The Formation of Diels-Alder Reactions Essay Example for Free

The Formation of Diels-Alder Reactions Essay The Diels-Alder reactions consist of a reversible dienophile and diene all in a one-step reaction initiated by head. These reactions form a six membered ring with at least one pi bond and two sigma bonds, making the reaction exothermic. The goal of the first part of these experiments is to make products that have a greater aromatic stabilization. In 1928, Otto Paul Hermann Diels and Kurt Alder first documented this type of reaction, hence the name Diels-Alder reactions. Their reaction is one of the more useful reactions done in chemistry because it does not require very much energy in order to make the cyclohexene ring and the result can create four stereo centers, making it compatible for a variety of functional groups which still has double bonds in the products. Dimethyl Tetraphenylphthalate. Tetraphenylcyclopentadienone (0.100g), dimethyl acetylene-dicarboxylate (0.1mL), and nitrobenzene (1mL) was placed into a reaction tube with a boiling stick. The reaction was heated until the purple solution turns tan and refluxed. Ethanol(3mL) was stirred in after the solution was warm, and placed in ice. The solid was vacuum filtered, washed with ethanol, dried and weighed. Hexaphenylbenzene. Tetraphenylcyclopentadienone (0.100g) and diphenylacetylene (500mg) was placed in a reaction tube and loosely capped. The solid was heated to reflux with a sad bath until the solid turned a brown color. The tube was shaken gently to bring about white solids at the bottom of the reaction tube. Diphenyl ether(2mL) was added and heated until the solid dissolved. The reaction tube was cooled again and had toluene(2mL) added then placed in ice. The product was vacuum filtered, washed with toluene, dried, and weighed. Tetraphenylnaphthalene. Tetraphenylcyclopentadienone(0.500g), glyme(3mL), and a boiling chip was added to a reaction tube. Isoamyl nitrite(0.35mL) was added via syringe to reaction tube and heated to reflux for 2-5 minutes. Anthranilic acid(0.250g) and glyme(2mL) was dissolved in a separate reaction tube, then added to refluxing solution dropwise via pipette. The color changed from brown to yellow after 5 minutes, and then heat was added for another 2 min. The mixture was shaken and cooled to room temperature. Ethanol(10mL) and saturated sodium bicarbonate(5mL) was added to the solution and shaken to allow solid to form. The solid was vacuum filtered, washed two times with cold water, then two times with cold ethanol. The product is then recrystallized with nitrobenzene/ethanol, filtered, dried and weighed. The melting point was recorded. Triptycene. Anthracene(0.400g), isoamyl(0.4mL), glyme(4mL) and a boiling chip was placed into a reaction tube and heated using a sand bath. Anthranilic acid(0.520g) was dissolved into glyme(2mL). Anthranilic acid solution was added deopwise via pipette into refluxing apparatus over a twenty minute period, followed by isoamyl nitrite(0.4mL). the mixture was refluxed for an additional ten minutes, then cooled. Ethanol(5mL), 3 M sodium hydroxide solution(10mL) was added to solution. Mixture was filtered and rinsed with cold ethanol, then cold water, then took the crude weight of the product. The solid was placed into a round bottomed flask where maleic anhydride(0.200g) and triglyme(4mL) was added. The mixture was refluxed for five minutes, and cooled. Ethanol(2mL) and 3 M sodium hydroxide solution(6mL) was added to solution. The mixture was filtered and rinsed with cold ethanol and cold water, recrystallized with methanol, filtered, dried and weighted to get final product.

March of Dimes Essay Example for Free

March of Dimes Essay March of Dimes Franklin D. Roosevelt, who was an unfortunate victim to polio, created the March of dimes in 1921. Polio started in 1916 and mostly infected children, killing thousands and paralyzing many. Though we have beat polio, March of Dimes still continues to help research to make babies healthier across America. The story behind the name â€Å"March of Dimes† is that had the idea that we should try to cover the White House lawn with dimes for polio research. Many people came from far and wide to put dimes on the White House lawn. This is were March of Dimes got it’s unique name. The mission of the March of Dimes is to improve the health of babies by preventing birth defects, premature birth, and infant mortality. They do this through research, community services, education, and advocacy to save babies’ lives. They help through research by funding for research to find cures and new health benefits for babies. They help through community services by raising money for babies in need or the research itself. They also help through education by educating mothers-to-be on how to handle a baby with birth defects or that is premature. They also help through advocacy to save babies’ lives by saving every baby they can and never giving up on any cause. All the people who help the March of Dimes are helping more babies have a fighting chance for life. People can get involved in many different ways to help March of Dimes. People can volunteer to do community service or talk to mothers on advice. People can also donate money strait to the organization. People can also get involved in their community activities like their March for Babies, Mothers March, and other events. There are so many ways to get involved and help the community. It also makes you a hero to so many babies that you helped save their lives.

