied that â€Å"he was not a marrying man† (366). The reader could almost picture Emily as a rose whose petals are torn by the sharp gust of wind of Homer’s subtle rejection. This particular event of her life had significantly contributed to her impending insanity. And because Emily loves Homer so much, Emily had devised a plan to keep him beside her. She had poisoned Homer, paralyzing him for a moment, and then for eternity. She then set Homer’s lifeless body in her bed, then slept with him—in every context of the word slept. Emily’s version of love could be described as unconventional. The story begins describing how the townspeople of Jefferson (Faulkner’s fictional city) treated her â€Å"†¦a sort of fallen monument† (Faulkner 5). Even though the townspeople treat Emily in a revered manner, it would be arguable that they have love for her. In the first part, Emily is already dead and her pitiful yet gruesome background would be unfolded as the plot progresses. A safer claim to make about the townspeople treatment to Emily is that they pity her at the same time disgusted by her life, or more particularly, her love life. The shocking ending, considered a classic, reveals to the readers that Emily had murdered the one she truly loves, Homer Barron. It is just understandable that the townspeople of Jefferson and the readers (of the real world) would raise the question: could this be considered love? If we would set aside the conventional notions of love (like couples promising to each other eternity, sincerely caring for one another, a mutual understanding, etc. ), Emily’s version of love would certainly be dismissed. However, we could still interpret Emily’s actions as out of love, but to put it more succinctly, it should be categorized as unrequited love. It should not be disputed anymore that anyone is capable love, even those with hints of insanity. Moreover, it is a general notion that a person who loves someone needs some kind of returned love. And if love is unrequited, the most likely effect on the unrequited lover would be a seemingly incurable misery. Emily’s murder of Homer is oftentimes interpreted as an act of desperation. On the other hand, it could also regarded as an reaction to the subliminal messages of her love and passion for Homer. As we know of love, through literature and real life, it could paint in our minds illusions of being easily loved back. Emily may have been genuinely convinced that she would someday marry Homer and that they would spend eternity in each other’s arms. The living Homer had rejected her proposal, she may have immediately though that the dead Homer may compromise. Moreover, she had set the dead body in a bed, a symbolism for marriage. In addition, it is implied that she had slept with the dead body of Homer. It is important to consider that the context of the story is a time period where the people are mostly conservatives, especially the aristocrats like Emily’s family. It could be interpreted that she did not slept with the body out of mere lust, it could be something close to being love itself. Emily’s life could be considered lacking love. The title, â€Å"A Rose for Emily†, suggests that she desperately needs to be loved. She loved her aristocratic lifestyle and her father who provides it for her. But when her father had passed away, she may have felt that all she loved had gone to grave with her father, â€Å"†¦being left alone and a pauper, she had become humanized† (366). Considering her mental state, she had found love in Homer, he does not want to be with her, it is just understandable that she would do anything to be with the one she loves. After all, the topic at hand is love, a term and a concept with no satisfying definition. Even science admits that love is more than just chemical reactions. If we would delve further in this attempt to understand love, we might just end up mad like Emily. Works Cited Faulkner, William. A Rose for Emily. An Introduction to Literature. Ed. Joseph Terry. New York: Longman, 2001 â€Å"A Rose for Emily† by William Faulkner Essay â€Å"A Rose for Emily† is a short story by American author William Faulkner. It tells about an old woman named Emily Grierson lives in the town of Jefferson. The tale sets in the early nineteen hundreds, it opens with the town finding out about Emily’s death. Through the whole story, people learn of the life and times of Emily, her relationship with the town, her father and her lover. People find out the truth that Emily was hiding at the end of the story. There are many different symbolisms in the story Among all of the symbolisms , the monument, the frame, the grey hair, the house and a rose are the most important and thoughtful ones throughout the entire story. The monument appears in the beginning of the story as the first symbolism. â€Å"When Miss Emily Grierson died, our whole town went to her funeral: the men through a sort of respectful affection for a fallen monument†(A Rose For Emily). Faulkner calls Emily a â€Å"fallen monument†, it also could understand as an â€Å"idol in a niche†. It shows that how the town views her and to connect her to the idea of the old, genteel Southern ways. The modern townspeople don’t know what to do with her, and she is so closed off to them, but they respect her enough to just leave her alone. Like Faulkner states, she was like a statue — only representing a real, living person and â€Å"thus she passed from generation to generation — dear, inescapable, impervious, tranquil, and perverse.