General Question Essay Example | Topics and Well Written Essays - 2000 words

General Question - Essay Example The main purpose of this method of teaching reading to schoolchildren is to provide them with instructional support and a strong basis for the development of reading skills. It requires teachers' involvement in the reading process before, during and after the reading of a basal text. Stages of DRA There are several approximately eight steps in the Direct-Reading Activity. Each step comes with some expectations and advantages to the learning of reading skills amongst children. Step 1: Choose a text and the aim of reading The first step involves the teacher identifying a given text in the basal reader. This means the teacher will have to identify a portion of the reading text and identify the main reading techniques and new vocabulary that can be learnt through the reader. This step is to set the aims, objectives and basis for the whole exercise. This step sets the framework of the entire reading and here, the teacher will know the exact objectives that must be met by the class. This c an be an avenue for the teacher to guide students through the various stages of the reading process. This will enable the students to progress gradually through important stages in the process of learning how to read and comprehend information in a given text. Step 2: Select vocabulary to be pre-taught After the teacher concludes on the aims and objectives of the reading exercise at hand, the next step is to identify new and unusual words in the text. These words are often words that the students have not met before or words that have links to other situations that the children are likely to meet in the future. These words are to be identified and written on the board for the children to understand. It usually helps if the teacher explains the meaning of the words as well as the linkage of the word with other contexts within which the students are likely to meet in the future. The immediate reason for this exercise on vocabulary is to enable the children to get familiar with the mor e difficult words that they are going to meet in the reading. It enables comprehension during the reading process because the students become familiar with the implication of those words and the context within which they are used in the text. The longer term aim of the pre-teaching of words is to help the children to improve their vocabulary. This will help them to acquire new words that will enable them in the future. Additionally, teaching vocabulary before reading also builds the conception of predicting the meaning of words by examining the context within which unfamiliar words are used. This will help students in future comprehension assignments and examinations like SAT and other English language examinations. Elicit prior knowledge on the topic of text After the vocabulary is taught and discussed, the teacher will have to take opinions and knowledge brought forward from the class. This will include discussing matters from the known to the unknown. This implies that the childr en will be called upon to share basic knowledge about what they know about the subject. Thus for example, when you are to talk about a fox in the reader, the teacher can ask about the similarities between the foxes and other animals. Obvious answers that are likely to come about might include a dog and other animals. Then the attributes of a fox as a sly creature or a creature that is not so straightforward can be brought up by drawing into similar tales like sly fox and

Comparison of Hes Just Not That Into You and 17 Again

Comparison of Hes Just Not That Into You and 17 Again People are always looking forward to watch romantic comedy movie as a way to spend time together with their beloved ones. In fact, romantic comedy is a general phrase for comedies that basically deal with the foolishness and misunderstanding of either young or middle aged lovers, in a light-hearted and happily manner which commonly inhibits serious parody. A typical plot of a romantic comedy is that two main characters, usually a man and a woman, come across, part away due to conflicts or other obstacles, then finally reunite. There are many options of romantic comedy movies to choose. The two romantic comedy movies which I choose to compare and contrast are â€Å"Hes just not that into you† and â€Å"17 Again†. Even though both movies have the same genre, that is romantic comedy, but they are different in terms of settings, story lines, and moral value. First and foremost, the settings of these two movies are different. â€Å"Hes just not that into you† was set primarily in middle aged adult working environment at Baltimore, Maryland, USA where as â€Å"17 Again† was set in teenager high school kind of environment at Los Angeles, California, USA. The characters present in the â€Å"Hes just not that into you† were mainly middle aged working adults and â€Å"17 Again† were teenagers and their parents. Secondly, the most obvious dissimilarity of these movies is the story lines. â€Å"Hes just not that into you† is about a few characters struggling with ups and downs of their love lives in a complicated kind of way. At the centre of these multiple stories in one movie is Gigi, a young woman who repeatedly misunderstands the signs that men had given her about their level of interest in her. She got her advice from Alex, a bar owner who prides himself on perceiving the ins and outs of the dating scene. Gigis co-worker Janine found herself having difficulties in saving her marriage with her husband, Ben. On the other hand, Ben contemplated an affair with Anna, an attractive woman who was trying to make a career as a singer, from his wife. Another of Gigis friends at work, Beth, enjoyed a fruitful, healthy relationship with Neil, but soon storm clouds hover over them because he has no interest in getting married. In â€Å"17 Again†, it is about an unhappy working man who h ad transformed into a 17 years old teen in order to solve his family problems regarding his teen children and wife. At the age of 17, Mike ODonell was a successful person. Scarlett revealed she was pregnant before his basketball championship. After their marriage, Mike, a working man, complained the life he lost. One night, he saw a janitor standing on a bridge and jumped in after him. When he returned to his friends house he realized he was 17 again. He decided to take this opportunity to save his marriage and fix his relationship with his two teenage children. Furthermore, another dissimilarity that can be seen in both of these movies is the moral value. The moral value for the first movie is that we should not be a greedy person. In the movie, Ben who had an affair with Anna without his wife knowing eventually lost two of them in the end. For the second movie, the moral value emphasize on we should carry out our own responsibility regardless whether we are in a good or bad situation. In the movie, a young Mike ODonell carried out his responsibility by marrying his girlfriend who was pregnant with his child when they were both 17 years old. Here are the three main differences between â€Å"Hes just not that into you† and â€Å"17 Again†. As we can see, they break down to setting, story line and moral value that can be learnt through watching the movie. In a nutshell, both movies have their pros and cons despite they have the same genre.

Racial Inequality in the United States :: Race Social Justice Essays Blacks

Racial Inequality in the United States The book, Volunteer Slavery, is Jill Nelson’s account of the racial problems she faced as a Black employee in a White company. Working for the Washington Post was a terrible experience for Nelson whose race prevented her from fitting in with co-workers or agreeing with management. Alex Kajtar says, â€Å"...Jill Nelson's account of an authentic African-American experience is a disturbing, disappointing and upsetting image of present-day American society...† (Kajtar). Many people would agree with this statement if they read the book, too. However, the problem is that most Americans will never read her book, and will remain ignorant to the plight of the Black American. Thus, the problem is not that Blacks cannot assimilate into White society â€Å"properly,† it is that Whites prevent Blacks from developing their identity. In America there is a phenomenon where some people benefit from the color of their skin, while others are persecuted for the same reason. The White establishment thrust Blacks and other minorities into an â€Å"other† category, and punishes them for their differences. This system gives White people many advantages over other groups. This racial advantage has been labeled â€Å"White privilege, and allows Whites to be complacent about racial issues because instead of be hurt they actually benefit from their race. Their blindness to the problems of American culture like this, prevent them from seeing the â€Å"disturbing, disappointing and upsetting† aspects of Black life. Whites are highly unaware of the â€Å"authentic African-American experience† because they choose to remain ignorant (Kajtar). In this way the also choose to benefit from their inequalities that they have implemented into the American system. Blacks are prevented from enjoying life in the American work force because of their race. The problem is that Whites cause Black misery, but do nothing to change this. Jill Nelson’s White supervisors could have been more accommodating to Nelson’s needs. They could have taken measures to make her more comfortable in the work place, possible by hiring more Blacks. Their newspaper could have began to portray Blacks in a more positive, truthful light.

Crime and Punishment Analysis Essay

Raskolnikov’s redemption is an essential element to the story. His interaction with Profiry is a catalyst for this change. Additionally, the psychological concepts and techniques used by the investigator are crucial aspects of the narrative. In fact, his entire investigation involves the use of psychology to lure out the murderer in what Raskolnikov refers to as a â€Å"cat and mouse game. † Though Raskolnikov considers hi an adversary, his admiration for Porfiry’s intelligence and the good use to which he puts it are critical in redeeming certain aspects of his character. Porfiry Petrovitch is an intelligent young man who works for the betterment of his country. He is greatly devoted to Russia and believes his nation has a bright future. He sees Raskolnikov as a bright young man who can contribute to Russia. Through the story Petrovitch comes to realize that Raskolnikov has fallen under the influence of radical new ideas. He is clearly not a common policeman; otherwise he would have arrested the young man much earlier in the novel. Indeed, Petrovitch’s advanced knowledge of psychological methods makes him come across as an open-minded intellectual. He reads the article Raskolnikov had written about crime. He brings this up in their first encounter and Raskolnikov provides details on his ubbermensch theory. Porfiry concludes that the young student must have included himself in the theory, as he was the one who spread the new idea. He also uses other tactics, such as asking whether Raskolnikov noticed two painters at Ivanova’s apartment. This is an attempt to trap Raskolnikov, who realizes it because there were no painters on site until the day of the murder. However these clever mind games and exchanges provide the novel with a rich, compelling interaction. Raskolnikov recognized Porify’s intelligence, and fears him as an antagonist. The investigator however looks at his suspect differently. Soon Petrovitch’s aim is to show Raskolnikov the error of his theory; that his ideas cannot serve humanity unless they are executed by humane people. Thus a person must employ both humanity and intellect simultaneously in order for their ideas to improve society. By discovering the inaccuracy of his theory, Raskolnikov can begin to accept blame and punishment for his actions. Through suffering for his actions, Raskolnikov can begin his ehabilitation and progress towards becoming the valued addition to society that Petrovitch thinks he can be. Petrovitch believes that he can rehabilitate Raskolnikov into someone who can serve Russia in a useful way. This is exemplified by the final interview, in which he gives Raskolnikov additional time to confess to the crime and thereby reduce his level of punishment. Throughout their exchanges, Petrovitch pushes the main character to do the right thing by appealing to his intellect. His influence on Raskolnikov helps the young man to accept responsibility for his actions and move towards rebuilding his life.