Classical school of thought

Classical school of thought INTRODUCTION There are three main areas to the classical school of thought; the Classical, Humanistic and Management Science perspectives. All three of these perspectives helped shape how industry developed through the ages, and elements of the classical school of thought are still used today in modern management. The Classical perspective emphasised a scientific and efficient approach to managing work. The Humanistic approach focused on human behaviour and attitudes as well as how to motivate workers to achieve the very best they could at work. Finally the Management Science perspective stressed the importance of applying quantitative techniques such as statistics and mathematics to management problems. One early management innovator who is sometimes known as the pioneer of management1 was Robert Owen (1771 1856) who ran mills, most famously of all in New Lanark where he introduced several new management practices. Owen also contributed towards the humanistic perspective by trying to make life better for his workers through understanding his workers needs for example by providing a nursery so employees with young children could continue working, and by proposing political reforms on issues such as shorter working hours for children, higher wages and increased job security so that workers safety and physiological needs would be better met. Even though these reforms were not passed in full due to his ideas failing to win him immediate followers and possibly being too radical for the time due to the all-or-nothing approach 2 Owens work went on to influence key reformers such as Joseph Rowntree and heavily influenced management in todays world. CONTRIBUTIONS Technological advancements such as the steam engine radically changed the organization of work. A large number of workers gathered together in a new type of workplace called a factory. This new way of organizing work was a serious challenge to any manager of the time. Planning, organizing, leading and controlling such a large and complex organization brought about many problems and challenges. Therefore, decisions based on rules of thumb and tradition became obsolete and new approaches and solutions had to be developed. Conditions in early factories were extremely harsh, with very hazardous working conditions for all employees. Long working hours (normally at least 13 hours per day, six days a week) were the norm, with children as young as five or six working under the same conditions as adults. Factory owners placed more importance on the care of their expensive machines than on the well-being (or otherwise) of their expendable employees.3 Robert Owen radically altered the approach to how a factory is run, placing more emphasis on the actual workers within the environment than just the wellbeing of the equipment. As the classical school of thought regarded people as machines, Owen recognised that machines must be well cared for in order to function optimally and lastingly, and thus improved on the classical perspective by treating the workers in a more humane way that would give them the respect and motivation to perform their best, in a happier work environment. Robert Owen not only made Lanark Mills more profitable than any other mills at the time, but he proved that happy, educated and healthy employees work harder and achieve better results: Proving that his method was effective. Owen was able to produce unheard of profit and good productivity due to his new methods of work, thus gaining New Lanark and himself international recognition. Owens social reform that helped his business progress included: Improving housing conditions Making a public refuse system Paving new streets Robert Owen was a pioneer in trying to limit child labour, by introducing a more humane and progressive employment à ¢Ã¢â€š ¬Ã‚ ¦No children younger than ten years old were employed and these were allowed relatively decent breaks for meals and some modestly worthwhile educational opportunities.4 In adult labour his efforts were continued extensively by enforcing simple rules to eradicate drunkenness, laziness, and crime. In order to reduce these efforts Owen created a Silent Monitor System where a square piece of wood indicated an employees performance via the colour at the front of the square; this could be linked to scientific management where employees are monitored to improve productivity, as well as the humanistic perspective as the system was an attempt to motivate laggards to perform better and good workers to maintain high performance.5 Owen thus created a workplace that was motivated and content. Owen managed to influence other early industrialists by buying out his opponen ts and changing the way their businesses were run, to mimic his new approach. This would in turn, cause others to see how he was increasing efficiency in the workplace with his methods, and cause them to follow suit. Modern managers recognize the importance of employee welfare, as they have seen how much of an impact good care can increase business success, learning from past examples, such as the ones set by Robert Owen. For example: offering flexible work methods where