Report about Synthesis of the 1,4-Dihydropyridine

ABSTRACT This is a scientific lab report prepared after an empirical observation. The main experiment is the synthesis of 1,4-Dihydropyridine. A simple dihydropyridine from a simple reactant (formaldehyde, ammonium acetate and 2,4-pentanedione ), is synthesized. The final part of this work deals with the determination of reasonable mechanisms for this synthesis. INTRODUCTION 1,4-Dihydropyridine is an equivalent of nicotinamide adenine dinucleotide (NADH) coenzymes. It exhibits a wide range of biological activities such as calcium channel blocking. Â  This explains their wide use today in pharmacology. Objective The aim of this experiment is to synthesize a sample of dihydropyridine and determine the mechanisms for this synthesis. Requirements Formaldehyde (1, 3.0 mmol), 2,4-pentanedione (2, 9.0 mmol), Ammonium acetate (3, 12 mmol), water, Source of heat. METHODOLOGY Procedure A mixture of formaldehyde (1, 3.0 mmol), 2,4-pentanedione (2, 9.0 mmol), and ammonium acetate (3, 12 mmol) in approximately 12 mL of water was heated at reflux for about 40 Minutes. Â  The mixture was then cooled, filtered and washed with 10 – 15 mL of water. Washing was done for the second time with approximately equal amount of water as in the first case. Results A pure solid product was obtained after washing. For confirmation on the purity of the solid substance, both IR and NMR spectrums, were obtained. A melting point of approximately 2200 C was also obtained. ANALYSIS A recrystallization from absolute ethanol is done if any findings point towards an impure product. In the analysis, the formaldehyde comes from 37% by weight solution. MW = 30 g/mol 2,4-pentanedione MW = 100 g/mol, Ammonium Acetate MW = 77 g/mol CONCLUSION The dihydropyridine is probably not (read not) very soluble in CDCl3 and therefore, use of DMSO/CDCl3 mixture for the NMR is employed.

Age-Related Macular Degeneration Leads to Severe Vision...

Age-related macular degeneration also known as AMD is a disease leading to severe vision and legal blindness in the elderly population. I will address the health condition description and the disability and functional implications who suffer from this disease. For the health condition description of age-related macular degeneration I will discuss the etiology, onset, prevalence rate, body systems, body structures, and associated deficits that come and are associated with this disease. â€Å"AMD is the degradation of the cells at the center of the retina which is the layer of tissue at the back of the eye that registers light. The macula is responsible for ventral vision, which enables us to read, drive, participate in sports, and do anything else that requires focusing directly ahead. Macular degeneration distorts the heart of the vision field† (Macular degeneration, 1998). Sunlight and smoking are both influences of the onset of AMD (Age-related Macular Degeneration (AMD), 2014). It is suggested to avoid intense bright sunlight which may help reduce the retinal degeneration. Hats, sunglasses and any other accessories that can help protect the eyes from the sun are suggested. Cigarette smoking has also been linked to increasing the risk of developing AMD and it is recommended that persons should stop smoking to decrease their chance of developing AMD (Age-related Macular Degeneration (AMD), 2014). AMD does not develop until the sixth or seventh decade of life, although early

About Medical Marijuana Essay Example For Students

About Medical Marijuana Essay Marijuana is medicine. It has been used for thousands of years to treat a wide variety of ailments. Marijuana (Cannabis sativa L.) was legal in the United States for all purposes industrial and recreational, as well as medicinal until 1937. Today, only eight Americans are legally allowed to use marijuana as medicine. NORML is working to restore marijuanas availability as medicine. Medicinal Value Marijuana, in its natural form, is one of the safest therapeutically active substances known. No one has ever died from an overdose. It is also extremely versatile. Four of its general therapeutic applications include: relief from nausea and increase of appetite; reduction of intraocular (within the eye) pressure; reduction of muscle spasms; relief from mild to moderate chronic pain. Marijuana is often useful in the treatment of the