INTRODUCTION MULTI-STEP SYNTHESIS LAB REPORT Essay

INTRODUCTION MULTI-STEP SYNTHESIS LAB REPORT - Essay Example Secondly it will require a description on the introduction, removal and transformation of functional groups so as to achieve expected functionality in molecule. Thirdly it requires knowledge of the centers of stereoisomerism that are created or influenced. The steps in any synthesis are more or less dependent rather than discrete. The assembly of the molecular framework is dependent on structure and functionality of starting materials that are available, selectivity both regio and sterio of reactions for combinations and loss or relocation of functional groups of intermediate compounds in assembling final products. In conclusion, a successful syntheses route must produce desired product in reasonable good yield and with efficiency in terms of time of reaction and also byproducts. Not all processes can achieve 100% yield. The protection of existing desired functional groups is importantly inclusive of blocking of undesired reactions and activating groups. Knowledge on the introduction and removal of such groups is

Terrorism as a Tactic of Warfare Essay Example | Topics and Well Written Essays - 7250 words

Terrorism as a Tactic of Warfare - Essay Example The United States Institutes of Peace, in handout number three of its International Terrorism: Definitions, Causes and Responses, tells us that the rationale behind terrorism falls into the categories of â€Å"psychological perspective,† describing that perspective as one in which individuals participate in the act of terrorism for â€Å"[†¦] personal reasons, based on their own psychological state of mind (11).†The second perspective is ideological, the handout advises, â€Å"[†¦] the beliefs, values, and/or principles by which a group identifies its particular aims and goals.   Ideology may encompass religion or political philosophies or programs (11).†A third perspective is that of strategic significance, which the handout defines as â€Å"When people seek redress of their grievances through government, but fail to win government’s attention to their plight, they may resort to violence (11).†Still, a fourth perspective on the use of t errorism is one in which the previously three stated perspectives together serve as the rationale for an act of terrorism (11).   When the rationale constitutes all three of the previously stated rationale, the rationale becomes obscured, or undeterminable.Von Clausewitz’s ArgumentVon Clausewitz’s analysis of war is useful in analyzing terrorism, and are evident in Stewart’s Analyzing Terrorism cited earlier in this discussion.   Von Clausewitz held that it was important to analyze who was conducting the war, or, in this case, the act of terrorism (French).   Identifying who is making the war helps explain the rationale.