employees may work from home due to a large commutes, or children, so long as their work is sent in on time. Nowadays employees are offered perks in their jobs to increase working satisfaction, and hopefully increase their dedication to the company. E.g. Dental and medical care, holidays, pension funds, company cars/phones. By Owen giving education and general aid to his workers, we in the modern society have made this standard and are always looking for ways to further improve working environments and processes, to make businesses even more efficient and also enjoyable. LIMITATIONS As we have seen Robert Owen was an innovator in the industrial revolution, creating policies to benefit the business environment and creating a work place that was motivational, progressive, and organized. However, Robert Owen was considered somewhat radical in the business workplace during the time of the industrial revolution, and thus his policies had many limitations. Even in todays business environment some of his policies would be considered too heavily biased on equality, instead of focusing on profits, which remains the main aim of businesses in modern management. Robert Owens philosophy within management was based upon socialism, creating an equal workplace for everyone, to increase the overall welfare of society. He tried to stress this with his business associates, however due to his views being considered radical at the time; Owen alienated himself from many of his business partners. In his Truth Principles he states Any community may be arranged, on a due combination of the foregoing prin ­ciples, in such a manner as not only to withdraw vice, poverty, and, in a great de ­gree, misery from the world, but also to place every individual under such circum ­stances in which he shall enjoy more permanent happiness than can be given to any individual under the principles which have heretofore regulated society.6 Robert Owen believed that in todays business worlds, every worker could enjoy permanent happiness, however the principles of management are based on a competitive market place, in which capitalist values are at the core of creatin g a profitable business and permanent happiness for workers is not the main objective of companies. Robert Owens theories would be considered as too radical and somewhat unrealistic to achieve in modern management, due to the fact that everyone must have some form of authority and responsibility, creating a workplace based on incentive and promotional prospects instead of ensuring worker happiness. The diagram demonstrates another limitation that Robert Owens classical theories contain. Robert Owen could not have foreseen how business would have developed at such a rapid rate, and to the extent in which businesses have expanded, creating new branches of business in which modern management has to facilitate. Thus Robert Owen could not have known how difficult it would be to create a business structure that creates an equal and socially responsible work environment that tries to cater for an ever growing population and the effects of globalization. EVALUATION Robert Owen is truly one of the most influential management contributors in the classical perspective. He helped build a basis for modern management by introducing key social reforms, technological improvements, and increased worker productivity. Owen formed a structure for humanistic managers to develop their skills and become socially accepted. By increasing the amount of healthy adult workers, and reducing the amount of child labour, this, over a long period of time on a large scale made the countrys economy stronger by taking pressure off of the basic health systems at the time and increased the number of children in education, in order to develop a higher skilled society. By believing that every worker could contribute in some aspect and that every individual was vital to the success of his business, Owen was an inspiration to Douglas McGregor, who was the main contributor to theory X and theory Y analysis. However, we have seen some of the limitations to his approach to management and although this was heavily influenced by the classical school of thought, to achieve his status as a pioneering manager, he used humanistic approaches too. He has proved that no one can use just one school of thought only, but a mixture of this and humanistic to improve efficiency between workers and the operations of the business. SOURCES AND REFERENCES Robert Owen. Robert Owen. Web. 4 Nov. 2009. . Daft, Richard L. New Era Of Management. South-Western, 2008. Print. Sources/References Sources used for the introduction: http://www.answers.com/topic/management-historical-perspectives Additional background reading for the introduction: Robert Owen, Prophet of the Poor edited by Pollard and Salt. http://en.wikipedia.org/wiki/Timeline_of_management_techniques http://www.laynetworks.com/Theories-of-Motivation.html ((http://www.age-of-the-sage.org/historical/biography/robert_owen.html))contributions) http://www.reliance-securities.com/images/img_structure.jpg

Empowerment of Women in Much Ado About Nothing, As You Like It, and The Taming of the Shrew :: comparison compare contrast essays