following conditions: Cancer: Marijuana alleviates the nausea, vomiting, and loss of appetite caused by chemotherapy treatment. AIDS: Marijuana alleviates the nausea, vomiting, and loss of appetite caused by the disease itself and by treatment with AZT and other drugs. Glaucoma: Marijuana, by reducing intraocular pressure, alleviates the pain and slows or halts the progress of the disease. Glaucoma, which damages vision by gradually increasing eye pressure over time, is the leading cause of blindness in the United States. Multiple Sclerosis: Marijuana reduces the muscle pain and spasticity caused by the disease. It may also relieve tremor and unsteadiness of gait, and it helps some patients with bladder control. Multiple sclerosis is the leading cause of neurological disability among young and middle-aged adults in the United States. Epilepsy: Marijuana prevents epileptic seizures in some patients. Chronic Pain: Marijuana reduces the chronic, often debilitating pain caused by a variety of injuries and disorders. Each of these uses has been recognized as legitimate at least once by various courts, legislatures, government, or scientific agencies throughout the United States. Currently, such well respected organizations as the National Academy of Sciences (1982), the California Medical Association (1993), the Federation of American Scientists (1994), the Australian Commonwealth Department of Human Services and Health (1994), the American Public Health Association (1995), the San Francisco Medical Society (1996), the California Academy of Family Physicians (1996), as well as several state nursing associations have supported the use of marijuana as a medicine. In addition, anecdotal evidence exists that marijuana is effective in the treatment of arthritis, migraine headaches, pruritis, menstrual cramps, alcohol and opiate addiction, and depression and other mood disorders. Marijuana could benefit as many as five million patients in the United States. However, except for the eight individuals given special permission by the federal government, marijuana remains illegal-even as medicine! Individuals currently suffering from any of the aforementioned ailments, for whom the standard legal medical alternatives have not been safe or effective, are left with two choices: Continue to suffer from the effects of the disease; or Obtain marijuana illegally and risk the potential consequences, which may include: an insufficient supply because of the prohibition-inflated price or unavailability; impure, contaminated, or chemically adulterated marijuana; arrests, fines, court costs, property forfeiture, incarceration, probation, and criminal records. Background: The Marijuana Tax Act of 1937 established the federal prohibition of marijuana. Dr. William C. Woodward of the American Medical Association testified against the Act, arguing that it would ultimately prevent any medicinal use of marijuana. The Controlled Substances Act of 1970 established five categories, or schedules, into which all illicit and prescription drugs were placed. Marijuana was placed in Schedule I, which defines the substance as having a high potential for abuse, no currently accepted medical use in treatment in the United States, and a lack of accepted safety for use under medical supervision. This definition is simply not accurate. However, at the time of the Controlled Substances Act, marijuana had been illegal for more than 30 years. Its medicinal uses had been forgotten and its reefer madness stigma was still prevalent. Salem Witch Trials Essay Marijuanas medicinal uses were rediscovered as a result of the tremendous increase in the number of recreational users in the 1970s: Marijuanas popularity compelled many scientists to study its health effects. They subsequently discovered marijuanas remarkable history as a medicine, inspiring many studies of its therapeutic potential; Many recreational users who also happened to be afflicted with conditions for which marijuana has therapeutic potential inadvertently discovered its medicinal benefits. As the news spread, the number of patients illegally using marijuana medicinally began to increase. Because marijuana is a Schedule I substance, however, doctors were not allowed to prescribe it, and research approval and funding were severely restricted. The Struggle In Court: In 1972, NORML initiated efforts to .