Formal Report Exp 9

University of Santo Tomas Faculty of Pharmacy Organic Chemistry Laboratory APPLICATION OF DIFFERENT KINDS OF TEST TO CLASSIFY HYROXY- AND CARBONYL-CONTAINING COMPOUNDS Jane Catherine SP. Villanueva, Edenn Claudine C. Villaraza, Lorenz Oliver C. Villegas and Cristel Bernice T. Wee Group 10 2G-Medical Technology Organic Chemistry Laboratory ABSTRACT Hydroxyl group refers to a functional group containing OH- when it is a substituent in an organic compound. It is also known as the characteristic functional group of alcohols and phenols. On the other hand, carbonyl group refers to a divalent chemical unit consisting of a carbon and an oxygen atom connected by a double bond. It is known as the characteristic functional group of aldehydes and ketones instead. In this experiment, hydroxyl- or carbonyl- containing samples were given to the group for examination. The samples were analyzed through different tests namely the involvement of the solubility of alcohols in water, the Lucas Test, the Chromic Acid Test or also known as Jones Oxidation, the 2,4-Dinitrophenylhydrazone (2,4-DNP) Test, the Fehling’s Test, the Tollens’ Silver Mirror Test, and the Iodoform Test. The solubility of alcohols in water test showed that the sample, benzyl alcohol was immiscible while ethanol was the most miscible from all the other compounds used. While in Lucas Test which was used to differentiated the primary, secondary, and tertiary alcohols had turned tert-butyl alcohol into a cloudy solution afterwards. In Chromic Acid Test which was a test for oxidizable compounds or any compounds that possess reducing property would yield to a blue green solution if it reacted positively. This was seen in all the sample used in this test except for acetone. Whereas Dinitrophenylhydrazone (2,4-DNP) Test was preformed to test for aldehydes and ketones which would result to a yellow orange precipitate if it was positively reacted. All the compounds subjected to this test namely n-butyraldehyde, benzaldehyde and acetone gave a positive result. Fehling’s Test and Tollens’ Silver Mirror Test were used to tests for aldehydes. In Fehling Test, both the n-butyraldehyde and benzaldehyde gave a positive result which was a brick red precipitate but acetone gave a negative result which was only a blue solution. While the Tollens’ Silver Mirror Test had shown that both n-butyraldehyde and benzaldehyde gave a positive result which was a silver mirror and then again acetone gave a negative result which was the absence of a silver mirror. Lastly Iodoform test was performed and was known as a test for methyl carbinol and methyl carbonyl groups. Both acetone and isopropyl alcohol resulted to a positive outcome in this test which was formation of yellow precipitate but n-butyraldehyde on the other hand yield to a negative result which was a yellow solution containing black precipitate. INTRODUCTION In organic chemistry, classification of test was tests that categorize a substance into one of several classes. They were used to detect functional groups and other structural features. Alcohol were derivatives of hydrocarbons in which one or more of the hydrogen atoms have been replaced by a hydroxyl (-OH) functional group. Hydrocarbons are compounds which contain hydrogen (H) and carbon (C) only. The hydroxyl group imparts particular properties to the radical to which it is attached. [1] Figure 1. Alcohol Alcohols are classified into three categories: primary (1 °), secondary (2 °) and tertiary (3 °). This classification is based on the number of carbon-containing groups (R for an alkyl or an aromatic group) attached to the carbon bearing the hydroxyl group. If the carbon bearing the OH has one R group, the molecule is a primary alcohol. If two R groups are attached, it is then a secondary alcohol. If three R groups are attached, then the alcohol is tertiary[1][4] Figure 2. Three alcohol groups There are other molecules that contain an -OH group. Even though water (H2O) contains OH, it is not considered as an alcohol because alcohols were defined as organic compounds that have little or no ionization of the ydrogen. Other organic compounds that contain -OH groups but are not alcohols are phenol (C6H5OH) and acetic acid (CH3COOH). These compounds are not alcohols because they are acidic. The term alcohol, then, is another representation of a type of electronic structure in the molecules of substances. [3] [4] Phenols are aromatic compounds in which a hydroxide group is directly bon ded to an aromatic ring system. They are very weak acids, and like alcohols, form ethers and esters. The main phenols are phenol itself, cresol, resorcinol, pyrogallol, and picric acid. Phenol itself (C6H5OH), also known as carbolic acid, is a white, hygroscopic crystalline solid, isolable from coal tar, but made by acid hydrolysis of cumene hydroperoxide, or by fusion of sodium benzenesulfonate with sodium hydroxide. Formerly used as an antiseptic, phenol has more latterly been used to make bakelite and other resins, plastics, dyes, detergents, and drugs. [4] [15] The hydroxyl- containing compounds used in the experiment were ethanol, n-butyl alcohol, sec-butyl alcohol, tert-butyl alcohol, isopropyl alcohol, and benzyl alcohol. Ethanol also known as ethyl alcohol is a clear, colorless liquid with a characteristic, agreeable odor. In dilute aqueous solution, it has a somewhat sweet flavor, but in more concentrated solutions it has a burning taste. Its low freezing point has made it useful as the fluid in thermometers for temperatures below –40 °C, the freezing point of mercury, and for other low-temperature purposes, such as for antifreeze in automobile radiators. Ethanol is miscible in all proportions with water and with most organic solvents. It is useful as a solvent for many substances and in making perfumes, paints, lacquer, and explosives. 15] Figure 3. Structure of Ethanol n-butyl alcohol also known as n-butanol, 1-Butanol or 1-butyl alcohol is a four carbon straight chain alcohol. It is a volatile, clear liquid with a strong alcoholic odor, and is miscible with water. It is a highly refractive compound which corrodes some plastics, and rubbers. It is miscible with many organic solvents, and incompatible with strong oxidizers. It is also used as a direct solvent and as an intermediate in the manufacture of other organic chemicals. [7] Figure 4. Structure of n-butyl alcohol Sec-butyl alcohol, a four carbon secondary alcohol, is a volatile, clear liquid with a strong alcoholic odor with a water solubility of 12. 5%. This substance is most hazardous when peroxide levels are concentrated by distillation or evaporation. It is a highly refractive compound which corrodes some plastics, and rubbers. It is miscible with many organic solvents, and incompatible with strong oxidizers. It is flammable strongly with a luminous flame. It is used as a direct solvent and as an intermediate in the manufacture of other organic chemicals. [8] Figure 5. Structure of Sec-butyl alcohol Tert-butyl alcohol is a clear, noncorrosive liquid. It is miscible with water as well as most common organic solvents. The sterically hindered tertiary butyl group imparts stability compared to primary and secondary alcohols. As a result, the solubility and oxidative stability characteristics provide many industrial applications as a reaction and process solvent and chemical intermediate. It is used as a non-reactive solvent for chemical reactions, a non-surfactant compatibilizer for many solvent blends, and a non-corrosive solvent. It is used in free radical polymerizations to dissolve monomers. TBA is a main raw material of tert-butyl functional group in organic synthesis. [9] Figure 6. Structure of Tert-butyl alcohol Isopropyl alcohol also known as propan-2-ol, 2-propanol is a common name for a chemical compound with the molecular formula C3H8O. It is a colorless, flammable chemical compound with a strong odor. It is the simplest example of a secondary alcohol, where the alcohol carbon is attached to two other carbons. Being a secondary alcohol, isopropyl alcohol can be oxidized to acetone, which is the corresponding ketone. Isopropyl alcohol dissolves a wide range of non-polar compounds. It is also relatively non-toxic and evaporates quickly. Thus it is used widely as a solvent and as a cleaning fluid, especially for dissolving lipophilic contaminants such as oil. [10] Figure 7. Structure of Isopropyl alcohol Benzyl alcohol (C6H5CH2OH) is a colorless liquid with a mild pleasant aromatic odor. It is a useful solvent due to its polarity, low toxicity, and low vapor pressure. Benzyl alcohol is partially soluble in water (4  g/100  mL) and completely miscible in alcohols and diethyl ether. Like most alcohols, it reacts with carboxylic acids to form esters. Benzyl alcohol is used as a general solvent for inks, paints, lacquers, and epoxy resin coatings. It is also a precursor to a variety of esters, used in the soap, perfume, and flavor industries. It is often added to intravenous medication solutions as a preservative due to its bacteriostatic and antipruritic properties. [15] Figure 8. Structure of Benzyl alcohol Carbonyl group is a divalent chemical unit consisting of a carbon and an oxygen atom connected by a double bond. The group is a constituent of carboxylic acids, esters, anhydrides, acyl halides, amides, and quinones, and it is the characteristic functional group of aldehydes and ketones. Carboxylic acid and their derivatives, aldehydes, ketones, and quinones are also known collectively as carbonyl compounds. Aldehydes and ketones contain carbonyl groups attached to alkyl or aryl groups and a hydrogen atom or both. These groups have little effect on the electron distribution in the carbonyl group; thus, the properties of aldehydes and ketones are determined by the behavior of the carbonyl group. In carboxylic acids and their derivatives, the carbonyl group is attached to one of the halogen atoms or to groups containing atoms such as oxygen, nitrogen, or sulfur. These atoms do affect the carbonyl group, forming a new functional group with distinctive properties. Figure 9. Carbonyl Group An aldehyde is an organic compound containing a terminal carbonyl group. This functional group, called an aldehyde group, consists of a carbon atom bonded to a hydrogen atom with a single covalent bond and an oxygen atom with a double bond. Thus the chemical formula for an aldehyde functional group is -CH=O, and the general formula for an aldehyde is R-CH=O. The aldehyde group is occasionally called the formyl or methanoyl group. The word aldehyde is a combination of parts of the words alcohol and dehydrogenated, because the first aldehyde was prepared by removing two hydrogen atoms (dehydrogenation) from ethanol. Molecules that contain an aldehyde group can be converted to alcohols by the addition of two hydrogen atoms to the central carbon oxygen double bond (reduction). Organic acids are the result of the introduction of one oxygen atom to the carbonyl group (oxidation). Aldehydes are very easy to detect by smell. Some are very fragrant, and others have a smell resembling that of rotten fruit. [15] On the other hand, Ketone features a carbonyl group (C=O) bonded to two other carbon atoms. They differ from aldehydes in that the carbonyl is placed between two carbons rather than at the end of a carbon skeleton. They are also distinct from other functional groups, such as carboxylic acids, esters and amides, which have a carbonyl group bonded to a hetero atom. Ketone compounds have important physiological properties. They are found in several sugars and in compounds for medicinal use, including natural and synthetic steroid hormones. [15] The difference between aldehydes and ketones is in the groups that are attached to the carbonyl carbon atom. In the case of an aldehyde, there is always at least one H atom attached to the carbonyl carbon atom. An aldehyde has one R group attached. R stands for any other organic chain or group. In the case of ketones, there are no H atoms attached to the carbonyl carbon. The ketone has two R groups attached. [2] [15] Figure 10. Structure of Aldehyde and Ketone Some of the carbonyl-containing compounds used in the experiment were benzaldehyde, n-butraldehyde, acetaldehyde, acetone and acetophenone. Benzaldehyde (C6H5CHO) also known as benzenecarbonal is a colorless liquid aldehyde with a characteristic almond odor. It boils at 180 °C, is soluble in ethanol, but is insoluble in water. It is formed by partial oxidation of benzyl alcohol, and on oxidation forms benzoic acid. It is called oil of bitter almond, since it is formed when amygdalin, a glucoside present in the kernels of bitter almonds and in apricot pits, is hydrolyzed, e. . , by crushing the kernels or pits and boiling them in water; glucose and hydrogen cyanide (a poisonous gas) are also formed. It is also prepared by oxidation of toluene or benzyl chloride or by treating benzal chloride with an alkali. Benzaldehyde is used in the