Empowerment of Women in Much Ado About Nothing, As You Like It, and The Taming of the Shrew  Ã‚     Ã‚   In Shakespeare’s comedies, many – possibly even most - of the female characters are portrayed as being manipulated, if not controlled outright, by the men in their lives: fathers, uncles, suitors, husbands.   And yet, there are women inhabiting Shakespeare’s comedic world who seem to enjoy a greater degree of autonomy and personal power than one would expect in a patriarchal society.   Superficially, therefore, Shakespeare’s comedies appear to send mixed signals regarding the notion of female empowerment.   Some women are strong and independent, others are completely submissive, and the behavior of either seems to be influenced more by theme or plot than by any qualities within the characters themselves. A closer look, though, should make it evident that this is not the case; as in many of Shakespeare’s plays, appearances can be deceiving.   In some cases, the exterior behavior is a deliberate faà §ade to mask the character’s real feelings; in others, it is an acculturated veneer that is burned away as a result of the play’s events.   Despite their outward appearances, though, most of these comedic women belong to one of two opposing archetypes.   An examination of these archetypes allows the reader to see past such deceptions to the real personality beneath.    The â€Å"Daughter† and â€Å"Niece† Archetypes Within Shakespeare’s comedies, many of the female characters are portrayed as submissive and easily controlled.   Like dutiful daughters, these women submit to patriarchal repression with little complaint. Perhaps the best example of a â€Å"daughter† character in Shakespearean comedy is the role of Hero in Much Ado About Nothing.   Hero is completely under the control of her father Leonato, especially with regard to courtship.   When, in Act Two, Leonato believes that Don Pedro may seek Hero’s hand in marriage, he orders Hero to welcome the prince’s advances despite the difference in their ages: â€Å"Daughter, remember what I told you.   If the Prince do solicit you in that kind, you know your answer† (II.i.61-3).   Thus we see that Leonato controls not only Hero’s actions, but even her words as well. In fact, Hero is so thoroughly repressed by the male-dominated society in which she lives that she submits not only to her father’s will, but to that of nearly every other man in the play.   She is easily wooed and won by Don Pedro posing as Claudio (II.

The Metamorphosis and Ethan Frome :: Free Essay Writer

The Metamorphosis and Ethan Frome The routine of life can bring some people a sense of stability and happiness. For others this routine can be the cause of immense discontent and a feeling of entrapment. The main characters of the books The Metamorphosis by Franz Kafka and Ethan Frome by Edith Wharton both experience this feeling of being trapped by their everyday responsibilities and environment. Family obligation, societal expectation, and their internal and external appearances trap both Gregor Samsa and Ethan Frome. One main cause for Gregor being trapped is his obligation to his family. His financial obligation alone is enough to put a great amount of pressure on him. His job and his secret plan to put his sister through school also place a demand on him. Gregor is solely responsible for repaying his parents’ old debts. The weight this puts on him is demonstrated when he says, Well, I haven’t given up hope completely; once I’ve gotten the money together to pay off my parents’ debt to him-that will probably take another five or six years-I’m going to do it without fail(Kafka 4). Even after discovering he has turned into a bug he still feels his obligation to his family. Society also has expectations of Gregor that he cannot escape even when he is locked up in the room that eventually becomes his grave. On one of his agonizing sleepless nights he is still thinking of his workday and of people he mingles with on a daily basis. He realizes that instead of helping him and his family, they were all inaccessible and he was glad when they faded away(Kafka 43). Gregor receives no help from the society that he is so loyal to. Gregor is obviously trapped by his external appearance. His physical limitations deepen his feeling of futility. His external appearance mimics his internal feelings, as he now feels helpless by not being able to physically carry out his responsibilities. Ethan was also trapped by obligation to his family. It trapped him when he wanted to go off with Mattie and it trapped him for the rest of his life after the accident. Zeena was the main source of the futility of Ethan’s existence. This is shown when Ethan reflects grimly that his seven years with Zeena seemed to Starkfield ‘not so long’(Wharton 64).