† In her old age she is seen as a monument to the past that is never seen outside of her house. All of the respect that her father had earned died with the old men and women of the town. Frames also seem to be symbolic in â€Å"A Rose for Emily.† One of the examples is the scene where the narrator is describing Miss Emily’s father as standing in the foreground and framed by the doorway as he held would be suitors at bay. Meanwhile Miss Emily is framed in the background. Emily’s father. Mr. Grierson is a controlling, looming presence even in death, and the community clearly sees his lasting influence over Emily. Also he references framing with reference to her crayon picture of her father in the gold frame. The whole story is framed in the idea of traditions dying out as time passes. monument† who left a part of her behind in the grey hair. The single grey hair on the pillow is another symbolism. The old hair on the pillow signifies that Emily is a history in the town now, lying with corpses as all that she has had to be proud of is also dead. Her desperate attempt to maintain a hold upon the past has failed and she is a â€Å"fallen angel’. The house that Emily lives in is a symbolism that shows the decay as Emily begin getting older and older. The house at one time was one of the most beautiful homes in the whole town of Jefferson. In Emily’s youth the house was always well kept. As Emily aged so did the house she lived in. The street she lives in from the symbolic of high class became the worst for the entire town. With faded paint and an unkempt yard it even began to smell at one point. The men of the old Jefferson would never tell a lady that her house smelled so they cured the smell themselves. It would seem that the house and Emily where connected in a way. Both of them had grown old and lost their brightness. The house was also looked at in the same way as Emily. Emily lost her mind and her looks. The house lost the beauty it once held due to old age. They where looked at as a monument to the past. The most important symbolism among the all in â€Å"A Rose for Emily† is in the title itself. The rose is most often thought of as a symbol for love in the case Homer is the â€Å"rose† or love for Emily. Her father thought there was no man was good enough for her or for the Grierson family. Therefore she was never able to experience passion or the rose of love until she met Homer. The rose for Emily is hope, and passion. However, there is another meaning of rose to consider. However, the rose in the title of the story could therefore stand for Emily’s secret; that is Homer her â€Å"rose† whom she cherished, loved and kept to herself even after his body was corrupted by the decay of time. While Faulkner had many symbolisms in â€Å"A Rose For Emily†, the symbolisms of the monument, the frame, the grey hair, the house and a rose are the most important and worthful ones throughout the entire story. Author William Faulkner truly wrote a wonderful story about an old women who loses her mind. â€Å"A Rose For Emily† uses different symbolisms to show the way in which people all grow old and decay, it tells a story of fallen angel Emily’s life. â€Å"A Rose for Emily† by William Faulkner Essay Love, obsession and Gossip In â€Å"A Rose for Emily,† William Faulkner uses the point of view of the townspeople to show their personal opinions and judgment’s of Miss Emily. He writes a story about a woman who is traumatized by the way her father has raised her and the effects of his strict and overprotective mentality. Because of her father’s death she finds it difficult to let go and live a normal life that involves social interaction. To make matters worse than her anti-social attitude, Emily is stereotyped and judged by those in her community. In light of her upbringing and the judgments of the townspeople, Emily becomes attached to anyone who shows her attention. In turn, she is very protective and insecure of herself in her ability to keep those who she cares about in her life. Emily’s father was a wealthy man who would stop at nothing to make his daughter happy, or so he thought. He was said to be so wealthy that he â€Å"had loaned money to the town† (432). He was very strict with Miss Emily in that he would not let any males come to visit or even come near her. Faulkner illustrates this characteristic in writing, â€Å"None of the young men were quite good enough for Miss Emily and such† (434). The relationships and love that Emily desired were brutally taken away from her because of her father’s struggle to maintain the family status. The author illustrates this by explaining her situation, â€Å"†¦ even with insanity in the family she wouldn’t have turned down all of her chances if they had really materialized† (434). Regardless if Emily wanted to date or not, her father would not let ny of her relationships flourish. Because of her father’s attitude, Emily grew to be very sheltered, and it was no surprise to the town that she was single at the age of thirty. Her father was selfish, and his selfishness abolished all hopes of happiness for her. She felt stuck in her father’s world with no way out. Not only did she feel alone, but she was also under extreme pressure to live up to her father’s name and maintain the families status in their town. Emily’s need to have someone in her life becomes so great that it leads her to stray from her father’s expectations. This is evident when Miss Emily begins to show interest in Homer Barron, a â€Å"Yankee† construction foreman. Emily’s actions raise a dispute of feelings among the townspeople, â€Å"†¦because the ladies all said, ‘Of course a Grierson would not think  seriously of a Northerner, a day laborer.’ But there were still others, old people, who said that even grief could not cause a real lady to forget noblesse oblige-without calling it noblesse oblige† (435). The difference in opinions of the townspeople suggests the generation gap and values of the different generations. The new and old generationsâ€℠¢ values conflict because they each believe in different ideas. The older townspeople want Emily to behave appropriately and live up to her family’s name. They are also more willing to help Emily in her endeavours because they think of her as proper and noble. The older generation of townspeople felt that her family was â€Å"a sort of hereditary obligation upon the town, dating from that day in 1894 when Colonel Sartoris, the mayor-†¦-remitted her taxes† (432). The older generation performed favors for Emily because of her family’s status and heritage. They wanted Miss Emily to fail because it would satisfy their hidden jealousies. The new generation on the other hand, is not as compassionate toward her because they are only familiar with her, not her past relatives, who were well respected and admired. The new generation was not favorable to her past situation. â€Å"When the next generation, with its more modern ideas, became mayors and aldermen, this arrangement created some little dissatisfaction† (432). The arrangement of Emily’s remitted taxes was not accepted by the new generation of town officials. Faulkner illustrates the difference in values near the beginning of the story to introduce the reader to Emily’s situation. Throughout the story, evidence proves that Emily’s every move is scrutinized by her community. For example, when the story opens, everyone in the town is at her funeral. Faulkner writes, â€Å"Our whole town went to the funeral: the men through a sort of respectful affection for a fallen monument, the women mostly out of curiosity to see the inside of her house, which no one save an old man servant-a combined gardener and cook-had seen in at least ten years†( 431). The people of the town go to Miss Emily’s funeral, not out of respect, but out of hypocrisy and curiosity. The community views her as a â€Å"fallen monument.† The men in the town attend the funeral to respect her family’s name and her father’s suc cess while the women went solely to judge her home. In other words, she was once looked upon highly, but through the years she became a recluse and detached herself from society. Emily’s reasons for secluding herself from society go back to when her father was alive and he was her world. After her  father’s death, she has a hard time dealing with the fact that he has passed on because now she is alone. Her father kept her from finding anyone worth marrying, so now she will have to live by herself. The reader can reason Emily’s importance of her father from Faulkner’s writing, â€Å"On a tarnished gilt easel before the fireplace stood a crayon portrait of Miss Emily’s father† (432). The reader can assume that the portrait was drawn by her and she is trying to hold onto the only person left in her life. The loss of her father leads Emily to pursue a relationship with the northerner, Homer Barron. Emily becomes attached to him because she is lonely and feels rejected by the town. The traditions , customs, and prejudices of the South doom their â€Å"so-called† affair to end. Emily and him would take drives and attend church together, but according to Faulkner’s story Emily discovers that he is not attracted to women. She is already in an unstable state of mind and this information pushes her to the extreme. Emily’s relationship with Barron becomes an obsession rather than a love or compassion. Her obsession forces her to take things to the next level. Emily buys items which point towards marriage and the town begins to talk, as usual. According to Faulkner, Emily purchases â€Å"a man’s toilet set in silver, with the letters H.B. On each piece† and â€Å"a complete outfit of men’s clothing, including a nightshirt† (436). Emily’s beliefs that she was going to have this man forever cause her to buy these things. In Emily’s eyes, whether he wanted to be with her or not, she was determined to have him for her own. The reader does not discover that she has secretly poisoned Homer Barron with arsenic until the end of the story. Out of curiosity the townspeople search her home, but not until after her burial. Their findings satisfies their desire to know the real truth about her. Faulkner writes, â€Å"The body had apparently once lain in the attitude of embrace, but now the long sleep that outlasts love, that conquers even the grimace of love, had cuckolded him† (438). This statement proves that Emily kills Homer out of desperation because she new that by killing him he would never leave her like her father did, because this sleep would, â€Å"outlast love†. Miss Emily’s father had sheltered her so much that she could not possibly see herself alone again. All of Miss Emily’s actions throughout her life, prove that she did not kill Homer out of love, but out of desperation and loneliness. She became her father’s child and sheltered Homer like her father had once sheltered her.  Homer was Emily’s â€Å"rose† and she was not going to let it die.