Maria Montessori Her Life and Work Essay Example

Maria Montessori Her Life and Work Paper Montessori Education SA Montessori, Pre-Primary Philosophy 2 1Write a page about Maria Montessori’s family, 4 where they lived, her father’s profession, her mother and her siblings 2Where did Maria Montessori go to school, what did she study and why5 3Write about Maria Montessori’s Medical training, why, where6 4Note where she first practised medicine, why, and what did she learn7 5What was the ‘Children’s House’, where was it located, 9 what was Maria Montessori’s role 6When did Maria Montessori first start writing and why11 Why do you think Maria Montessori never married, substantiate with research12 8Who was the father of Maria Montessori’s son and why did they never marry 13 9Mario Montessori, write about his part in his mother’s life14 10What happened to Maria Montessori in Italy before World War II15 11Where did Maria Montessori Spend World War II16 12What effect, if any, did Maria Montessori’s 17 stay in India have on the spread of her method? 13How did the teaching colleges start and where18 14How did Maria Montessori spend her last few years of life, 19 where and when did she die Extracts from Maria Montessori’s Last Will and Testament20 15Try and find out what events and inventions took place in her life-time21 16Who were her contemporaries? 22 Important Dates In Maria Montessori’s Life24 Question One: -Write a page about Maria Montessori’s family, where they lived, the profession of her father, her mother and her siblings? Maria Montessori ?Maria Montessori’s parents were married in the spring on 1866; both mother and father were devoted to the liberation and the unity of Italy this was the common ground on which Maria Montessori’s parents met. They were devout Catholics. ?Alessandro Montessori was a descendant of a noble family from bologna, ? In his youth he was a soldier and then an accountant in the civil service in his later years, he was well known for his courteous politeness. ?â€Å"He was an old fashioned Gentleman, with a conservative temper and was of military habits†. (Rita Kramer, 1976, pg22). In the year 1865 Alessandro Montessori, aged 33 came to the town of Chiaravalle which was a provincial agricultural town and here he met the love of his life Renilde Stoppani then aged 25. Renilde Stoppani Montessori was the niece of the great philosopher-scientist-priest Antonio Stoppani a monument of him was erected at the University of Milan on the event of his death. ?Renilde was a beautiful a well educated woman for her time she loved to read books, this was incredible because in Chiaravalle, persons who could read and write their own names were praised, she was a firm believer in discipline, but loved her dau ghter and supported her in all she did, Renilde was very patriotic and was devoted to the ideals of the liberation and union for Italy, she was a lady of singular piety and charm. We will write a custom essay sample on Maria Montessori Her Life and Work specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Maria Montessori Her Life and Work specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Maria Montessori Her Life and Work specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Renilde Montessori passed away in 1912. ?Alessandro Montessori and Renilde Stoppani were married within a year of his placement as a government civil service accountant in the small town of Ancona. ?After two years in Venice the couple moved back to Chiaravalle and it was a year later 1870 there were two major events the one being Italy became a unified and free nation the second being Alessandro and Renilde were blessed with a beautiful buddle of joy on August 31 and they named her Maria. ?In 1873 the government transferred Alessandro to the city of Florence and then his last move was to Rome in 1875. It was in Rome that Maria grew up. Maria Montessori did not have any siblings. Question Two: -Where did she go to school, what did she study and why? ?Maria was six when her parents enrolled her in first grade just 2 yrs before public education became mandatory. The first few years Maria was uncompetitive, receiving awards for good conduct and her needle work, she wanted to become an a ctress like most young girls of the time. ?At the age of twelve the family moved to Rome here she could receive a better education. ?At fourteen a keen interest in mathematics developed and Maria really enjoyed it, this was an interest that she carried throughout her life. Her parents suggested that she follow a career in teaching as this was one of the only professions available to young woman in the male dominated society in which Maria Montessori lived. She would not even consider it at this point. ?Due to her mathematical mind she decided she would like to follow a career in engineering which was seen as a very unusual career for a young lady. ?Maria Montessori attended a technical school for boys and graduated in 1886 and received very high marks in all her subjects her final score being 137 out of 150. After this she â€Å"attended Regio Instituto Tecnico Leonardo da Vinci from 1886 to 1890 (Kramer 1976)†. It was here that she studied modern languages and natural scienc es her favourite of all her classes was