Motivation Theories And Techniques A Manager Can Incorporate In An Orga

Motivation Theories And Techniques A Manager Can Incorporate In An Organization Introduction Motivation is difficult to explain and practice. However motivation is still the one thing that makes people productive in their jobs. Whether the motivation is tangible or not it all depends on the individual and how management takes the information and applies it. There are many theories and practices that can be studied and applied to any situation. Motivational theory are studied and practiced by theorist and companies to increase productivity. According to Jerald Greenberg (1999) scientist have defined motivations â€Å"as the process of arousing, directing and maintaining behavior towards a goal†. The act of arousing is related to the desire and vigor to produce. Directing is the election of behavior, and maintenance is the inclination to behave a certain manner until the desired outcome is met (Greenberg 1999). Much of the motivation theories will be related to the definition provided. All major motivation theory along with the method to successfully motivate your employees will be introduced. The theory and method that a manager may choose to use will depend on the environment and on the individual. There are two types of motivation theories content and process. The Content theories are based on the basic need and drives. The other theories focus on the process by which people are motivated (Auth, 1999). Content Theories Content theories of motivation focus on this question: What causes behavior to occur and stop? The answers usually center on (1) the needs, motives or desires that drive pressure and forces employees to action and (2)employees' relationships to the incentive that lead, induce, pull and per... ...es Accel Team. (1999) Team Productivity Improving Resources. Web 15 April 2015 http://westrek.hypermart.net Auth, M. (1999) Lecture on Motivation- 2/24/99 & 3/1/99. Carson: CSUDH Cook, M. (1991). 10-Minute Guide to Motivating People. New York: Alpha Book Greenberg, J. (1999) Managing Behavior in Organizational (2nd Ed.). New Jersey: Prentice Hall Learning, Reinforcement, Reward System and Self-Management Teams. Web 15 April 2015 www.emporio.edu Nelson, B (1997). 1001 Ways to Energize Employees. New York: Workman Publishing Norwood, G (1999). Maslow's Hierarchy of Needs. Web 15 April 2015 www.conect.net/georgens/maslow.htm Pepitone, J. &Bruce, A. (1999) Motivating Employees. New York: McGraw Hill Spitzer, D. (1995). Super Motivation. New York: AMACON. Wheaton & Cameron.(1998) Developing Management Skills 4th Ed. Addison –Wesley Inc