An Analysis of Gardner’s Theory of Multiple Intelligences Essay Example for Free

An Analysis of Gardner’s Theory of Multiple Intelligences Essay The purpose of this paper is to explore Howard Gardner’s theory on multiple intelligences. I will focus on spatial and bodily-kinesthetic intelligences and how linguistic intelligence has an underlying effect on the other intelligences. Spatial and bodily-kinesthetic intelligences would seem to be very distant from linguistic intelligence, however I believe that they are more similar then one might expect. Spatial intelligence can be loosely defined as the ability to manipulate and recreated the physical work in ones mind. Artists often use this intelligence as they take an actual object and are able to manipulate it onto a canvas or piece of paper. Many IQ tests have a section that tests the ability of a person in their use of block design. Students who excel in spatial intelligence have the ability to recreate within their mind the things that they see visually. Gardner states, â€Å"The left hemisphere of the brain has, over the course of evolution, been selected as the pre-eminent site for linguistic processing, the right hemisphere of the brain, and in particular the posterior portions of the right hemisphere, proves to be the site most crucial for special processing† (Gardner, p. 181). Gardner is trying to show how separate in the brain spatial and linguistic intelligence really are. By isolating the intelligences, Gardner focuses on the idea of savants and brain damage to prove his theory that the intelligences are totally separate. Eliminating part of the brain would still allow for someone to be successful and intelligent at spatial abilities. His idea is that even if a person lost their ability to speak or the ability to use their hands, that their other intelligences could possibly still work at a high level. I agree with his theory, however I think the intelligences overlap more then he may believe. Linguistic intelligence seems to have a basis in spatial intelligence also. Many students might do just fine being able to read a word problem and then form the design in their head. Gardner gives an example, â€Å"Take a square piece of paper, fold it in one half, then fold it twice again in half. How many squares exist after this final fold? † (Gardner, p. 171). This idea shows how linguistic intelligence can be used when dealing with a student who has a greater spatial intelligence. Even without the student physically being able to fold the piece of paper they could still solve the problem due to their linguistic intelligence. Gardner shows this idea as he talks about people having distinct separate intelligences, but that each intelligence has the ability to overlap with another. I also decided to talk about his theory of bodily-kinesthetic intelligence because I feel this intelligence goes together well with spatial intelligence. Both of these intelligences are educated best by going away from the traditional teaching methods of reading and writing. Bodily-kinesthetic intelligence is the ability for a person to use their body to solve a problem. This can be seen in many athletes and other people who are very active. Some people are born with a higher bodily-kinesthetic intelligence then others. Tests on reaction time have shown that some people are born with almost superhuman reaction time ability. This reaction time allows them to hit a baseball with such success that cannot be taught. Parts of this intelligence can be learned by studying similar to some of the more the academic intelligences, however bodily-kinesthetic intelligence is not viewed as an academic intelligence. Wayne Gretzky said, â€Å"Nine out of ten people think what I do is instinct†¦. It isn’t. Nobody would ever say a doctor had learned had profession by instinct: yet in my own way I’ve spent almost as much time studying hockey as a med student puts in studying medicine† (Gardner, p. 231). Both a hockey player and a surgeon rely on their body to perform at a high level. Bodily-kinesthetic intelligence is just not brute force but the ability to read what is happening, and then adapt. In football, a player will tackle another player, although before that happens the tackling player must read the play to get a path take on the ball carrier. A surgeon can have perfect skills in using their hands to operate but they also need the ability to learn the correct procedures. These ideas show that a person can be above average in more then one intelligence and that is in fact fairly common. The traditional way of teaching is through reading and writing that puts an emphasis on linguistic intelligence. Gardner’s theory is to separate the intelligences by showing that even a person who loses the ability to use part of their brain will still be able to function at a high level at some other intelligences. Gardner points out that he believes the intelligences are separate, but that they rarely operate separately and more often then not there are several intelligences working together. This is how linguistic intelligence is so important to the overall learning of a student. Most tests such as IQ tests put an emphasis on how well a person does on verbal section of the test. Gardner said, â€Å"I have already noted that many retarded children display a surprising ability to master language†¦ Even more striking are those rare children who, despite retardation or autism, prove able to read at an astonishingly early age† (Gardner, p. 84-85). This is apparent when talking about a surgeon who loses the ability to use their hands and so they cannot operate on patients anymore. They may not have the ability to physically do the operation anymore but they can still instruct someone else to do the surgery. This surgeon has lost their ability to use their hands but their brain is still intact so they can use their linguistic intelligence to instruct another person to perform the operation. Gardner does not think linguistic intelligence is more important than any of the other intelligences, but I believe that linguistic intelligence sets the basis for the other intelligences. Without this intelligence the student will not be able to understand what that teacher is trying to convey in class. Language is important for the student to get through school, however a student could get though school without fully realizing their full spatial intelligence. Linguistic intelligence allows a student to gain the ability to study the concepts and then apply them to the other intelligences such as bodily-kinesthetic intelligence. One cannot expect someone to just learn all the intricate details of boxing and then to go into the ring and win a title. This can only happen with some intelligence that is born within the person. Intelligences are within everyone but it is hard for a person to know exactly what intelligence they posses the strongest. Howard Gardner’s idea of multiple intelligences stems from his belief that each person has different intelligences that they posses. These intelligences are inherently separate due to the fact that because of brain damage, a person can lose an intelligence while still being able to perform at a high level on other intelligences. Gardner does not believe that linguistic intelligence is more important then the others, however in our society we put such a great emphasis on linguistic intelligence. A student can fall behind in their linguistic development and due to our societies testing and basis in teaching the student might not attain high grades. This does not mean the student is not smart, it just means that they might excel at a different type of intelligence. Overall, Gardner explains how each person has many different forms of intelligence that they could be above average in.