math. Question Three: -Write about her medical training, why, where, etc? ?When she was ready to graduate she was very drawn to the study of biological sciences her family were shocked to say the least but her father was very disapproving of her desire to study medicine he stopped short of forbidding her to continue with this idea. Maria first checked with the University of Rome and spoke to â€Å"Dr Guido Bacelli the head of the board of education†. Dr Bacelli explained to her in no uncertain terms that her desire to study medicine was not going to be happening, with this Maria stood up, shook hands cordially, thanked the Dr politely and then quietly remarked â€Å"I know I will be a Doctor of Medicine† she then bowed and left the room. ?Taking a new look at this problem Maria enrolled at the University to study physics, mathematics and natural sciences. In 1892 she passed her exams with and eight out of ten and received a †Å"Diploma di licenza† this made her eligible to study medicine. ?There was still the small matter of her being a woman that was standing in her way (there is not much recorded information on how she did it) but Maria persisted until she was accepted into the school. In the biography by Kramer it is mentioned that Pope Leo XIII helped her somehow. ?Montessori stood out not just because of her gender, but because she was actually intent on mastering the subject matter. She won a series of scholarships at medical school which, together with the money she earned through private tuition, enabled her to pay for most of her medical education. ?Her time at medical school was not easy. She faced prejudice from her male colleagues and had to work alone on dissections since these were not allowed to be done in mixed classes. ?She was a dedicated student and on July 10th 1896 Maria presented her thesis to a board of ten men, they were truly impressed with her and granted her the degree of doctor of medicine. ?This made her the first woman to graduate from Medical School in Italy. She graduated with a very impressive score of 105 considering anything over 100 was considered brilliant (Rita Kramer 1976) ? Her first post was in the universities psychiatric clinic ? Research work in psychiatric medicine and continued her education in philosophy, physiology and education. ?In 1904 Maria Montessori was appointed professor of anthropology at the University of Rome Question Four: -a) Note where she first practised Medicine, why? b) What did she learn? ?On graduation Maria was immediately employed in the San Giovanni Hospital attached to the University. It was later in that year she was asked to represent Italy at the International Congress for Women’s Rights and in her speech to the Congress she developed a thesis for social reform, arguing that women should be entitled to equal wages with men. A reporter covering the event asked her how her patients responded to a female doctor. She replied â€Å"†¦they know intuitively when someone really cares about t hem†¦ It is only the upper classes that have a prejudice against ? Women leading a useful existence. † 1 ?In November 1896 Montessori added the appointment as surgical assistant at Santo Spirito Hospital in Rome to her portfolio of tasks. Much of her work there was with the poor, and particularly with their children. As a doctor she was noted for the way in which she ‘tended’ her patients, making sure they were warm and properly fed as well as diagnosing and treating their illnesses. ?In 1897 she volunteered to join a research programme at the psychiatric clinic of the University of Rome and it was here that she worked alongside Giusseppe Montesano As part of her work at the clinic she would visit Rome’s asylums for the insane, seeking patients for treatment at the clinic. She relates how, on one such visit the caretaker of a children’s asylum told her with disgust how the children grabbed crumbs off the floor after their meal. ?Montessori realised that in such a bare unfurnished room the children were desperate for ? Sensorial stimulation and activities for their hands, and that this deprivation was contributing to their condition. ?She began to read all she could on the subject of mentally retarded children and in particular she studied the groundbreaking work of two early 19th century Frenchmen, Jean-Marc Itard, who made his name working with the ‘wild boy of Aveyron’ and Edouard Seguin, his student. She was so keen to understand their work properly that she translated it herself from French into Italian. Itard developed a technique of education through the senses which Seguin later tried to adapt to mainstream education. Highly critical of the regimented schooling of the time, Seguin emphasised respect and understanding for each individual child. He created practical apparatus and equipment to help develop the child’s sensory perceptions and motor skills, which Montessori was to later develop in new ways. During the 1897-98 University terms she sought to expand her knowledge of education by attending courses in pedagogy, studying the works of Rousseau, Pestallozzi and Froebel. Some sixty years earlier, Froebel had established a school for very young children which placed an emphasis on play in early learning. In these ‘Kindergartens’ Froebel devised a series