preparation of certain aniline dyes and of other products, including perfumes and flavorings. [13] Figure 11. Structu re of Benzaldehyde Acetaldehyde (CH3CHO) also known as ethanol is a colorless liquid aldehyde, sometimes simply called aldehyde. It is soluble in water and ethanol. Acetaldehyde is made commercially by the oxidation of ethylene with a palladium catalyst. It is used as a reducing agent (e. g. , for silvering mirrors), in the manufacture of synthetic resins and dyestuffs, and as a preservative. [11] Figure 12. Structure of Acetaldehyde n-butyraldehyde (CH3(CH2)2CHO) also known as butanal is an aldehyde derivative of butane. It is a colorless flammable liquid that smells like sweaty feet. It is miscible with most organic solvents. n-butyraldehyde is used as an intermediate in the manufacturing plasticizers, alcohols, solvents and polymers. It is also used as an intermediate to make pharmaceuticals, agrochemicals, antioxidants, rubber accelerators, textile auxiliaries, perfumery and flavors. [12] Figure 13. Structure of N-butyraldehyde Acetone ((CH3)2CO) also known as propanone is colorless, mobile, flammable liquid with a characteristic sweetish smell is the simplest example of the ketones. Acetone is miscible with water and serves as an important solvent in its own right, typically as the solvent of choice for cleaning purposes in the laboratory. [6] Figure 14. Structure of Acetone Acetophenone (C6H5C(O)CH3) is the simplest aromatic ketone. This colorless, viscous liquid is a precursor to useful resins and fragrances. It can be obtained by a variety of methods. In industry, acetophenone is recovered as a by-product of the oxidation of ethylbenzene, which mainly gives ethylbenzene hydroperoxide for use in the production of propylene oxide. [5] Figure 15. Structure of Acetophenone The hydroxyl- and carbonyl- containing compounds were analyzed by utilization of different tests such as testing the solubility of alcohols in water, Lucas Test, Chromic Acid Test (Jones Oxidation), 2,4-Dinitrophenylhydrazone Test, Fehling’s Test, Tollens’ Silver Mirror Test, and Iodoform Test. Most organic compounds were not soluble in water with the exception of low molecular-weight amines and oxygen-containing compounds like alcohols, carboxylic acids, aldehydes, and ketones. Low molecular-weight compounds are generally limited to those with fewer than five carbon atoms. [14] Lucas Test often provides classification information for alcohols, as well as a probe for the existence of the hydroxyl group. Substrates that easily give rise to cationic character at the carbon bearing the hydroxyl group undergo this test readily; primary alcohols do not give a positive result. Since the Lucas Test depends on the appearance of the alkyl chloride as a second liquid phase, it is normally applicable only to alcohols that are soluble in the reagent. This limits the test in general to monofunctional alcohols lower than hexyl and certain polyfunctional molecules. [4] Chromic Acid Test also called Jones Oxidation detects the presence of a hydroxyl substituent that is on a carbon bearing at least one hydrogen, and therefore oxidizable. It is detected by the appearance of Cr+3 ion. This test can be used to differentiate aldehydes and ketones. A positive result would show green or blue-green solution. [4] 2,4-Dinitrophenylhydrazone Test can be used to qualitatively detect the carbonyl functionality of a ketone or aldehyde functional group. Ketones and Aldehydes would form yellow to orange precipitate after undergoing in this test. [4] Fehling’s Test and Tollens’ Silver Mirror Test are used to detect aldehydes. However, Fehling's solution can only be used to test for aliphatic aldehydes, whereas Tollens' reagent can be used to test for both aliphatic and aromatic aldehydes. A positive result in Fehling’s Test would give a brick red precipitate while in Tollens' Silver Mirror, it is the formation of silver mirror. [4] Iodoform Test is a test for methyl carbinol and methyl carbonyl group. A positive result would yield to yellow crystals or precipitate. Its mechanism occurs through a series of enolate anions which are iodinated. [4] The objectives of the experiment were to distinguish whether a compound was a hydroxyl- or carbonyl-containing, to differentiate the three types of alcohols, to differentiate aldehydes from ketones and to explain the mechanisms involved in the differentiating tests. EXPERIMENTAL A. Compounds Tested * Ethanol * n-butyl alcohol * Sec-butyl alcohol * Tert-butyl alcohol * Benzyl alcohol * n- butyraldehyde * Benzaldehyde * Acetone * Acetophenone * Isopropyl alcohol * Acetaldehyde * Lucas reagent * Chromic acid reagent * 95% ethanol * Fehling’s A and B * Tollen’s reagent * 5% NaOCl solution * Iodoform test reagent * 2,4-dinitrophenylhydrazine B. Procedure 1. Testing the solubility of alcohols in water The samples involved in the experiment were ethanol, n-butyl alcohol, sec-butyl alcohol, tert-butyl alcohol, and benzyl alcohol. Five test tubes were labeled with each of the alcohol samples. With the aid of a Pasteur pipette, 10 drops from each of the samples were taken then placed into the appropriate test tube. To the tube containing ethanol, 1-ml of water was then added drop wise to the tube containing alcohol and the mixture was shaken thoroughly after each addition. If cloudiness resulted, 0. 25-ml of water at a time was added continuously with vigorous shaking until a homogeneous dispersion results. The total volume of water added was noted. If cloudiness resulted after the addition of 2. -ml of water, the alcohol is said to be immiscible in water but if there was no cloudiness then it is miscible to water. The results were noted down. The same procedure was performed on the test tubes containing n-butyl alcohol, sec-butyl alcohol, tert-butyl alcohol, and benzyl alcohol. 2. Using the Lucas Test This test was performed on n-butyl alcohol, sec-butyl alcohol, tert-butyl alcohol and isopropyl alcohol. Lucas reagent was prepared by dissolving 16 g of anhydrous zinc chloride in 10-ml of concentrated hydrochloric acid. The mixture was then allowed to cool. The Lucas Reagent was already prepared beforehand. 50-mg or 2-3 drops of the sample was added to 1-ml of the reagent in a test tube and the mixture was shaken vigorously for a few seconds. The mixture was allowed to stand at room temperature. The rate of formation of the cloudy suspension or the formation of two layers was observed. 3. Using the Chromic Acid Test / Jones Oxidation This test was performed on n-butyl alcohol, sec-butyl alcohol, tert-butyl alcohol, benzaldehyde and acetone. 1 drop of liquid or a small amount of the solid sample was dissolved in 1-ml of acetone in a small vial or test tube. drops of 10% aqueous Potassium chromate solution and 5 drops of 6M sulphuric acid were added into the mixture. 4. Using the 2,4-DNP Test This test was performed on acetone, n-butyraldehyde and benzaldehyde. The reagent was prepared by slowly adding a solution of 3 g of 2,4-dinitrophenylhydrazine in 15-ml of concentrated sulphuric acid, while stirring to a mixture of 20-ml of water and 70-ml of 95% ethanol. The solution was then stirred and filtered. This reagent was already prepared beforehand. A drop of a liquid sample was placed into a small sample. 5 drops of 95% ethanol was added and well shaken. Afterwards, 3 drops of 2,4-DNP was added and if no yellow or orange precipitate formed, the solution was allowed to stand for at least 15 minutes. 5. Using the Fehling’s Test This test was performed on acetone, n-butyraldehyde, and benzaldehyde. Fehling’s reagent was prepared by mixing equal amounts of Fehling’s A and Fehling’s B. Fehling’s A was prepared by dissolving 7 g of hydrated copper (II) sulfate in 100-ml of water. Fehling’s B was prepared by mixing 35 g of Potassium sodium tartrate and 10 g of Sodium hydroxide in 100-ml water. Then, 1-ml of freshly prepared Fehling’s reagent was placed into each test tube. drops of the sample to be tested was added in to the tube. The tubes were then placed in a beaker of boiling water and changes within 10-15 minutes were observed. 6. Using the Tollens’ Silver Mirror Test This test was performed on benzaldehyde, acetone and n-butyraldehyde. The reagent was prepared by adding 2 drops o f 5% Sodium hydroxide solution to 2-ml of 5% Silver nitrate solution and mixing thoroughly. Next, only enough 2% ammonium hydroxide (concentrated ammonium hydroxide is 28%) was added drop by drop and with stirring to dissolve the precipitate. Adding excess ammonia will cause discrepancies on the result of the test. Then, four test tubes with 1-ml of freshly prepared Tollens’ reagent were prepared. Two drops each of the samples were then added. The mixture was shaken and allowed to stand for 10 minutes. If no reaction has occurred, the test tube was placed in a beaker of warm water (35-50 oC) for 5 minutes. Observations were recorded. It was noted that if Tollens’ reagent is left unused for a period of time, it may form explosive silver. This was avoided by neutralizing unused reagent with a little nitric acid and discarded afterwards. . Using the Iodoform Test This test was performed on acetone, n- butyraldehyde and isopropyl alcohol. 2 drops of each sample was placed into its own small vial or test tube. 20 drops of fresh chlorine bleach (5% Sodium hypochlorite) was slowly added while shaking to each test tube and then, mixed. The formation of a yellow participate was noted. RESULTS AND DISCUSSION 1. Solubi lity of Alcohols in Water In the experiment, five compounds were tested to determine the presence of the –OH, hydroxyl group through solubility of the sample in water. The presence of an –OH group was indicated by the miscibility of the substance. This follows the general rule in solubility that â€Å"like dissolves like†. Meaning, a polar solute will dissolve in a polar solvent and a non polar solute will be insoluble in a polar solvent. [14] Going back to the experiment, it was observed that alcohol was soluble in water but as the number of carbon atoms in the carbon chain of the alcohol increased, the solubility of the alcohol sample decreased. It was also observed that branching of the compound increased its solubility in water. Branching will increase solubility since more branching will reduce the size of the molecule and make it easier to solvate the molecules with the solvent. [14] The results of the experiment show that the solubility of alcohols in water depends on the balance between the strength of the hydrogen bonds formed between water and the hydroxyl group, and the strength of the Van der Waals forces between the hydrocarbon chains of the alcohol. Alcohol| Condensed Structural Formula| Amount of Water (in ml) needed to produce a homogeneous dispersion| Solubility in Water| Ethanol| CH3CH2OH| 0. ml| Most Miscible| n-butyl alcohol| CH3CH2CH2CH2OH| 2. 0 ml| Miscible| Sec-butyl alcohol| | 1. 4 ml| Miscible| Tert-butyl alcohol| | 0. 5 ml| Miscible| Benzyl alcohol| | More than 2. 0 ml| Immiscible| Table 1. Solubility of alcohols in water The table above showed that ethanol, n-butyl alcohol, sec-butyl alcohol, and tert-butyl alcohol were all miscible with water. Only benzyl alcohol had exhibited immisci bility with water. As stated, all alcohols were soluble in water except under C6. Hence, ethanol, n-butyl alcohol, sec-butyl alcohol, and tert-butyl alcohol are all miscible with water. Ethanol has two carbon atoms, while the other three all have four carbons since they are all derivatives of the alcohol, butanol. Benzyl alcohol was immiscible with water because it is an aromatic alcohol. Ethanol was the most miscible alcohol followed by tert-butyl alcohol, sec-butyl alcohol, and n-butyl alcohol. Ethanol exhibited fastest solubility because it has only two carbon atoms as compared to the butanol derivatives having four carbon atoms. Tert-butyl alcohol was the most miscible among the butanol derivatives because it has the most branching substituents present. 