Gatorade Marketing Essay -- Advertising Sports Drink Beverage

Executive Summary: Gatorade was first formed in the 1960's in Florida. The doctors of the University of Florida noticed that their football players where severely dehydrated in turn the players lacked the performance of the field. After several tests the doctors came up with a carbohydrate-electrolyte beverage that kept the players hydrated since water was not doing the trick. After noticing dramatic success in their teams' record in football, players and coaches wanted Gatorade to be on their sidelines each and every game. After the success in college sports, the Gatorade Company was on the sidelines helping professional athletes such as Michael Jordan. Players from the NBA, NFL and even NASCAR have all chosen to drink Gatorade. Gatorade even took the worldwide stage by introducing the brand to China, Colombia, the Middle East, South Africa and another 75 more countries. Even after all this success and 35 years in business, Gatorade keeps their focus on pro-players, amateur athle tes, or anyone else. Strategic Focus and Plan Mission: The mission of Gatorade is to be the number one in sport drinks. They are trying to increase their distribution of the Gatorade bottle by reaching more channels of distribution, by doing this Gatorade is trying to make the base larger. Gatorade is very successful in achieving their goals of owning the majority of the market share, as they handle approximately 88% of the market shares. They are also trying to give the maximum profit and trust to their shareholders by increasing company's sales and profit. Goals: The first goal Gatorade is trying to achieve is to be the most dominant thirst quencher distributor in the market and eliminate any competition. To increase their means ... ...lass.panam.edu/mana6390/flashreports/FR5B.htm http://www.birnbaumassociates.com/implementing-strategy.htm">http://www.birnbaumassociates.com/implementing-strategy.htm http://www.quakeroats.com/qfb_News/PressRelease.cfm?ID=159">http://www.quakeroats.com/qfb_News/PressRelease.cfm?ID=159 http://proquest.umi.com/pqdweb?index=8&did=000000010430650&SrchMode=1&sid=6&Fmt=4&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1066862711&clientId=20368 http://www.kellogg.nwu.edu/faculty/sterntha/htm/module3/9.html http://www.canoe.ca/HealthExtremeCuisine/bevcomparison.html www.quakeroats.com The Quaker Oats Company 2003 Annual Report. The Quaker Oats Company 2002 Annual Report. The Quaker Oats Company 2001 Annual Report. The Quaker Oats Company 2000 Annual Report. The Quaker Oats Company 1999 Annual Report. The Quaker Oats Company 1998 Annual Report.

Bilingual Education in Public Schools Essay -- Bilingual Language Educ

Bilingual Education in Public Schools For the past thirty years in the State of California, bilingual education has been undertaken by all the public schools of the state. Under such system, children of non-American ethnic have had a special treatment in their early academic career. Children of minority groups have been thought various subjects in their native tongues. Such subjects are Math, History and some Science classes. The bilingual program presented the student a scholastic curriculum that simultaneously instructed students all the required classes while teaching them the English language. For such method, bilingual teachers were the focal point for the success of individual students of any class level. Prior to Proposition 227, California’s programs for immigrant students included English as a Second Language, in which students were taught the English language for part of the day, and bilingual education, in which students took classes taught in their native tongues until their English improved. The bilingual educational system was legally first introduced by Governor R. Reagan in 1967. Reagan as Governor of California signed a bill eliminating the state’s English-only instructional mandate and allowing bilingual education. Proposition 227, that has reformed the thirty year old bill, has taken affect on June 2, 1998. The proposition introduces a new way of teaching the English language to immigrant children. Such proposition is also called â€Å"English for the Children† or simply the Unz initiative after its author and chief financial backer, Ron K. Unz, a Silicon Valley millionaire and conservative Republican who has no children or background in education and has never set foot in a bilingual education class. â€Å"The Unz initiative calls for one year of courses taught in English, with an emphasis on learning the language; a system that many fear is a return to a past when children were sometimes punished for speaking Spanish, but that others say is a return to sanity† stated Don Terry in his article Bilingual Education Facing Toughest Test. In addition, one of the more controversial points of he plan involves a waiver system whereby parents who prefer â€Å"native-language† inst ruction for their children can request that the children be removed from the English-immersion classes. The request will be granted if they can find parents of twenty of more chil... ...achers thought I spoke Spanish. I found the English language somewhat easy to learn, moreover, I have to thank many of the English-speaking friends that I made back then to teach me the slang and spent time with me outside school. Mathematics and Economics were easy for me, I can say with confidence that I had one of the highest grades in comparison to my English-speaking classmates. The main problems that I had were the communication skills, both writing and speaking English proved to be the greatest challenge for me during that year. My need to communicate with others drove my incentive to master the language, within the first two years; many of my friends were surprised how well my English was. Despite the foreign accent, they had all agreed that my English was very efficient. As an overall, I appreciate the year spent in High School learning the language, I believe that all new immigrant student should attend such classes. They have made a very positive impact in my life. In conclusion, I believe that all races should master the English language as quick as possible, for it is the essence of social integration that can lead to one success or failure of the â€Å"American Dream†.