of toys or apparatus which he called ‘gifts’. ?Research work in psychiatric medicine and continued her education in philosophy, physiology and education. ?In 1904 Maria was appointed professor of anthropology at the University of Rome. Question Five: -a) What was the ‘Children’s house’ and where was it Located? b) What was Maria Montessori’s role? ?Maria was given a menial task: to try to educate the idiots and the uneducable in Rome ? On 6 January 1907 Maria Montessori opened her first school â€Å"Casa dei Bambini† (Children’s House), in probably one of the poorest areas in Rome the notorious â€Å"Quartered di San Lorenzo. † ? Within six months of opening the Casa dei Bambini, people from all walks of life, from every continent came to see Maria Montessoris miracle children. In observing all these developments in the children, Montessori felt she had identified significant and up till then unknown facts about childrens behaviour. She also knew that, in order to consider these developments as representing universal truths, she must study them under different conditions and be able to reproduce them. ?In this spirit, a second school was opened in San Lorenzo that sam e year. ?A third in Milan and a fourth in Rome in 1908, the school in Rome was for children of well-to-do parents. By the autumn of 1908 there were five Casa dei Bambini operating, four in Rome and one in Milan. Children in a Casa dei Bambini made extraordinary progress and soon five year olds were writing and reading. News of Montessori’s new approach spread rapidly and visitors arrived to see for themselves how she was achieving such results. Within a year the Italian speaking part of Switzerland began switching its kindergartens to the Montessori approach and the spread of the new educational approach began. The school was for children between the ages of three and six, each of these children came from extremely poor families, and most of the parents were illiterate. ?The children themselves were â€Å"rough and shy in manner† they were very tearful and frightened, their faces expressionless and their bewilderment in their eyes was as though they had never seen anyt hing in their lives. ?These children were referred to as â€Å"idiots† and uneducable ? Maria Montessori was quoted in saying: It was January 6th (1907), when the first school was opened for small, normal children of between three and six years of age. I cannot say on my methods, for these did not yet exist. But in the school that was opened my method was shortly to come into being. On that day there was nothing to be seen but about fifty wretchedly poor children, rough and shy in manner, many of them crying, almost all the children of illiterate parents, who had been entrusted to my care They were tearful, frightened children, so shy that it was impossible to get them to speak; their faces were expressionless, with bewildered eyes as though they had never seen anything in their lives. It would be interesting to know the original circumstances that enabled these children to undergo such an extraordinary transformation, or rather, that brought about the appearance of new children, whose souls revealed themselves with such radiance as to spread a light through the whole world. ? By 1909, all of Italian Switzerland began using Montessoris methods in their orphan asylums and childrens homes. Question Six: -When did Maria Montessori f irst start writing and why? ?Maria Montessori’s book â€Å"The Montessori Method† was published in 1909. The book was originally titled â€Å"The Method of Scientific Pedagogy as Applied to Infant Education and the Childrens House† and it was later re-titled to â€Å"The Discovery of the Child†. ?Maria Montessori began writing to document her findings and to share her knowledge with all people. ?Word of Montessoris work spread rapidly. ?Visitors from all over the world arrived at the Montessori schools to verify with their own eyes the reports of these remarkable children. ?Montessori began a life of world travel- -establishing schools and teacher training centres, lecturing and writing. The first comprehensive account of her work, The Montessori Method. Question Seven: -Why do you think Maria Montessori did not marry – substantiate with research. ?It was very difficult for Maria Montessori to become a doctor as this was a male dominated profession , it was unheard of that a woman do medicine, all of the other student doctors were men. They men made fun of her and threatened her. The only way she could do what she wanted to was to block them out completely and I think this was one of the reasons Maria never married. I think it was also due to Dr Montesano’s dishonesty (as discussed in Question 8) that destroyed her faith in men; Dr Maria Montessori was a woman with great integrity and high moral standing. ?I also believe that she was totally emerged in her work and perhaps did not want the distraction, she was totally devoted to her work, and this is clearly evident in her writings. Question Eight: -Who was the father of Maria Montessori’s son and why did they not marry? (You may have to research this one). ?When Maria Montessori was at the Orthophrenic School, she worked with Dr. Giuseppe Montesano. One thing led to another, and they had an affair. Maria