2. Lucas Test The four types of alcohols namely n-butyl alcohol, sec-butyl alcohol, tert-butyl alcohol and isopropyl alcohol were differentiated from each other by way of the Lucas Test. Lucas Test differentiates primary, secondary, and tertiary alcohols. Reagents used include anhydrous ZnCl2 and HCl. Positive result was based on its turbidity or alkyl chloride formation and its rate of the reaction. Tertiary alcohols formed the second layer in less than a minute. Secondary alcohols required 5-10 minutes before formation of second layer while primary alcohols were usually unreactive. Substance| Condensed Structural Formula| Reaction| -butyl alcohol| CH3CH2CH2CH2OH| Clear solution(+)| Sec-butyl alcohol| | Clear solution(+)| Tert-butyl alcohol| | Turbid (+++) /Cloudy solution and formation of two layers| IsopropylAlcohol| | ClearSolution(+)| Table 2. Lucas Test Based on Table 2, it was only tert-butyl alcohol which had immediately formed two layers or a cloudy solution; hence, it was known to be a t ertiary alcohol. Sec-butyl alcohol and Isopropyl alcohol when subjected to Lucas test resulted to a clear solution although theoretically, a secondary alcohol dissolves to give a clear solution then form chlorides which would yield to a cloudy solution within five minutes. -butyl alcohol was considered as a primary alcohol. It was unreactive but eventually would react after long period of time. Generally, the order of reactivity of the alcohols toward Lucas reagent was 3 °;2 °;1 ° because the reaction rate was much faster when the carbocation intermediate was more stabilized by a greater number of electron donating alkyl group bonded to the positive carbon atom. This means that the greater the alkyl groups present in a compound, the faster its reaction would be with the Lucas solution. [1] Figure 16. Reaction in Lucas Test 3. Chromic Acid Test (Jones Oxidation) This test was performed on n-butyl alcohol, sec-butyl alcohol, tert-butyl alcohol, benzaldehyde and acetone. The chromic acid test classifies the three types of alcohols by oxidizing the alcohol. The test was also used to be able to distinguish aldehydes from ketones. Since primary and secondary alcohols were also oxidized by the chromic acid reagent, this test was not useful for distinguishing aldehydes unless a positive identification of a carbonyl group has been obtained from the 2,4-DNP test. Chromic acid has an orange-red color due to the presence of Cr+6 ions, upon oxidation of the aldehyde, the chromium was reduced to Cr+3, which had a green color. A positive result was indicated by a green precipitate due to chromous sulfate, Cr? (SO? )?. [1] From the results, it was noted that the formation of an opaque blue-green suspension within 2-3 seconds, accompanied by disappearance of the orange color of the reagent, indicates a primary or secondary alcohol. A primary alcohol oxidizes readily, first to an aldehyde, then to a carboxylic acid. These two oxidation steps made sense because the primary alcohol functional group has two C-H bonds that can be broken; secondary alcohols were oxidized to ketones, a secondary alcohol only has one C-H bond that can be broken, so it can only oxidize once, to a ketone; a tertiary alcohol has no C-H bond that can be broken, so it was not oxidized, no matter how strong the oxidizing agent was. During the oxidation, the orange-red color of the chromic acid changed to a blue-green solution. Figure 17. Oxidation of the three types of Alcohols The results also show that aldehydes gave the same result but reacted more slowly. With aliphatic aldehydes, the solution turned cloudy in about 5 seconds, and the opaque blue-green suspension formed within 30 seconds; aromatic aldehydes required 30-90 seconds or longer before a suspension formed. The generation of some other dark color, particularly with the liquid remaining orange, was considered a negative test. It was concluded that alcohols and aldehydes are oxidized by chromic acid but ketones were not because they don’t have a hydrogen atom attached to their carbonyl group that can be used for oxidation. Figure 18. Oxidation of Aldehyde Substance| Condensed Structural Formula| Reaction| -butyl alcohol| CH3CH2CH2CH2OH| Blue green solution(+)| Sec-butyl alcohol| | Blue green solution(+)| Tert-butyl alcohol| | Blue green solution (+)| n-butyraldehyde| | Blue greenSolution (+)| Benzaldehyde| | Blue green solution(+)| Acetone| | Green solution(-)| Table 3. Reactions to the Chromic Acid Test It was observed that all the compounds tested gave a visible posit ive result, a blue green solution, except for acetone which had yielded to a green solution. 4. 2,4-dinitrophenylhydrazone Test This test was performed on acetone, n-butyraldehyde and benzaldehyde. The 2,4-dinitrophenylhydrazone (2,4-DNP) test determined the presence of a carbonyl group in the sample compound. The test used an organic reactant, 2,4-dinitrophenylhydrazine, to distinguish the carbonyl compounds, aldehydes and ketones, from the non-carbonyl compounds, alcohols. The 2, 4-dinitrophenylhydrazine reagent was a translucent yellow solution. When this reagent was subjected in the presence of a carbonyl compound, a yellow colored precipitate would form while in the presence of an alcohol, the solution would remain translucent yellow with no precipitate formed. The reaction of 2,4-DNP with an aldehyde or ketone was a condensation reaction. Under less acidic conditions, in this type of reaction, a nucleophile donates a pair of electrons toward the carbonyl carbon forming a single bond to it. [2] At the same time the double bond between the carbonyl carbon and oxygen becomes a single bond as one bonding pair of electrons in the double bond moves to become an unshared pair on the oxygen. The oxygen now has one bond to it and it holds three pairs of unshared electrons, so it has a negative charge. Consequently, the oxygen picks up a proton from somewhere and becomes an -OH group. The proton from the acid attaches itself to one of the unshared pairs of electrons on the oxygen. The carbonyl group now has a +1 charge and is very inviting to even a weak nucleophile. So, the nucleophile attacks the carbonyl carbon forming a bond and the doubly bonded oxygen of the carbonyl becomes an -OH, as before. [1] Figure 19. Nucleophilic addition of 2,4-DNP to Acetone. As seen just below, this product is not usually the one that was isolated. Rather this product undergoes an elimination reaction in which the -OH was removed from the carbon to which it is attached and the hydrogen was removed from the nitrogen immediately to the right, resulting in a double bond between the nitrogen and carbon and a molecule of water. The final product was known as a 2,4-dinitrophenylhydrazone. That is why this reaction was also considered as an elimination reaction. Figure 20. Elimination reaction of DNP Figure 21. Reaction of 2,4-DNP with a Carbonyl group Substance| Condensed Structural Formula| Reaction| n-butyraldehyde| | Yellow- orange precipitate(+)| Benzaldehyde| | Yellow –orange precipitate(+)| Acetone| | Yellow –orange precipitate(+)| Table 4. Reactions to the 2,4- DNP Test As shown on table 4, it was observed that there was a formation of a yellow – orange precipitate in all the compounds used. This would then indicate a presence of either an aldehyde or a ketone. 5. Fehling’s Test Fehling's test differentiated aldehydes and ketones. It was based upon the ability of the aldehyde group to reduce the Cu+2 ion of Cu(OH)? , a blue color, to the Cu ion of Cu? O, a dark red color, in the presence of a base. Fehling's solution contains copper (II) ions complex with tartrate ions in sodium hydroxide solution. Complexion of the copper (II) ions with tartrate ions prevents precipitation of copper (II) hydroxide. Aldehydes reduce the complex copper (II) ion to copper (I) oxide, changing the color of the solution to brick red or dark green. Because the solution is alkaline, the aldehyde itself is oxidized to a salt of the corresponding carboxylic acid. [2] In short it involved a redox reaction wherein aldehyde was oxidized to carboxylic acid and ketones did not undergo oxidation. Copper was reduced from Cu2+ to Cu+. Figure 22. Oxidation of aldehyde to carboxylic acid through Fehling’s test It was a test for aldehydes. Reagents include CuSO4, NaOH. A positive result is the formation of brick red precipitate (Cu2O/cuprous oxide). This test was performed on acetone, n-butyraldehyde, and benzaldehyde. Substance| Condensed Structural Formula| Reaction| n-butyraldehyde| | Brick red precipitate (+)| Benzaldehyde| | Brick red precipitate(+)| Acetone| | Clear blue solution(-)| Table 5. Reactions to the Fehling’s Test As shown in Table 5, n-butyraldehyde and benzaldehyde exhibited positive result while acetone exhibited an absence of brick red precipitate. It can be concluded that n-butyraldehyde and benzaldehyde were both aldehyde. 6. Tollens’ Silver Mirror Test Tollens’ silver mirror test was a test for aldehydes. Tollen’s reagent was an ammoniacal solution of silver ion prepared by dissolving silver oxide in ammonia. The preparation of the reagent is based on the formation of a silver diamine complex that is water soluble in basic solution. In this reaction, the aldehyde was oxidized to a carboxylic acid while the Ag+1was reduced to silver metal, which deposited as a thin film on the inner surface of the glass. The generic reaction was as follows and was specific for aldehydes. [16] Figure 23. Oxidation of aldehyde with Tollen’s reagent Substance| Condensed Structural Formula| Reaction| n-butyraldehyde| | Silver Mirror(+)| Benzaldehyde| | Silver Mirror(+)| Acetone| | Clear grayish-black solution (-)| Table 6. Reactions to Tollen’s Silver Mirror Test This test was performed on benzaldehyde, acetone and n-butyraldehyde. Based on the results seen in table 6, it was concluded that the aldehyde samples produced a silver mirror on the inner surface of the test tube since aldehydes were easily oxidized. The ketones sample, acetone, on the other hand, didn’t form this mirror image because of its inability to oxidize due to the lack of a hydrogen atom attached to its carbonyl group that could be used for oxidation. 7. Iodoform Test Iodoform test was a test for methyl carbinol, secondary alcohol with adjacent methyl group, and methyl carbonyl. Methyl ketones, but not other ketones, were oxidized by iodine in aqueous sodium hydroxide. The ketone was oxidized to a carboxylic acid which yellow iodoform/ precipitate would be formed. It was the yellow precipitate formed would be the basis of a positive result. Acetaldehyde, but not other aldehydes, would yield to a positive result in this test owing to its structural similarity to methyl ketones. It was also true that ethanol would be oxidized to acetaldehyde and secondary alcohols that could be oxidized to methyl ketones given this test. [2] Figure 24. Oxidation of a methyl ketone Substance| Condensed Structural Formula| Reaction| N-butraldehyde| | Yellow solution with black precipitate (-)| Acetone| | Yellow precipitate| Isopropyl alcohol| | Yellow precipitate| Table 7. Reaction to the Iodoform Test This test was performed on acetone, n- butyraldehyde and isopropyl alcohol. Based on table 7, the results indicate that the methyl ketones of isopropyl alcohol and acetone were oxidized by iodine to carboxylic acids because the compounds formed a yellow precipitate while n-bytraldehyde didn’t. It was then concluded that compounds with a methyl group next to the carbonyl group would give a positive result in the iodoform test, ethanol and secondary alcohols with the methyl group attached to the same carbon as the OH- group would also give a positive result. During the experiment, the compounds acetaldehyde and acetophenone were not available. This was the reason why results of these compounds in different tests were not observed but based from different informations which were gathered from different sources. Acetophenone would give a positive result in the following test namely 2,4 DNP test and Iodoform test. While acetaldehyde would give a positive result in the following test namely Chromic Acid test, 2,4 DNP test, Fehling’s test and as well as Tollens’ Silver Mirror test. REFERENCES: From books: [1]Lehman, John W(2009). Operational Organic Chemistry: A Problem-Solving Approach to the Laboratory Course. Upper Saddle River, New Jersey: Pearson Prentice. [2]Martin, Stephen F(2011). Organic Chemistry Laboratory Experiments: Miniscale and Microscale. Brooks/Cole Cengage Learning. [3]McMurry, John(2010). Foundations of Organic Chemistry, Philippine Edition. Cengage Learning. [4]Shriner, Ralph Lloyd (1980). Systematic Identification of Organic Compound: A Laboratory Manual (6th Ed. ). John Wiley ; Sons, Inc. New York: Van Hoffmann Press. From Websites: [5]Acetophenone. www. chemicalland21. om/industrialchem/solalc/ACETOPHENONE. htm 09/09/11 [6]Acetone. www. chemicalland21. com/industrialchem/solalc/ACETONE. htm 09/09/11 [7]n-butyl alcohol. www. chemicalland21. com/industrialchem/solalc/NBUTYLALCOHOL. htm 09/09/11 [8]Sec-butyl alcohol. www. chemicalland21. com/industrialchem/solalc/2-BUTANOL. htm 09/09/11 [9]Tert-butyl alcohol. www. chemicalland21. com/industrialchem/solalc/TERTBUTYL%20ALCOHOL 09/10/11 [10] Isopropyl alcohol. www. chemicalland21. com/petrochemical/ISOPROPANOL. htm 09/10/11 [11]Acetaldehyde. www. ntp. niehs. nih. gov/ntp/roc/eleventh/profiles/s001acet. df09/10/11 [12]n-butyraldehyde. www. chemicalland21. com/industrialchem/organic/N-BUTYRALDEHYDE. htm 09/10/11 [13]Benzaldehyde. www. chemicalland21. com/specialtychem/perchem/BENZALDEHYDE. htm 09/10/11 [14]Solubility of Things. www. solubilityofthings. com/water/alcohols 09/09/11 [15]Alcohols, Aldehydes and Ketones. www. ipfw. edu/chem/112/kimble/3-Alcohol%20Aldehyde%20Ketones. pdf 09/10/11 From scientific journals: [16]Ennis, J. L. and E. S. Shanley. â€Å"Silver Nitrides. † Journal of Chemical Education (1991): 68, A6. â€Å"Silver Nitrides. † Journal of Chemical Education (1991): 68, A6.