Montessori Method

What does this term â€Å"Normalization† mean? Normalization is a term that causes a great deal of confusion and some concern among many new Montessori Parents. Normalization is indeed not the best choice of words! It suggests that we are going to help children who are not normal to become â€Å"normal. † This is definitely not what Maria Montessori meant. Normalization is Montessori’s name for the process that takes place in Montessori classrooms around the world, through which young children learn to focus their intelligence, concentrate their energies for long periods, and take tremendous satisfaction from their work. In his book, Maria Montessori: Her Life and Work, E. M. Standing described the following characteristics of normalization in the child between the age of three and six: †¢ A love of order †¢ A love of work †¢ Profound spontaneous concentration †¢ Attachment to reality †¢ Love of silence and of working alone †¢ Sublimation of the possessive instinct †¢ Obedience †¢ Independence and initiative †¢ Spontaneous self-discipline †¢ Joy †¢ The power to act from real choice and not just from idle curiosity Kay Futrell in her classic little book, The Normalized Child, describes Dr. Montessori’s amazement when the 60 frightened and ill-disciplined inner-city children of her first Children’s House began to respond to the new environment. â€Å"What followed seemed incredible even to Dr. Montessori, for the deprived children blossomed under this freedom, and the possibility of doing work suited to their needs. They revealed to her not only their enormous capacity for intellectual accomplishment, but a strange character of sweetness and serenity. They displayed a truly uncorrupted spirit, scorning rewards and punishment, and finding their joy in the prodigious work which involved them. They came from these labours refreshed, as from a creative experience, and as they worked, they grew in inner discipline and peace. The sight of these children, who displayed the truly â€Å"normal† characteristics of childhood, was the force which motivated Maria Montessori for the remainder of her life. This secret of childhood she pursued with great vitality, and from her tireless observations and efforts, evolved her perception of the child’s psychic personality. As she travelled from country to country, lecturing, training teachers, helping to establish school after school, this same phenomenon was observed wherever conditions promoting its growth were perfectly realized. This normalized child is the image which Montessori teachers keep uppermost in their minds. This is what we are striving for, what we hope to achieve. However, this child will only appear if we conscientiously prepare ourselves and our classrooms and if we can build on the proper preparation in the child’s home. Normalization is another word for what we call Montessori’s JOYFUL Scholars! What Outcomes Can We Look for If We Give Our Child a Montessori Education? Here are eight primary aspects we normally find in children who have grown up with a Montessori education: †¢ Academic Preparation: Montessori prepares students both for higher education and for life. On an academic level, Montessori helps students attain skills that allow them to become independently functioning adults and life-long learners. †¢ Intrinsic Motivation: Innate desire drives Montessori children to engage in activities for enjoyment and satisfaction. †¢ Internalized Ground Rules and the Ability to Work with External Authority: Montessori students are normally comfortable with ground rules that set the boundaries for their interactions within the school community. Because these ground rules become internalized, Montessori students normally learn to behave appropriately whether or not teachers are present. †¢ Social Responsibility: Montessori children tend to be quite sensitive to the rights and needs of others. They tend to make a positive contribution to their community. †¢ Autonomy: Montessori students tend to become self-directed, composed and morally independent. †¢ Confidence and Competence: Montessori students tend to become confident, competent, self-reflective, and, thereby, successful. They are generally not afraid of failure and learn from mistakes. †¢ Creativity and Originality of Thought: Montessori students normally become confident in expressing their own ideas and creativity. They recognize the value of their own work, respect the creative process of others and are willing to share their ideas regardless of the risk of rejection. Montessori students tend to take great satisfaction in self-expression. †¢ Spiritual Awareness: Montessori students are often exceptionally compassionate, empathetic, and sensitive to the natural world and the human condition. Montessori Method Discipline Traditionally it is felt that if we want to have disciplined children then we must exert some kind of control over them so that in the end they bow to our superior strength and adopt our way of acting. We do not expect self – discipline to arise spontaneously in children – we tend to think it is something that we need to impose on a child. Of course if we set limits for desired behaviour and we make sure the child stays rigidly within these limits then what we will see superficially is a child that ‘does as he is told. But this is not self – discipline – this is the kind of discipline that disappears as soon as the adult exerting their will disappears. Maria Montessori hoped for so much more than this. . Montessori said that if we want to help children develop into self disciplined adults then we need to provide the kind of environment that will help the child to create a strong will – when self control is born within the child and is not imposed externally it is a lasting discipline that will stay with him through his life. ook at the traditional view of discipline and contrast it with the way in which self – discipline is developed according to the principles of Maria Montessori. It will be of interest to all who would like to understand more about the apparent Montessori contradiction that self – discipline can be nurtured by granting the child freedom. As Maria Montessori says: One of the greatest difficulties in securing discipline lies in the fact that it cannot be obtained simply with words†¦ Discipline is therefore attained indirectly, that is, by developing activity in spontaneous work. Everyone must learn how to control himself and how to engage in calm and silent activity, for no other purpose than that of keeping alive that inner flame on which life depends. † Montessori Method Discipline Traditionally it is felt that if we want to have disciplined children then we must exert some kind of control over them so that in the end they bow to our superior strength and adopt our way of acting. We do not expect self – discipline to arise spontaneously in children – we tend to think it is something that we need to impose on a child. Of course if we set limits for desired behaviour and we make sure the child stays rigidly within these limits then what we will see superficially is a child that ‘does as he is told. But this is not self – discipline – this is the kind of discipline that disappears as soon as the adult exerting their will disappears. Maria Montessori hoped for so much more than this. . Montessori said that if we want to help children develop into self disciplined adults then we need to provide the kind of environment that will help the child to create a strong will – when self control is born within the child and is not imposed externally it is a lasting discipline that will stay with him through his life. ook at the traditional view of discipline and contrast it with the way in which self – discipline is developed according to the principles of Maria Montessori. It will be of interest to all who would like to understand more about the apparent Montessori contradiction that self – discipline can be nurtured by granting the child freedom. As Maria Montessori says: One of the greatest difficulties in securing discipline lies in the fact that it cannot be obtained simply with words†¦ Discipline is therefore attained indirectly, that is, by developing activity in spontaneous work. Everyone must learn how to control himself and how to engage in calm and silent activity, for no other purpose than that of keeping alive that inner flame on which life depends. †