Montessori’s mother was devastated and knew that a scandal could destroy her daughters career. It was not the done thing in the day to have a child out of wedlock and therefore everything was kept quiet. ?She gave birth to a son, Mario Montessori. ?Mario was sent to a wet nurse and then lived with family in the country near Rome. ?There are many different takes on this part of Maria Montessori’s life one group said that Dr Maria Montessori and Dr Giuseppe Montesano agreed not to marry, they would also keep their relationship a secret and by doing so they would not reveal that he was Mario Montessori’s Father. They agreed that neither of them would ever marry another person, it was not long after this that Dr Montesano fell in love and married some-one else, Montessori and Montesano still worked together on a daily basis in constant contact and it was this betrayal of trust that prompted her to leave the Orthophrenic School ? Biographer Kramer speculated that Maria Montessori’s pregnancy as well as the break up w ith Dr. Montesano must have occurred in 1901 as this is when Maria Montessori suddenly resigned from the Orthophrenic School, and for about a year M. M was out of the public eye, she also abandoned her successful work with defective hildren at this time. Question Nine: -Mario Montessori – Write about his part in his mother’s life. ?On 20th December 1912 Maria Montessori’s her mother died at the age of seventy-two. ?Maria was deeply affected by this event and in the year following her mother’s death she brought her fourteen year-old son Mario to Rome to live with her. ?His dedication to her was of his own free will and it can not be said that it was because of a mother/son attachment. ?Mario Montessori had many loves in his life but none compared to the love he had for his mother and her work. His love for her was encompassing and it dominated his entire existence. He lived for her, with her but definitely not through her. ?Mario Montessori had no real scholastic or academic background but his total understanding of his mother’s work. His intuitive intelligence and openness of spirit allowed him to keep abreast with her quantum leaps from the first to the nth dimension even sometimes arriving just ahead, thus enabling her to soar even further. There was nothing his mother deducted, developed or stated that ever surprised him. It was said that thanks to Mario Montessori his mother never suffered the isolation that is common to genius, he was not just a sounding board for her ideas; he helped her to clarify them and give them shape, by doing this she was able to continue developing her unique mind to the end. Mario Montessori also presented his mother with fresh, new ideas. ?He began taking more of the workload from his mother as she grew older He would do the organi zing of courses, examining students, lecturing on materials, practical life etc. He coped with any unexpected complications during the training courses. By doing this he enabled Maria Montessori to concentrate fully on her creative work. As the years progressed, their complicity became total. Without him she would have grown frustrated by the lack of understanding of those around her, she would have retreated spiritual isolation, unable to cope and fight alone to preserve the purity of her work. ?It was because of his understanding, his enthusiasm and belief in her vision for the development of mankind; he became a pillar of her work. ?Even after she died, Mario Montessori continued the fight for the child the child, father of man. Here is an extract form the Last Will and Testament of Maria Montessori, and perhaps we can understand from this the importance of her son in her life. Question Ten: -What happened to Maria Montessori in Italy before World War II? ?The Spanish government invited Maria to set up a research institute which she did in 1917. She began conducting a series of teacher-training courses in London in the year 1919. ?In 1922, Benito Mussolini took over the government of Italy. Mussolini being a politician wanted Maria on his side. So, initially he encouraged and fully supported the Montessori movement in Italy. The government of Italy funded the Montessori schools and also helped Maria establish a training centre for teachers. ?Mussolini was nurturing colonial ambitions and in 1934 he was planning an attack on the African state of Abyssinia. ?To carry out his designs he needed the people of Italy, especially the youth, to be war-minded. To achieve this he set up a Fascist youth organisation whose members wore uniform at all times and gave the Fascist salute. ?Mussolini insisted that all children should enrol into this organisation. This meant even children from the Montessori schools should join. Maria disagreed with this and would not compro mise her principles and her beliefs to comply with his wishes. ?With this Mussolini ordered the immediate closure of all Montessori schools, and with this Maria was exiled from Italy. ?She moved to Spain and lived there until 1936. This again was a mistake. A civil war broke out in Spain. General Franco another fascist took over the government of Spain. She was rescued by a British cruiser. Maria opted to stay in the Netherlands for sometime. In 1938, she opened the Montessori