Jan Lokpal Bill Essays

Jan Lokpal Bill Essays Jan Lokpal Bill Essay Jan Lokpal Bill Essay - Jan Lokpal Bill From Wikipedia, the free encyclopedia The  Jan Lokpal Bill, also referred to as the  citizens ombudsman bill, is a proposed independent anti-corruption law in  India. Anti-corruption social activists proposed it as a more effective improvement to the original  Lokpal bill, which is currently being proposed by the  Government of India. [1] The Jan Lokpal Bill aims to effectively deter corruption, redress grievances of citizens, and protect  whistle-blowers. If made into law, the bill would create an independent  ombudsman  body called theLokpal  (Sanskrit:  protector of the people). It would be empowered to register and investigate complaints of corruption against politicians and bureaucrats without prior government approval. [2][3][4] In April 2011, civil activist  Anna Hazare  started a  Satyagraha  movement by commencing an indefinite fast in New Delhi to demand the passing of the bill. The movement attracted attention in the media, and hundreds of thousands of supporters, in part due to the organizational skills of  Arvind Kejriwal. [5]  Following Hazares four day hunger strike,  Indian Prime Minister  Manmohan Singh  stated that the bill would be re-introduced in the 2011 monsoon session of  the Parliament. 6]  Accordingly, a committee of five Cabinet Ministers and five social activists attempted to draft a compromise bill merging the two versions but failed. The  Indian government  went on to propose its own version in the parliament, which the activists rejected on the grounds of not being sufficiently effective, and called it a toothless bill. [7] Contents  Ã‚  [hide]   * 1  Background * 2  Key features of proposed bill * 3  Difference between governments and activist drafts * 3. 1  Highlights * 3. 2  Details * 4  Timeline of Lokpal and cost * 5  Campaign for the Jan Lokpal Bill * 5. 1  Fast Agitation – Phase 1 * 5.   Drafting Committee * 5. 3  Fast Agitation – Phase 2 * 5. 4  Notable supporters and opposition * 6  Criticisms of the Jan Lokpal Bill * 6. 1  Naive approach * 6. 2  Extra-constitutional * 6. 3  Scope * 6. 4  Criticism from Aruna Roy, Arundhati Roy and NCPRI * 7  Support for the Bill * 7. 1  Surveys * 7. 2  Legislator support * 7. 3  Social media * 7. 4  Online surveys * 8  Parliamentary actions on the proposed legislation * 9  See also * 10  References * 11  External links| - [edit]Background The word  Lokpal  was coined in 1963 by L. M. Singhvi, a Member of Parliament during a debate in  Parliament  about grievance redressal mechanisms. His son Dr. Abhishek Singhvi  is now the head of the Parliamentary  Standing Committee  reviewing the bill. [8]  The prefix  Jan  (translation: citizens) was added to signify the fact that these improvements include input provided by ordinary citizens through an activist-driven, non-governmental public consultation. [9][10] The Lokpal bill was first introduced by  Shanti Bhushan  in 1968[11]  and passed the 4th  Lok Sabha  in 1969. But before it could be passed by  Rajya Sabha,  Lok Sabha  was dissolved and the bill lapsed. 12]  The Subsequent versions were re-introduced in 1971, 1977, 1985, 1989, 1996, 1998, 2001, 2005 and in 2008,[13]  but none of them passed. The bill was inspired by the Hong KongIndependent Commission Against Corruption  (ICAC). [14][15] - [edit]Key features of proposed bill Some important features of the proposed bill are :[9] 1. To establish a central government anti-corruption institution called  Lokpal, supported by  Lokayukta  at the state level. 2. As in the case of the  Supreme Court  and  Cabinet Secretariat, the  Lokpal  will be supervised by the  Cabinet Secretary  and the  Election Commission. As a result, it will be completely independent of the government and free from ministerial influence in its investigations. 3. Members will be appointed by judges,  Indian Administrative Service  officers with a clean record, private citizens and constitutional authorities through a transparent and participatory process. 4. A selection committee will invite short-listed candidates for interviews, videorecordings of which will thereafter be made public. 5. Every month on its website, the  Lokayukta  will publish a list of cases dealt with, brief details of each, their outcome and any action taken or proposed. It will also publish lists of all cases received by the  Lokayukta  during the previous month, cases dealt with and those which are pending. 6. Investigations of each case must be completed in one year. Any resulting trials should be concluded in the following year, giving a total maximum process time of two years. 7. Losses to the government by a corrupt individual will be recovered at the time of conviction. 8. Government officework required by a citizen that is not completed within a prescribed time period will result in  Lokpal  imposing financial penalties on those responsible, which will then be given as compensation to the complainant. . Complaints against any officer of  Lokpal  will be investigated and completed within month and, if found to be substantive, will result in the officer being dismissed within two months. 10. The existing anti-corruption agencies [CVC], departmental vigilance and the anti-corruption branch of the [CBI] will be merged into  Lokpal  which will have complete power authority to independently investigate and prosecute any officer, judge or politician. 11. Whistleblowers  who alert the agency to potential corruption cases will also be provided with protection by it. - edit]Difference between governments and activist drafts [edit]Highlights Difference between Jan Lokpal Bill and Draft Bill 2010[16]| Jan Lokpal Bill (Citizens Ombudsman Bill)| Draft Lokpal Bill (2010)| Lokpal  will have powers to initiate  suo motu  action or receive complaints of corruption from the general public. | Lokpal  will have no power to initiate  suo motu  action or receive complaints of corruption from the general public. It can only probe complaints forwarded by the Speaker of the  Lok Sabha  or the Chairman of the  Rajya Sabha. | Lokpal  will have the power to initiate prosecution of anyone found guilty. Lokpal  will only be an Advisory Body with a role limited to forwarding reports to a Competent Authority. | L okpal  will have police powers as well as the ability to register FIRs. | Lokpal  will have no police powers and no ability to register an  FIR  or proceed with criminal investigations. | Lokpal  and the anti corruption wing of the CBI will be one independent body. | The CBI and  Lokpal  will be unconnected. | Punishments will be a minimum of 10 years and a maximum of up to life imprisonment. | Punishment for corruption will be a minimum of 6 months and a maximum of up to 7 years. [edit]Details The following table details differences between the Government and activist backed versions. [17][18][19] Comparison SlideShow uploaded by India Against Corruption. [20] Issue| The Jan Lokpal Bill[10]| Governments Lokpal Bill[1]| Prime Minister| PM can be investigated with permission of seven member Lokpal bench. [clarification needed][17]| PM can be investigated by Lokpal after she/he vacates office. [21]| Judiciary| Can be investigated, though high level members may be investi gated only with permission of a seven member Lokpal bench. clarification needed][17]| Judiciary is exempt and will be covered by a separate judicial accountability bill. [18]| Conduct of  MPs| Can be investigated with permission of seven member Lokpal bench. [clarification needed][17]| Can be investigated, but their conduct within Parliament, such as voting, cannot be investigated. [18]| Lower bureaucracy| All public servants would be included. [18]| Only senior officers (Group A) will be covered. [18]| Anti-corruption wing of theCentral Bureau of Investigation (CBI)| The Anti-corruption wing of the CBI will be merged into the Lokpal. 18]| The Anti-corruption wing of the CBI cannot be merged into the Lokpal. [17]| Removal of Lokpal members and Chair| Any person can bring a complaint to the Supreme Court, who can then recommend removal of any member to the President. [17]| Any aggrieved party can raise a complaint to the President, who will refer the matter to the CJI. [17]| Remova l of Lokpal staff and officers| Complaints against Lokpal staff will be handled by independent boards set-up in each state, composed of retired bureaucrats, judges, and civil society members. 17]| Lokpal will conduct inquiries into its own behaviour. [17]| Lokayukta| Lokayukta and other local/state anti-corruption agency would remain in place. [18]| All state anti-corruption agencies would be closed and responsibilities taken over by centralised Lokpal. [18]| Whistleblower  protection| Whistleblowers are protected by Lokpal. [17]| No protection granted to whistleblowers by Lokpal Mahima. [17]| Punishment for corruption| Lokpal can either directly impose penalties, or refer the matter to the courts. Penalties can include removal from office, imprisonment, and recovery of assets from those who benefited from the corruption. [17]| Lokpal can only refer matters to the courts, not take any direct punitive actions. Penalties remain equivalent to those in current law. [17]| Investigatory powers| Lokpal can obtain wiretaps ( to make a connection to a telegraph or telephone wire in order to obtain information secretly), issue  rogatory letters, and recruit investigating officers. Cannot issue contempt orders. [17]| Lokpal can issue contempt orders, and has the ability to punish those in contempt. No authority to obtain wiretaps, issue rogatory letters, or recruit investigating officers. [17]| False, frivolous and vexatious complaints| Lokpal can issue fines for frivolous complaints (including frivolous complaints against Lokpal itself), with a maximum penalty of Rs 100,000. [17]| Court system will handle matters of frivolous complaints. Courts can give 2–5 years imprisonment and fines of Rs 25,000 to 200,000. [20]| NGOs| NGOs not within the scope due to their role in exposing corruption. [19]| NGOs are within the scope and can be investigated. [19]|