Investigation of the hill reaction

Theory: Photosynthesis is a process carried out in plants, in the photosynthetic organ which is the leaf. CO2 + H2O –> (CH2O)n + O2 A plant takes in CO2 and H2O and absorbs sunlight in order for photosynthesis to take place. These reactants then travel to the chloroplasts in the palisade cells of the leaf, where the actual process takes place. In photosynthesis there are two reactions; the light dependant reaction and the light independent reaction. The light dependant reaction takes place in thylakoids of the grana of the chloroplasts whereas the light independat takes place in the stroma. The thylakoids of the chloroplasts contain pigments which can be divided into accessory and primary pigments. These pigments form light harvesting clusters which can then be divided into different photosystems, those being photosystem I and photosystem ll. In photosystem I, the accessory pigments trap energy from the sunlight and funnel it to the primary pigment or chlorophyll a. This then becomes excited and releases an electron which is accepted by an electron acceptor. The electron then moves through a series of electron carriers arranged in order of their redox potentials. Meanwhile, the photosystem is said to be unstable as a result of chlorophyll a losing an electron. The electron then moves back down the series of electron carriers to return to stability producing energy thus A.T.P. Photosystem II differs in that the process is non cyclic (i.e. the electron emitted from chlorophyll a does not return to chlorophyll a), it produces NADPH and O2 as a by-product in addition to A.T.P. and photosystem I is in fact a component of photosystem II. In this case the electron emitted from chlorophyll a travels through a series of electron carriers and then is accepted by a hydrogen ion (which is then picked up by NADP+) and this upsets the equilibrium for the splitting of water, causing more water to split. However, the electrons harvested from the splitting of water goes to photosystem II(which would have been energized to release an electron simultaneously with photosystem I), which would have been unstable. Also, the electron that left chlorophyll a from photosystem I would have passed through a series of electron carriers, arranged in redox potentials, to stabilize photosystem I producing A.T.P. The NADPH and A.T.P are then transported to the Calvin cycle. Apparatus: * Filter funnel * Muslin * Mortar/pestle * Ice/salt water bath * Lamp * Test tubes * Foil Materials: * Lettuce * DCPIP (blue) * Isolation Medium * Chloroplast suspension Method: 1. The chloroplast suspension was prepared and placed in test tubes covered with aluminium, then placed in salt/ice water. 2. 0.5 ml of the suspension was then placed in another test tube followed by 5 ml of DCPIP. 3. The foil covering that tube was then removed and the exposed solution in the test tube was placed next to the light source of the lamp at a measured distance of 10 cm. 4. The time for taken for the blue DCPIP to turn from blue to colourless was then observed and recorded. 5. 0.5 ml of the isolation medium was placed in a test tube followed by 5 ml of DCPIP solution. 6. This solution was then placed at a distance of 10 cm away from the light source and the time taken for a colour change was observed and recorded. 7. 0.5 ml of the chloroplast suspension was placed in a test tube followed by 5 ml of DCPIP. This was then placed in the dark and the aluminium foil was not removed. 8. The time taken for a colour change from blue to green was then observed and recorded. Diagram: Diagram 1.0 shows setup of apparatus to check time taken for colour changes in tubes. Results: Tube Time taken for colour change from blue to colourless/min 10 cm away from light source 1.53 100 cm away from light source 15.55 Isolation in medium only No change Tube in dark No change Table shows different times for colour changes to be observed. Discussion: Photosystem ll as mentioned in the theory, NADPH and 02. In this process light strikes both photosystem l and ll, the energy is funneled down by the accessory pigments to the primary pigment and this causes the primary pigment from PS l and PS ll to release an electron. The electron from PS l is accepted by an electron acceptor and then passes through a series of electron carriers arranged in their redox potentials. The electron then is accepted by another electron acceptor and then neutralizes the H+ in the splitting of water. H2O – 2H+ + 2e- + O2 This H is then picked up by NADP and forms NAPH. NADP is therefore an electron acceptor. As the H is picked up, this disturbs the equilibrium causing more water to split. However, Robert Hill discovered, that isolated chloroplasts can in fact, liberate oxygen, from the equation above, in the presence of an oxidizing agent or an electron acceptor. In photosynthesis this is NADP but another one, that being DCPIP can be used in isolated conditions. In this process, the DCPIP which is blue becomes reduced DCPIP which is colourless. This is known as the Hill reaction. In the experiment, the mortar/pestle was used to grind the lettuce and the muslin is used to collect the isolation medium. The isolation medium is a solution made up of sucrose and potassium chloride dissolved in a phosphate buffer. The isolation medium provides a buffered environment which does not allow the chlorophyll to leave the lettuce leaves. In this experiment, the light source used was a lamp. In this case, the light intensity was varied by changing the distance from the light to the tube. The relationship between the amount of light and the distance is said to be one that obeys the inverse square law. For example if 10 cm were 100 units then 20 cm would be 10 units. With all other factors being constant and optimum, the light intensity is said to be a limiting factor, i.e. a factor that would the control the rate of photosynthesis. Therefore as the light intensity increases, so should the rate of photosynthesis thus, as the distance of the tube from the light source decreased, the time taken for the colour change to take place should have taken longer, which was the case. It can be observed that as the distance increased to 100 cm away from the lamp, the time taken for the colour change at 10 cm, 1.53 minutes increased to 15.55 minutes. The investigation then goes on to show that in the presence of the isolation medium only, in the tube there was no colour change at all. This is because the isolation medium contained no chlorophyll for photosynthesis to take place. However, when the tube with the chloroplast suspension which includes the isolation medium was placed in a tube, but in the dark, there was no colour change either. This shows that light is needed for photosynthesis to take place. Precautions: * The amount of chloroplast suspension and DCPIP placed in the tube was standardized. * The distance of the light source from the tube was ensured with a centimeter ruler. * The salt/ice water was used to preserve the samples so that no biological activity would have taken place before the experiment had taken place. * The aluminium foil was used so that no light would have entered the sample before the experiment started. Limitations: * The DCPIP was blue in colour and the chloroplast suspension was blue in colour. Therefore, the colour change was not from blue to colourless and this could have affected one's observation of the colour change. Sources of error: * The experiment was done during the day and sunlight entering the room could have affected the results in some way of it had any exposure to the test tubes. Improvements: * It could have been ensured that the room was completely dark or sunlight was not reaching the tubes in any way. * The amount of light could have been reduced by putting layers of tissue paper between the light and the test tube to produce a range of light intensities.