Training Centre in Laren in the Netherlands. She continued with her work in the country till 1939. Question Eleven: Where did Maria Montessori spend World War II? ?Maria Montessori Spent World War II in India. ?It was here that she developed her â€Å"Education for Peace†, and developed many of the ideas taught in her training courses today. ?The outbreak of the World War II made Maria extend her stay in India. ?In 1940, when India entered the war, she and her son were interned as enemy aliens, but Maria was allowed to conduct training courses. ?She continued to stay in India till 1946 well after the war. ?She returned to Europe for a brief period. In 1947, she founded the Montessori Centre in London. ?In 1949 Maria Montessori travelled to Pakistan and also toured Europe in the same year. ?In 1951 Maria toured Austria. Question Twelve: -What effect, if any, did Maria Montessori’s stay in India have on the spread of her method? ?In 1939, the Theosophical Society of India extended an invitation to Maria Montessori who was 69 years of age. She accepted the invitation and reached India the same year. The journey from Holland in those days was very tedious. But this did not seem to trouble Maria. She was full of energy and keen to start work in India. She made Adayar, Chennai her home and lived there along with her son, Mario. Here, Dr. Maria came in close contact with Rukmini Devi, a Bharat Natyam dancer and the founder of the world famous centre for music, dance, and other fine arts Kalakshetra and her husband George Sidney Arundale, who was the president of the Theosophical Society of India. ?Between 1939 and 1949, Maria Montessori, with the help of her son Mario, conducted sixteen Indian Montessori Training Courses, thus laying a very sound foundation for the Montessori movement in India. Question Thirteen: How did the teaching Colleges start and where? In 1909 she gave her first Montessori course, expecting to have as students only Italian teachers. ?There were about 100 students that atte nded ?To her amazement people attended from many different countries. Probably that was the origin of what would become a serious handicap in the evolution of Montessori pedagogy. Since the beginning Montessori pedagogy has been appropriated, interpreted, misinterpreted, exploited, propagated, torn to shreds and the shreds magnified into systems, reconstituted, used, abused and disabused, gone into oblivion and undergone multiple renaissances. There are various reasons why this should be so. Perhaps the most important is that although Montessori pedagogy is known as the Montessori Method, it is not a method of education, in other words, it is not a programme for teachers to apply. Maria Montessori was not a teacher. ?In the summer of 1909 Dr Montessori gave her first training course in her approach to around 100 students. ?Her notes from this period developed into The Montessori Method, which was published in the United States in 1912, reaching second place in the US non-fiction bes t sellers. Soon afterwards it was translated in to twenty different languages. It has become a major influence in the field of education. Question Fourteen: How did Maria Montessori spend her last years of life? When and where did she die? ?Maria Montessori was nominated for the Nobel Peace for three consecutive years, 1949, 1950, 1951. But sadly the Nobel Prize eluded her on all three occasions. ?In 1951, Maria Montessori went to Holland from India. She made Noordwijk aan Zee, which is a coastal town, her home. The last few days of Montessoris life were characterized by the same activity and zeal she had shown throughout her career. ?Her long and self-sacrificing labours on behalf of the child came to a sudden end on the 6th of May, 1952. Maria was 82 years when she passed away. ?Her work lives on till today through the thousands of proud Montessorians all over the world who are continuing with her good work. Extracts From Maria Montessoris Last Will and Testament I declare that i t is my wish that Mario Montessori be the general executor of this my Will. ith regard to my property, I declare that this belongs both materially and spiritually, to my son: that is, to him belong by right not only the material goods of every kind or sort that I may eventually possess at any time of my life until the end; but to him belongs by right also, everything that may accrue from my social and intellectual works, either because they were inspired by him or because, from the time that he was able to act in the world, they were undertaken with his actual and constant collaboration, since he totally dedicated his life to helping me and my work. Therefore he is the sole heir to my work, and the only one qualified to be entrusted with the safekeeping and preservation of my work; and thus the legitimate and rightful successor to the work that I have embarked upon and that I hope he may continue and successfully complete, for the benefit of that humanity that together we have loved, finding in our shared ideals and actions the highest solace of our lives. So be it: and may his children bring him consolation; and may the world render him justice, according to his merits, which I know to be great and sublime. Revoking all preceding Wills, I declare this