Syria and United States conflict

Syria and United States conflict Introduction Syria has been engulfed in violent conflict since 2011. This conflict, which started with the protests to overthrow president Bashar al-Assad, continues to devastate the country to date. According to Al-Gharbi (2013), the conflict has led to the death of over 70,000 people and the internal displacement of around 2.5 million Syrians. The international community has tried to step in and devise a solution to the problem.Advertising We will write a custom research paper sample on Syria and United States conflict specifically for you for only $16.05 $11/page Learn More However, there has been lack of agreement on how the conflict can be resolved. While most countries condemn the Assad regime, some continue to support the Syrian government. The US government has taken a stand against the Syrian government and called for the ouster of President Assad. Even so, the US has not been able to take proactive action to hasten the fall of al-Assad due to oppos ition from some major world powers including Russia and China. For this reason, Syria is the most immediate and difficult policy issue facing the Obama Administration today. This paper will analyze the Syrian conflict and its effects on the US. It will then offer some solutions to the problem and recommend measures that might lead to a resolution of the conflict. Impact of the Conflict The Syrian conflict has considerably reduced US influence in the Middle East. As the worlds superpower, Washington has demonstrated significant influence in many regions all over the world. The Middle East has been one of the regions where the US has shown some considerable authority. For example, it is a strong ally of the Saudi ruling family and it assisted in the toppling of the Libyan dictator, Muammar Gaddafi, in 2011. However, it has failed to take a bold step in the Syrian affair. This has resulted in a reduction in US influence due to the Obama administration’s inactivity. The US has re sisted direct military participation on behalf of the Syrian opposition forces and has shown great reluctance to supplying the opposition with weapons. Crowley (2013) observes that in spite of the fact that 70,000 people have already died in the Syrian conflict, President Obama has not taken any stringent action against the Assad regime. Instead, US involvement in the conflict has been limited to humanitarian aid. This US inaction has reduced US influence in the region and some analysis argue that it will lead to even less influence in a post-Assad Syria (Crowley, 2013). Regional powers such as Turkey and Iran have played the most visible role in the conflict. Turkey has supported the rebel forces and facilitated talks between the Syrian government and the Opposition. This has reinforced Turkey’s position in the region.Advertising Looking for research paper on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Syrian conflict has enlarged risks to US interests by increasing the presence of terrorist elements in the region. Before the conflict, the Syrian administration had a low tolerance to terrorist activities within the country’s boundaries. Using the security apparatus of the country, the Assad regime crushed any Islamic terrorist group that tried to establish itself in the country. The conflict in the country has led to unruliness in the country. Terrorist organizations have ceased this opportunity to operate in the country. Some of the factions of the Syrian opposition are affiliated with terrorist organizations such as Al-Qaeda. Crowley (2013) documents that there are a number of Islamists with direct links to terrorist networks fighting for the opposition in Syria. By providing funding and military assistance to the Syrian opposition, the international community is strengthening terrorist organizations that might in future attack US targets. Opposition forces in Syria have constantly called on the US to intervene militarily in the conflict. Opposition leaders are convinced that with US intervention, the Assad regime will be destroyed and the war will end. However, military intervention will be very costly for the US (Steele, 2012). Unlike in other countries where the US has intervened such as Libya, Syria has an advanced air defense system supplied by the Russians. Any US intervention would be met with a significant military action from the Syrian government. The Syrian and US conflict has blocked US efforts at nurturing a strategic partnership with Syria and Iran. Freeman and Quandt (2013) reveal that it has always been a main objective of US policy in the Middle East to establish a good relationship with Iran. Iran and Syria are two of the largest and most influential Muslim states in the region, making them important prospective strategic partners for Washington. The Syrian conflict has forced the US to take a side against the Syrian gov ernment and its Iranian allies. This has led to deterioration in the relationship between the US and these Middle East countries. Steele (2012) states that the US has tried to reduce Iranian influence in the Syrian affair. However, this has proved to be difficult, as Iran has continued to fund the Assad regime and provide it with the necessary military and economic support. This has been an unfavorable occurrence since Iran has publicly declared its opposition to the US and the country is constantly opposing US policy in the region. Resolving the Conflict The stability of the Middle East has been offset by the Syrian conflict. There are fears that if the conflict is prolonged, the region will become even more unstable as Syrian refugees move to neighboring countries and weapons are proliferated in the region. It is therefore in the best interest of the international community for the conflict to be resolved quickly. The US continues to show great commitment to the events taking plac e in Syria. The Obama administration is keen to see the Syrian crisis resolved effectively and as soon as possible. However, the current efforts have not led to an end to the conflict. The US can use a number of methods to resolve the conflict.Advertising We will write a custom research paper sample on Syria and United States conflict specifically for you for only $16.05 $11/page Learn More Washington should provide military aid to the opposition forces that are trying to overthrow the Assad regime. The rebel forces have so far shown great commitment to ending the Assad reign. However, these forces are poorly equipped and they have been unable to hold strategic positions against the well-equipped government forces. Haass (2013) agrees that while an armed intervention to end the fighting might lead to a large-scale civil war in the country, discrete military aid to opposition groups can help remove the current leadership without a potentially costly civil wa r outbreak in the country. Some advocates of peaceful negotiations argue that arming the opposition will jeopardize the peace talks. This is not necessarily the case since a militarily strong opposition will force the Assad regime to opt for negotiations since the government will realize that it cannot win the war through military force. The US should reach an agreement with Russia and Iran concerning the situation in Syria. While the conflict is going on among the Syrians, outside influence has been responsible for the prolonging of the conflict. The Syrian and US conflict is affected by the actions of countries that support the Syrian government. Specifically, the economic, political, and military support offered to the Assad regime by Russia and Iran has ensured that his government has been able to withstand rebel forces and international pressure. Russia has provided Syria with advanced weaponry making it hard for the US to consider an all out military offensive against al-Assad . If the US can convince Russia and Iran to seek a peaceful end to the conflict, Assad would be forced to listen to his two key allies. Conclusion This paper set out to analyze the Syrian and US conflict and propose some solutions to the problem. It began by highlighting the significance of the Syrian conflict and the role that the US is expected to play as a major world power. The Syrian conflict has reduced American influence in the region and promoted terrorist organizations due to the breakdown of the Syrian security apparatus. The conflict has also increased the influence that Iran has in the region and this is undesirable for US interests. The paper has recommended that the US should provide military aid to the opposition. This will encourage Assad to seek a diplomatic solution to the problem. In addition to this, the US can urge Russia and Iran to engage in cooperative efforts to end the conflict through diplomacy. By doing this, the Syrian conflict will end and US interests will be protected.Advertising Looking for research paper on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More References Al-Gharbi, M. (2013). Syria Contextualized: The Numbers Game. Middle East Policy, 20 (1), 56-67. Crowley, M. (2013). A War He Does not Want. Time, 181 (15), 13-14. Freeman, C., Quandt, W.B. (2013). US Grand Strategy in the Middle East: Is There One? Middle East Policy, 20 (1), 1-29. Haass, R. (2013). The Irony of American Strategy. Foreign Affairs, 92 (3), 57-67. Steele, J. (2012). A Way Out of Syrias Catastrophe. The Nation, 295 (16), 24-26.

Types of Spanish Pronouns

Types of Spanish Pronouns Almost all of us like to take shortcuts, and thats one way to think about what pronouns are: In both Spanish and English, theyre usually a shorter and quicker way of referring to a noun. Common pronouns in English include he, she, what, that and yours, all of which usually would be replaced by longer words or more words if we didnt have the pronouns at our disposal. Spanish and English Pronouns Compared In general, pronouns in Spanish function much as they do in English. They can fulfill any role in a sentence that a noun can, and some of them vary in form depending on whether theyre used as a subject or an object. Probably the biggest difference is that in Spanish most pronouns have gender, whereas in English the only gendered pronouns are he, she, he, and him. If a pronoun has gender, it is the same as that of the noun to which it refers. (In English, gendered pronouns nearly always refer to people are animals, although it is possible to refer to a few personified objects by gender, such as when a ship or a nation is referred to as she instead of it.) In Spanish, there are also a few neuter pronouns that can be used to refer to an unknown object or to ideas or concepts. In the list of pronoun types below, be aware that many of the pronouns can have more than one translation, many English pronouns can have more than one Spanish equivalent, and not all pronouns are listed in the examples. For example, the English me can be translated as both me and mà ­, depending on the context, and the Spanish lo can be translated as him, or it. Not all Spanish pronouns are listed here, but enough to convey how others would be classified. Note also that many of these words that function as pronouns, particularly the indefinite and relative pronouns, can serve as other parts of speech. Types of Pronouns Pronouns can be classified as to how they are used, and all of these classifications apply to both Spanish and English. Note that some pronouns, such as me and ella, can be more than one type of pronoun. Subject pronouns replace the subject of a sentence. Examples include yo (I), tà º (you), à ©l (he), ella (she), ellos (they), and ellas (they). Yo quiero salir. (I want to leave. I or yo replaces the name of the person speaking.) Demonstrative pronouns replace a noun while also pointing to it. Examples include à ©ste (this), à ©sta (this), à ©sa (that), and aquà ©llos (those). Note that many demonstrative pronouns have written or orthographic accents on the stressed vowel. Although such accents used to be considered mandatory, these days they are treated as optional if they can be omitted without causing confusion. Quiero à ©sta. I want this. (Ésta or this replaces the name of the object the speaker is referring to.) Verbal object pronouns functions as the object of a verb. Examples include lo  (him or it), la  (her or it), me (me), and los (them). Lo no puedo ver. (I cant see it. Lo or it replaces the name of the unseen object.) Reflexive pronouns are used when the direct object and the subject of a verb refer to the same person or thing. They are used much more in Spanish than in English. Examples include me (myself), te (yourself), and se (himself, herself, themselves). Juan se baà ±a. (John is bathing himself. John is the subject of the sentence, and he is performing the action of the verb on himself.) Prepositional object pronouns are used as objects of a preposition. Examples include mà ­ (me), ella (her), and nosotros (us). Raà ºl lo comprà ³ para nosotros. (Raà ºl bought it for us. Nosotros and us are the objects of the prepositions para and for, respectively.) Prepositional reflexive pronouns are used when the object of a preposition following a verb refers back to the verbs subject. Examples include mà ­ (myself) and sà ­ (himself, herself, itself, themselves). Marà ­a lo comprà ³ para sà ­ mismo. (Marà ­a bought it for herself. Sà ­ and herself are the objects of para and for, respectively, and refer back to Marà ­a, the sentences subject. Possessive pronouns refer to something owned or possessed by someone or something. Examples include mà ­o (mine), mà ­a (mine), mà ­os (mine), mà ­as (mine), and suyo (his, hers, theirs). La mà ­a es verde. Mine is green. (Mà ­a and mine refer to the object possessed. The feminine form in Spanish is used here because it refers to an object name that is feminine. The possessive pronouns in Spanish are usually preceded by el, la, los, or las, especially when they are subjects.) Indefinite pronouns refer to nonspecific people or things. Examples include algo (something), nadie (nobody), alguien (anybody), todo (all), todas (all), uno (one), unos (some), and ninguno (none). Nadie puede decir que su vida es perfecta. (Nobody can say his life is perfect.) Relative pronouns introduces a clause that gives more information about a noun or pronoun. Examples include que (that, which, who, whom), quien (who, whom), cuyo (whose), cuyas (whose), donde (where), and lo cual (which, that which). Nadie puede decir que su vida es perfecta. (Nobody can say that his life is perfect. The relative pronouns here are que and that. The clause su vida es perfecta gives more information about nadie.) Interrogative pronouns are used in questions. Examples include cul (what), quià ©n (what), and cundo (when). Spanish interrogative pronouns use an orthographic accent. Cul es tu problema? (What is your problem?)