Fundamentals of Geography Essay

In geology, a rock is a naturally occurring solid aggregate of one or more minerals or mineraloids. For example, the common rock, granite, is a combination of the quartz, feldspar and biotite minerals. The Earth’s outer solid layer, the lithosphere, is made of rock. Rocks have been used by mankind throughout history. From the Stone Age rocks have been used for tools. The minerals and metals we find in rocks have been essential to human civilization. [1] Three major groups of rocks are defined: igneous, sedimentary, and metamorphic. The scientific study of rocks is called petrology, which is an essential component of geology. At a granular level, rocks are composed of grains of minerals, which, in turn, are homogeneous solids formed from a chemical compound that is arranged in an orderly manner. The aggregate minerals forming the rock are held together by chemical bonds. The types and abundance of minerals in a rock are determined by the manner in which the rock was formed. Many rocks contain silica (SiO2); a compound of silicon and oxygen that forms 74. 3% of the Earth’s crust. This material forms crystals with other compounds in the rock. The proportion of silica in rocks and minerals is a major factor in determining their name and properties. [2] Rocks are geologically classified according to characteristics such as mineral and chemical composition, permeability, the texture of the constituent particles, and particle size. These physical properties are the end result of the processes that formed the rocks. [3] Over the course of time, rocks can transform from one type into another, as described by the geological model called the rock cycle. These events produce three general classes of rock:igneous, sedimentary, and metamorphic. The three classes of rocks are subdivided into many groups. However, there are no hard and fast boundaries between allied rocks. By increase or decrease in the proportions of their constituent minerals they pass by every gradation into one another, the distinctive structures also of one kind of rock may often be traced gradually merging into those of another. Hence the definitions adopted in establishing rock nomenclature merely correspond to more or less arbitrary selected points in a continuously graduated series. 4] Igneous Igneous rock (derived from the Latin word igneus meaning of fire, from ignis meaning fire) forms through the cooling and solidification of magma or lava. This magma can be derived from partial melts of pre-existing rocks in either a planet’s mantle or crust. Typically, the melting of rocks is caused by one or more of three processes: an increase in temperature, a decrease in pressure, or a change in composition. Igneous rocks are divided into two main categories: plutonic rock and volcanic. Plutonic or intrusive rocks result when magma cools and crystallizesslowly within the Earth’s crust. A common example of this type is granite. Volcanic or extrusive rocks result from magma reaching the surface either aslava or fragmental ejecta, forming minerals such as pumice or basalt. [3] The chemical abundance and the rate of cooling of magma typically forms a sequence known as Bowen’s reaction series, after the Canadian petrologist Norman L. Bowen. Most major igneous rocks are found along this scale. [2] About 64. 7% of the Earth’s crust by volume consists of igneous rocks; making it the most plentiful category. Of these, 66% are basalts and gabbros, 16% are granite, and 17% granodiorites and diorites. Only 0. 6% are syenites and 0. 3% peridotites and dunites. The oceanic crust is 99% basalt, which is an igneous rock of mafic composition. Granites and similar rocks, known as meta-granitoids, form much of the continental crust. [5] Over 700 types of igneous rocks have been described, most of them having formed beneath the surface of Earth’s crust. These have diverse properties, depending on their composition and how they were formed. Sedimentary Sedimentary rocks are formed by sedimentation of particles at or near the Earth’s surface and within bodies of water. This process causes clasticsediments or organic particles (detritus) to settle and accumulate, or for minerals to chemically precipitate (evaporite) from a solution. The particulate matter then undergoes compaction and cementation during diagenesis. Before being deposited, sediment was formed by weathering and erosion in a source area, and then transported to the place of deposition by water,wind, ice, mass movement or glaciers which are called agents of denudation. Mud rocks comprise 65% (mudstone, shale and siltstone); sandstones 20 to 25% and carbonate rocks 10 o 15% (limestone and dolostone). [3] About 7. 