Demography of China Essay

The demographic situation in People’s Republic of China is one of the burning issues nowadays widely discussed in the global community. Today, China’s population is over 1. 3 billion, the largest of any country in the world. So every 5th person in the world is coming from China. The population of China is greater than the entire world 150 years ago. Every year the population of China increases by 14 million people (the number of people in Texas or Chile). Each decade it increases by about 130 million (more than the population of Japan). About 39,000 new people are added every day. Cultural prerequisites for such family expanding tradition: The Chinese traditionally prefer early marriage, early child-bearing, and large families. Each married women usually raises between five and six children. The Chinese say: â€Å"†¦ more children means great happiness†. Population Problems in China. There is a great number of social, economic and environmental problems evoked by the demographic situation. * High unemployment rate. The competition to find a job is very high and as Chinese people saying themselves: â€Å"I’m frightened for my children`s future, China’s biggest problem is the population†. As a result a lot of people migrate to a bigger cities or to neighboring countries to seek for a job. * Water and food shortages. As the world’s population increases, so too does its need for food and water – the two resources which are absolutely necessary to sustain life. The Asian giant has been warned by one of its own groundwater experts to either cut its food production or else face â€Å"dire† water levels, especially in the dry northwest plains. If not, aquifers will sink to â€Å"dire† levels not seen in 30 years. For example, the yellow river is dying up. The river has been overused and abused. Dozens of dams block its flow, drawing off huge quantities of water to grow cotton in the desert. * Housing shortages. China has an acute shortage of housing, attributable not only to the large annual increases in population (over 10 million a year) that must be accommodated but also to the long-standing policy of directing investment funds into heavy industry rather than into housing and other social amenities. As a result of expensive housing, people are forced o live in poor conditions and share a flat with big number of people. * Chronic air and water pollution problems are now evident in rural and urban areas throughout the country. China didn’t join Kiyoto protocol, so having a well- developed industry it keeps on emitting CO2 in great quantities. Air pollution is all over China, even harming the most picturesque locations. Acid rain is also a common place. * All of these are issues that the Chinese government must struggle and find a lot of solutions in order improve the lives of its people.