What factors explain the growth and interest in heritage tourism Essay

What factors explain the growth and interest in heritage tourism - Essay Example Accordingly, tourism associations have increased their efforts in conservation of biodiversity and ecosystems in order to foster natural heritage tourism (Anheier 2010). Conservation efforts have extended to cultural values and improvement of transport and communication infrastructure to historical sites and heritage areas (Staiff, Bushell & Watson 2013). At the same time, governments have increased their promotional and advertising campaigns on heritage tourism through publishing documentaries on heritage sites and historical development of various tourism attraction sites (Bushell & Eagles 2006). Most of the governments have increased conservation efforts of ecosystems such as coastal areas that include marine parks and wilderness areas that include rivers, lakes and forests (Anheier 2010). In addition, tourists have gained interest with tours in rural areas such as countryside retreats and small islands that offer mangroves, coral reefs, and sea grass beds. Technological changes T he recent advancements in technology have led to exploration of several heritage sites and discovery of rare species in the world (Misiura 2012). Accordingly, technological advancements have led to development of modern transportation methods that are suitable for heritage tourism. For instance, super ferries and cruise ships enable tourists to visit small islands in deep seas. Budget airlines like Ryanair and EasyJet have brought down the travelling costs to the historical and heritage sites thus increasing the tourist volumes. In addition, online booking and computerized reservation systems create convenience for the heritage tourists. Growth in income levels...Accordingly, there is considerable growth in the number of museums, art galleries and theaters that create high demand for heritage tourism. Emergence in heritage tourism partnerships The growth and interest in heritage tourism has been facilitated by growth in partnerships in tourism initiatives that aim at preserving heri tage assets and enabling tourists have a ‘passport package’ that allows them to visit various heritage sites such as museums, art galleries and historical sites. Accordingly, the partnerships have packaged both non-heritage and heritage tourism packages together through enabling tourism access bus tours, sports, resorts and amusement parks and enjoy the cultural heritage tourism in the historical sites and museums. Increase in cultural tourism and heritage education Increase in historical education, cultural heritage awareness and archeological studies have contribute to the growth and interest in tourism education. Colleges and Universities have established courses on heritage tourism and need to understand cultural diversity (Timothy 2011). Accordingly, heritage tourists are highly educated and broadly travelled across the globe thus heritage tourism offers unique tourism experience (Morgan & Pritchard 1998). The increase in the number of aged citizens has led to increase in interest in heritage tourism. The aged populations require more leisure and time to reflect on the historical happenings through visiting the art galleries and museums .

An article for the Australasian Journal of Early Childhood (AJEC) Assignment

An article for the Australasian Journal of Early Childhood (AJEC) - Assignment Example Teachers in these environments have the opportunity to use action research as a method of improving the interaction of students to the environment in the context of independent study. Figure 1: Children Engaging the Natural Environment in a Forest School (Cummings, 2010) Creating Quality Learning Environments Logan, Press, and Sumsion (2012) discuss the idea of discourses and gazes as ways of creating a discussion about policy and defining quality. Discourses involve the literature and communications in which the construction of human social interaction is framed and formed, taking from basic policy the cues on how to behave as prescribed by society. The gaze is a way in which to form philosophy through grouping different discourses together and seeing the world through a specific lens. The philosophies that are central to encouraging sustainability and environmental responsibility are enhanced through the use of discourses and gaze. ... st is that they have a strong sense of identity through feeling secure in their world and the second in that they learn how to effectively communicate. Forest schools use a constructivist approach to learning as they are concerned with the processes through which children will learn through constructing their own learning experiences. The three aspects used in the Forest Schools are: using the forest as a context for learning, using materials from the forest for learning, and the use of the five senses as well as building on their natural curiosity in order to construct learning (Cumming, 2010). The process of learning transforms into increased effectiveness of defining their sense of self within the context of identity and within the context of the world environment. Action Research The concept of action research as a means of self critique and transformation provides for creating new and better worlds as time passes. MacNaughton and Smith (2001) discuss action research in relations hip with post-modernism in which there is a pursuit of ‘truth’. Through techniques of action research, teachers are continually improving their influence in the classroom by using what they learn in their practice to transform their means of communication and influence. The truth becomes an organic form of learning in which discovery by students and teachers allow for constant improvement and change. Figure 2: Teachers in a Forest School (Forest Education Initiative, 2013) Action research can help to transform a number of different areas in practice, but in learning to create philosophies about the world and influence the socialization of children a professional is helping to shape the future through beliefs and traditions that can influence a lifetime. Literature from the Lady Gowrie

Saturn Titan Mission Questions Essay Example | Topics and Well Written Essays - 500 words

Saturn Titan Mission Questions - Essay Example He was the one who discovered the rings around Saturn as well as Titan in 1655; the largest moon of Saturn. He also invented the pendulum clock. He died in 1695 on 8th July. Jean Dominique Cassini was born in 1625, on June 8th. He has numerous discoveries related to Saturn attached to his name. He discovered four of the Saturn’s moons, Iapetus in1671, Rhea in 1972, Tethys and Dione in 1684. He also discovered that the rings of Saturn have separation by a gap in two parts in 1675, it is in his honor named Cassini Division, and he presumed that the Saturn’s rings composition was of the small particles myriads, which was correct. The atmospheric entry probe which was part of Cassini–Huygens  mission carried to Titan; Saturn’s moon was called the Huygens probe. It separated itself from the spacecraft on 25th December 2004 (Scott Allen Striepe, pg12) and landed on Titan’s surface on 14th January 2005. The landing of this Huygens probe was designed for both water and land since it wasn’t concrete which kind of surface it might be; it turned out to be solid, icy. It sent several images that helped understanding of Titans atmosphere throughout its descent. The atmosphere of Titan is twice in its thickness compared to that of Earth, the surface pressure there is approximately 1.45 times that of the earth. This makes it hard for image capturing in visible spectrum of light by the astronomical instruments. Titan is second largest moon in Solar system with diameter of 5,150  km, with the only one having dense, surface pressure being 1.5 atm and cold atmosphere, primary composites being nitrogen and little methane. Being dense, its atmosphere usually has convective clouds that are bright white, making the surface observation difficult. It is also the only moon that has large liquid bodies, in form of lakes of methane. Composition: Saturn’s rings have sheet like distribution of the icy

4G Wireless Networks Research Paper Example | Topics and Well Written Essays - 1000 words - 1

4G Wireless Networks - Research Paper Example In 2001 a new technology was launched in Japan by the name of 3G which stands for third generation telecommunication. In mid 2010 the networks which were widely used for wireless transporters in U.S. were 3G. 3G networks are considered as a noteworthy development over 2G arrangements as they offer high speeds for data transfer. The improved technology offered by 4G over 3G can be compared to the High Definition TV features (diffen.com, 2011). 1. Services and application 3G is the abbreviation for 3rd generation which is a standard defined for wireless technology which allows internet browsing over wireless networks. A good example of 3G technology is EV-DO. Next is the 4G technology which is the generic abbreviation for 4th generation wireless technology which has been optimized for data transfer over wireless networks. This method provides improved speed and efficiency of data delivery. LTE technology is an instance of 4G network compatibility. The 3G and 4G networks comprise of a b road range of cellular data tools. 4G offers speed which is ten times quicker hen 3G networks and it is categorized having downstream range between 20 and 10 Mbps (Nadel, 2010). 2. Network architecture The underlying network architecture of 3G mobile network constitutes of a circuit-switched and packet-switched network. The services which are offered by this technology include wireless voice telephone, mobile TV facility, video calls and mobile internet accessibility. The underlying network architecture embedded in this technology is radio interface which is referred to as â€Å"Wideband CDMA (WCDMA), Code Divisions Multiple Access (CDMA), High Speed Packet Access (HSPA), 2000, GSM (Global System for Mobile), and some referred to as GAN (Generic Access Method)† (Nadel, 2010). 3. Data throughput CDMA2000 is a technology of 3G network which is largely utilized in North America, The data throughput which is offered by this technology is up to 14Mbits/s which has the ability to p rovide additional features like, supplementary outlets, altered inflection and the associated coding techniques, and an aptitude to recover easily from errors. The WCDMA disparate to CDMA utilizes a series of two up to around five channels. The fourth generation networks are outside the range of 3G technology which is designed at higher data rate that falls between 100Mbps to 1Gbps (netlogix.com, 2009). 4. User perceptions If we compare 3G and 4G networks it is clearly apparent that mostly 4G networks have elevated bandwidth which ranges to approximately 100Mbps. 4G networks are able to support multimedia services contrary to 3G networks. The 3G network is designed to include both circuit switched and packet switched networks. If we consider other functions of the system it can be found that 4G has emerged as a more secured and reliable 3G data transmission technology. Moreover 4G networks are recognized in providing international mobility and network scalability which is why it is widely recognized and accepted (Gobjuka, 2010). 2. Distinguish between the 4G LTE, 4G WiMax, and 4G WiBro networks 1. Download and Upload speeds 4G LTE is considered as the current advancement in the range of GSM broadband arrangement. HSPA is defined to provide uplink speeds of 11.5 Mb/s and downlink speeds having 28 Mb/s, while LTE is designed for working with data speeds in the range of downlink speed of 100 Mb/s and uplink

Health Policy Reflection Research Paper Example | Topics and Well Written Essays - 500 words

Health Policy Reflection - Research Paper Example When comparing the United States’ health care system to the Canadian health care system one of the most prominent recognitions is that the United States charges considerably more for the same procedures. Mack (2011) indicates that the average cost of an appendectomy in the United States is $8,000. This is compared with Canada where the average cost of this operation is $5,000. There are a variety of reasons for this price disparity. One of the most prominent recognitions is that in the United States considerable amount more money goes towards administrative costs. These costs extend to the medical professionals as well. It’s recognized that many qualified medical professionals leave Canada to pursue higher paying jobs in the United States. While United States medical administrators and physicians receive higher salaries, this does not directly translate into improved quality of care. Another prominent difference between the United States and Canadian health care systems is the type of medical interventions that are implemented. In the United States there is considerable emphasis placed on expensive interventions. For instance, United States medical treatment regularly involves tonsillectomies, knee replacements, and MRIs. While these interventions are implemented in the Canada, the Canadian health care system places more focus on treatment at the primary care physician level. Klune (2011) indicates that in great part the Canadian primary care system is able to treat these issues before they become more large-scale and require expensive interventions. A final consideration is the nature of attitudes and socioeconomic conditions within the United States. An amount of research has argued that one of the major reasons the United States must spend more on health care costs than Canada is because the United States crime rate is higher (O’Neil 2007, p. 42). This higher