9% of the crust by volume is composed of sedimentary rocks, with 82% of those being shales, while the remainder consist of limestone (6%), sandstone and arkoses (12%). [5] Metamorphic Metamorphic rocks are formed by subjecting any rock type—sedimentary rock, igneous rock or another older metamorphic rock—to differenttemperature and pressure conditions than those in which the original rock was formed. This process is called metamorphism; meaning to â€Å"change in form†. The result is a profound change in physical properties and chemistry of the stone. The original rock, known as the protolith, transforms into other mineral types or else into other forms of the same minerals, such as by recrystallization. [3] The temperatures and pressures required for this process are always higher than those found at the Earth’s surface: temperatures greater than 150 to 200  °C and pressures of 1500 bars. [6] Metamorphic rocks compose 27. 4% of the crust by volume. [5] The three major classes of metamorphic rock are based upon the formation mechanism. An intrusion of magma that heats the surrounding rock causes contact metamorphism—a temperature-dominated transformation. Pressure metamorphism occurs when sediments are buried deep under the ground; pressure is dominant and temperature plays a smaller role. This is termed burial metamorphism, and it can result in rocks such as jade. Where both heat and pressure play a role, the mechanism is termed regional metamorphism. This is typically found in mountain-building regions. [2] Depending on the structure, metamorphic rocks are divided into two general categories. Those that possess a texture are referred to as foliated; the remainder are termed non-foliated. The name of the rock is then determined based on the types of minerals present. Schists are foliated rocks that are primarily composed of lamellar minerals such as micas. A gneiss has visible bands of differing lightness, with a common example being the granite gneiss. Other varieties of foliated rock include slates, phyllites, and mylonite. Familiar examples of non-foliated metamorphic rocks include marble,soapstone, and serpentine. This branch contains quartzite—a metamorphosed form of sandstone—and hornfels. [2] In geography maps are one of the most important tools researchers, cartographers, students and others can use to examine the entire Earth or a specific part of it. Simply defined maps are pictures of the Earth’s surface. They can be general reference and show landforms, political boundaries, water, the locations of cities, or in the case of thematic maps, show different but very specific topics such as the average rainfall distribution for an area or the distribution of a certain disease throughout a county. Today with the increased use of GIS, also known as Geographic Information Systems, thematic maps are growing in importance. There are however applications for different types of general reference maps when the different types are understood correctly. These maps do not just show a city’s location for example; instead the different map types can show a plethora of information about places around the world. The following is a list of each major map type used by geographers and a description of what they are and an example of each kind. †¢ Political Map: A political map does not show any topographic features. It instead focuses solely on the state and national boundaries of a place. They also include the locations of cities – both large and small, depending on the detail of the map. A common type of political map would be one showing the 50 U.  S. states and their borders along with the United States’ north and south international borders (map of the United States). †¢ Physical Map: A physical map is one that shows the physical landscape features of a place. They generally show things like mountains, rivers and lakes and water is always shown with blue. Mountains and elevation changes are usually shown with different colors and shades to show relief. Normally on physical maps green shows lower elevations while browns show high elevations. An example of a physical map is one showing the state of Hawaii (map of Hawaii). Low elevation coastal regions are shown in dark green, while the higher elevations transition from orange to dark brown. Rivers are shown in blue. †¢ Topographic Map: A topographic map is similar to a physical map in that it shows different physical landscape features. They are different however because they use contour lines instead of colors to show changes in the landscape. Contour lines on topographic maps are normally spaced at regular intervals to show elevation changes (e. g. each line represents a 100 foot (30 m) elevation change) and when lines are close together the terrain is steep. For example a topographic map showing the Big Island of Hawaii would have contour lines that are close together near the steep, high elevation mountains of Mauna Loa and Kilauea (map of the Big Island). By contrast, the low elevation, flat coastal areas show contour lines that are spread apart. †¢ Climate Map: A climate map shows information about the climate of an area. They can show things like the specific climatic zones of an area based on the temperature, the amount of snow an area receives or average number of cloudy days. These maps normally use colors to show different climatic areas. A climate map for Australia for example uses colors to show differences between the temperate area of Victoria and desert region in the center of the continent. †¢ Economic or Resource Map: An economic or resource