Assignment 3 Example | Topics and Well Written Essays - 750 words - 6

3 - Assignment Example On contrary, another statement states that, â€Å"ESL students can understand the basic grammar rules of language only if they are able to create a lot of new sentences†. Qs.2 knowledge is a true opinion comprising of a rational explanation or definition, and it is also a real belief or a sensation. However, belief is the inner state of mind that is directly accessible to the introspection that relates to human behavior. Belief always plays a central role in the theoretical reasoning and involves a practical reasoning. For instance, in pdf.1, in appendix 3, an example of belief is a statement that states, ‘some people tend to have the ability to learn foreign language’. For a person to have knowledge there must exist a sense of truth, justification, and belief, on a basis of believing in them. For example, a knowledge is evident in this article, whereby the truth remains that ‘English is a foreign language to the non-natives’. Qs.3. Teacher’s beliefs play vital roles towards student’s reaction, acceptance, and theories that concern language. Teachers were also once students thus their understanding about teaching often reflects on to students on how they also learn a language. The beliefs also portray a clear picture in expressing the realities that may influence classroom practices. The teacher’s view shows that, it is their role to offer a part in playing and interaction with the native speakers. in chapter 9, the word ‘smoothly running’ a classroom is used. According to me the word means a proper class or the one that is in order. Similarly, goal of the lesson and a means by which goal is achieved is the main distinguishing factor of a language. Teachers have a number of concerns. They usually plan the activities designed for facilitating learners in the use and acquisition of language. According to Doyle (396) an orderly course is the one within acceptable

Health Policy Reflection Research Paper Example | Topics and Well Written Essays - 500 words

Health Policy Reflection - Research Paper Example When comparing the United States’ health care system to the Canadian health care system one of the most prominent recognitions is that the United States charges considerably more for the same procedures. Mack (2011) indicates that the average cost of an appendectomy in the United States is $8,000. This is compared with Canada where the average cost of this operation is $5,000. There are a variety of reasons for this price disparity. One of the most prominent recognitions is that in the United States considerable amount more money goes towards administrative costs. These costs extend to the medical professionals as well. It’s recognized that many qualified medical professionals leave Canada to pursue higher paying jobs in the United States. While United States medical administrators and physicians receive higher salaries, this does not directly translate into improved quality of care. Another prominent difference between the United States and Canadian health care systems is the type of medical interventions that are implemented. In the United States there is considerable emphasis placed on expensive interventions. For instance, United States medical treatment regularly involves tonsillectomies, knee replacements, and MRIs. While these interventions are implemented in the Canada, the Canadian health care system places more focus on treatment at the primary care physician level. Klune (2011) indicates that in great part the Canadian primary care system is able to treat these issues before they become more large-scale and require expensive interventions. A final consideration is the nature of attitudes and socioeconomic conditions within the United States. An amount of research has argued that one of the major reasons the United States must spend more on health care costs than Canada is because the United States crime rate is higher (O’Neil 2007, p. 42). This higher

Comparisons among 5 companies of retailer industry Essay

Comparisons among 5 companies of retailer industry - Essay Example It is still believed that the sector will grow by 15 percent in the next five years. By the year 2011, it is estimated that the annual sales of the industry would be around  £312 billion. The sector employs around 3 million people accounting for 11 percent of the total UK workforce. At the same time, the industry contributes 8 percent to the GDP of the country. (Invest in UK, 2010) According to the TNS World Panel grocery market share report as of 29th April 2009, the big three players of the retail industry in the UK are: Tesco with 31 percent market share, ASDA with 17 percent and Sainsbury with 16 percent. The retail industry in the UK has developed in all aspects and categories. The sector has shown tremendous growth and competition in all the allied sub-divisions: electrical, groceries, clothing and footwear, cosmetics, home-ware, floor coverings and furniture, gardening as well as e-retail. (Tesco, 2010) Tesco is a global grocery and merchandising store with headquarters based in UK. The brand is the largest grocery brand within the limits of United Kingdom with the market share of 31 percent. Tesco is globally ranked as the third largest retailer with respect to revenues and second largest with respect to profits. The brand is now well developed with stores in 14 different countries across Europe, Asia and North America. The company appeals to all the different segments of people by providing all kinds of products from grocery to appliances, tires to gardening, clothing to cosmetics as well as furniture. Tesco has added 502 new stores globally to its portfolio in the last fiscal year. (Tesco, 2010) Tesco sales showed an increase by 6.8 percent whereas it’s before tax-profit increased by 10 percent. The company has now transformed itself into a globally diversified business and is well positioned for consistent long term growth. (Tesco, 2010) Tesco plans to invest  £27 million to reduce its carbon footprint by 2020.

Ethics Of Should Abortion Be Legal Philosophy Essay

Ethics Of Should Abortion Be Legal Philosophy Essay Remember a long time ago when women died because they could not or did not want to have an infant and they attempted to terminate their pregnancy by themselves or with the help of other unprofessional? Should abortion be legal? Do you believe in Pro-Life or Pro-Choice? What do you do when circumstances come about that is not of your control or wiliness? I believe that both pro-life and pro-choice viewpoints have valid arguments.  These are the questions that we will examine briefly and what has happen since it became legal in the Roe vs. Wade Supreme Court decision case of 1973. It is important to know all that is involved with abortion before you can make a rational choice. It is not whether it should be legal, but when it should be allowed. Abortion allows women to have the choice and can save thousands of lives of women that have tried to do it on their own. I feel that it should be legal, but only to an extent. That is what pro-choice is all about. Pro-choice is the position that also is known as pro-abortion In the United States and in China, where law requires sometimes abortion and it is also known as anti-abortion. The purpose of the pro-choice movement is to ensure that all choices remain legal. The movement argues that a human person cannot be proven, prior to the point of viability and the government does not have the right to impede a womans right to decide whether to continue a pregnancy.(Head, 2010 )   Ã‚   I do not believe in permitting abortions after ten to twelve weeks of pregnancy, because at that time is when a fetus can represent potential life.   Now do not get me wrong, I still think that we should dissuaded women from abortion, and that we should be taking more measures to prevent unwanted pregnancies. Last year over 15,000, women had abortions because of rape, incest, health or just unwanted pregnancies. Most circumstances have come about that is not of your their own control or wiliness. It is because of the Roe vs. Wade case of 1973, states that a woman and her doctor can decide when and if to abort a pregnancy but only during the first trimester. After that, the government can restrict abortion to protect the viability of the fetus. This preserves our constitutional right under our privacy rights (Roe v. Wade , 1973). In addition, another thing we do not think about that how it affects by most of the population is the ignorance when it comes to a very serious illness of mental retardation. About three percent of the people that are considered as mentally retarded and some people have adopted many slang terms, one such as retard to insult them. A lot people do not understand about their mental disabilities and so this is their way of calling them stupid, but really, they are stupid within themselves because they do not understand. Mental retardation is a term used when someone has limitations in their mental functioning and these limitations cause a child to learn and develop slower than an ordinary individual or in some cases, dont develop at all (123HelpMe.com/76990, 2010). I believe in a combination of both pro-life and pro-choice viewpoints. This brings us to the pro-life choice that does not believe that the woman has any rights to have an abortion, no matter what the circumstances are. What they are saying is that they are taking away a womans right to freedom of choice.   A woman should have the right to choose if she wants to have an abortion. They do not think about the consequences of having a child that is not wanted or as some people call them forgotten children. Pro-Life says that the government has the right or the obligation to preserve all human life. In the Catholic Church and other similar groups also prohibits, Euthanasia and assisted suicide, the death penalty and War, with only a few exceptions. In cases where the pro-life ethnic conflicts with the personal autonomy, as in the cases of abortion and assisted suicide, it is conservative. In The cases of ethic, where the pro-life have conflicts with the government policy, as in the cas e of the death penalty and war, it is liberal(Head, 2010 ). Pro-lifers also do not believe in teaching sex education; where pro-choice believes that, we should educate our children on how to handle and in the consequences that fails with proceeding with their urges that they will have in their coming of age years. The primarily conflict of pro-life and pro-choice movements are on the issues of abortion. Pro-life argues that it protects the unborn human life by the government and should not be legal, also that it is murder to abort. Have you ever looked up the definition of murder? It states that when pro-life activists call abortion murder, they are suggesting that abortion fits the definition, namely, illegal killing with malice aforethought. However, this definition fails for two reasons. First, is that abortions are not illegal and secondly, mothers hardly feel malice towards their own unborn children (123HelpMe.com/9909, 2010). The Bible, especially in the Old Testament of Deuteronomy or Exodus, there are laws that command that people be killed for lots of ridiculous reasons. There are countless examples of mass murders commanded by God including the murder of women, infants, and children. The following are a very small amount of the passages approving of murder in the Bible. They are divided into three parts: 1) Capital Punishment Crimes, 2) Gods Murders for Stupid Reasons, 3) Murdering Children, and 4) Miscellaneous Murders. This list is long, but it barely scratches the surface of all the murders approved of in the Bible.(123HelpMe.com/78161, 2010) In conclusion, the arguments of the pro-choice and pro-life movements are both valid arguments, with the evidence that the Bible, with some exceptions, that every child should be born wanted, supports abortion. Under the right circumstances, abortion should be legal with the right medical care and in the proper time and way. Know body has the right to say in the case of a rape or incest whether you have to keep the unborn child. Alternatively, that the unborn child has to come into the world with this hanging over their head from the start. This was because of a malicious act was done and not of your own choice, but therefore neither you nor the child should be penalized for it. These happens so often in cases of pro-life and say for instance, a twelve year old girl is victim of rape that as a result of it becomes pregnant. This has already ruined that girl in the trauma that she has to overcome that has happen to them. Those circumstances is not written of the laws that prohibit abo rtions. Nor are the mothers that might die if they proceed with their pregnancies. Is that not taking one life for another? The only difference would be that one is breathing, where the other has not done so yet. In 1973 in a review of the CSA Discovery Guides, the Ragsdale litigation led a case to the most significant judicial ruling since Roe that resulted in a settlement in which plaintiffs secured the right to a legal clinic abortion during the first 18 weeks of pregnancy. Although, a similar law today might well survive constitutional scrutiny, the case was settled to the satisfaction of pro-choice advocates (Mezey, Susan Gluck; Tatalovich, Raymond; Walsh, Michael, 1994). This at least gives the child and us a chance to do what is best for all. We have enough forgotten children in the world that if we can prevent just one unhappy child or tormented soul, they will bless us all. I still believe the best way is to be careful in the first place and stop before we have to make the choice.