map shows the specific type of economic activity or natural resources present in an area through the use of different symbols or colors depending on what is being shown on the map. For example an economic activity map for Brazil can use colors to show different agricultural products of given areas, letters for natural resources and symbols for different industries (image showing a map of Brazil). Road Map: A road map is one of the most widely used map types. These maps show major and minor highways and roads (depending on detail) as well as things like airports, city locations and points of interest like parks, campgrounds and monuments. Major highways on a road map are generally red and larger than other roads, while minor roads are a lighter color and a narrower line. A road map of San Francisco, California for example would show the major highways as a wide red line and other large roads as a lighter red with minor streets as gray (map of San Francisco). Thematic Map: A thematic map is a map that focuses on a particular theme or special topic and they are different from the six aforementioned general reference maps because they do not just show natural features like rivers, cities, political subdivisions, elevation and highways. If these items are on a thematic map, they are background information and are used as reference points to enhance the map’s theme. An example of a thematic map would be one showing the population change of Canada in specific locations from 1996 to 2001. The map shows the theme it is attempting to get across to its audience and uses a political map (e. g. one showing the provincial and territorial borders of Canada) to give it more of a reference. What Is the Difference Between Weather and Climate? It’s a sweltering midsummer day. â€Å"It must be global warming,† mutters someone. But is it the Earth’s changing climate that has made the day so warm? Or, is it just the weather that is so unbearable? Weather is the mix of events that happen each day in our atmosphere including temperature, rainfall and humidity. Weather is not the same everywhere. Perhaps it is hot, dry and sunny today where you live, but in other parts of the world it is cloudy, raining or even snowing. Everyday, weather events are recorded and predicted by meteorologists worldwide. Climate in your place on the globe controls the weather where you live. Climate is the average weather pattern in a place over many years. So, the climate of Antarctica is quite different than the climate of a tropical island. Hot summer days are quite typical of climates in many regions of the world, even without the effects of global warming. Climates are changing because our Earth is warming, according to the research of scientists. Does this contribute to a warm summer day? It may, however global climate change is actually much more complicated than that because a change in the temperature can cause changes in other weather elements such as clouds or precipitation. Atmospheric circulation is the large-scale movement of air, and the means (together with the smaller ocean circulation) by whichthermal energy is distributed on the surface of the Earth. The large-scale structure of the atmospheric circulation varies from year to year, but the basic climatological structure remains fairly constant. Individual weather systems – mid-latitude depressions, or tropical convective cells – occur â€Å"randomly†, and it is accepted that weather cannot be predicted beyond a fairly short limit: perhaps a month in theory, or (currently) about ten days in practice (see Chaos theory and Butterfly effect). Nonetheless, as the climate is the average of these systems and patterns – where and when they tend to occur again and again – it is stable over longer periods of time. As a rule, the â€Å"cells† of Earth’s atmosphere shift polewards in warmer climates (e. g. nterglacials compared to glacials), but remain largely constant even due to continental drift; they are, fundamentally, a property of the Earth’s size, rotation rate, heating and atmospheric depth, all of which change little. Tectonic uplift can significantly alter major elements of it, however – for example the jet stream -, and plate tectonics shift ocean currents. In t he extremely hot climates of the Mesozoic, indications of a third desert belt at the Equator has been found; it was perhaps caused by convection. But even then, the overall latitudinal pattern of Earth’s climate was not much different from the one today. The wind belts girdling the planet are organised into three cells: the Hadley cell, the Ferrel cell, and the Polar cell. Contrary to the impression given in the simplified diagram, the vast bulk of the vertical motion occurs in the Hadley cell; the explanations of the other two cells are complex. Note that there is one discrete Hadley cell that may split, shift and merge in a complicated process over time[citation needed]. Low and high pressures on earth’s surface are balanced by opposite relative pressures in the upper troposphere.

Fallacies Of The New York Times Website - 1455 Words

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