to be my last and only valid Will. I sign with my name. And so may friends and all those who benefit from my work, feel their debt toward my son! Question Fifteen: Try and find out what events and inventions took place in her life-time? The telephone and patent issues ?Bell filed an application to patent his speaking telephone in the United States on February 14, 1876, ? On June 3, 1880, Alexander Graham Bell transmitted the first wireless telephone message on his newly invented photo phone. ?Bell believed the photo phone was his most important invention. The device allowed for the transmission of sound on a beam of light. ?Of the eighteen patents granted in Bells name alone, and the twelve he shared with his collaborators, four were for the photo phone. Colour Photography ?Was explored throughout the 1800s. Initial experiments in colour could not fix the photograph and prevent the colour from fading. ?The first permanent colour photo was taken in 1861 by the physicist James Clerk Maxwell. ?The first colour film, Auto chrome, did not reach the market until 1907 and was based on dyed dots of potato starch. Other systems of colour photography included that invented by Sergei Mikhailovich Prokudin-Gorskii, which involved three separate monochrome exposures of a still scene through red, green, and blue filters. ?The first modern colour film, Kodachrome, was introduced in 1935 based on three colour emulsions. ?Most modern colour films, except Kodachrome, are based on technology developed for Agfa colour (as Agfacolor Neue) in 1936. ?Instan t colour film was introduced by Polaroid in 1963. Question Sixteen: Who were her contemporaries? A few of Maria Montessori’s contemporaries were Helen Keller (1880 – 1968) It was with a great deal of willpower and determination that Helen Keller became a world-famous speaker, author, lecturer and activist. ?She was an extraordinary lady because when she was 19 months old was struck by a fever that left her blind and deaf for the rest of her natural life. ?At the age of 7 she had invented over sixty different signs that she could use to communicate with her family. ?Graduated from Radcliffe, ?Gave many speeches on behalf of the physically handicapped and wrote several books ? Helen Keller made it her life’s mission to fight for the sensorially handicapped in the world Aletta Jacobs (1854 – 1929) Aletta Jacobs was the first woman in Dutch history to be officially admitted to university. ?This took place in 1871. As a schoolgirl she had written a letter to Prime Minister Thorbecke requesting permission to be allowed to attend â€Å"academic classes†. ?Aletta Jacobs’ dream was to become a doctor. ?Thorbecke answered within a week, but did not write to Aletta herself. Instead, he wrote to her father that permission had been granted. ?So, thanks to a seventeen-year-old girl, in 1871 universities in the Netherlands were opened to women. Prior to this time, universities and most schools as well, were only open to young men. It was with the exception that Anna Maria van Schurman, an educated woman (she had a command of no less than ten languages) who lived in the seventeenth century, had ever been allowed to attend any lectures (in Utrecht). However, she had had to sit behind a curtain so as not to cause a distraction for the young men. ?Throughout her life, she fought for the rights of women. ?As a doctor, for example, she opened a practice that assisted women with contraception so that they did not have to be pregnant every year. ?She also fought against the abuses of the retail trade. Aletta Jacobs also fought for the right to vote for women. ?It was only in 1919 that the right to vote for women was established. In 1922, Dutch women voted for the first time. Aletta Jacobs was 68 years old at the time. Anna Eleanor Roosevelt (1884 – 1962) ?Was an American human rights activist, a diplomat and of course she was Franklin D. Roosevelt’s wife who was president from 1933-1945 making her, the longest serving First Lady of The United States Of America. ?Eleanor Roosevelt was active in the formations of numerous institutions most notably the United Nations, United Nations Association and Freedom House. She chaired the committee that drafted and approved the Universal Declaration of Human Rights. ?President Harry S. Truman called her ‘The First Lady of the world† in honour of her extensive travels to promote human rights. ?She travelled for President Roosevelt during World War II visit ing troops at the frontline. ?She was a first-wave feminist and an active supporter of the American Civil Rights movement. Amelia Earhart (1897 – 1937? ) ?A famous American aviator, known for breaking new ground for female pilots. She is remembered for her mysterious disappearance during a flight over the Pacific Ocean? While trying to fly around the world. ?She was the first American woman to fly across the Atlantic Ocean alone. Alexander Graham Bell (3 March 1847 – 2 August 1922) ?He was a scientist, inventor and the founder of the Bell Telephone Company as the â€Å"Father of the telephone. ?In to his work in telecommunications technology, he was responsible for important advances in aviation and hydrofoil technology. Researched by Alana Jane Polyblank Information from Wikipedia and other sites on Maria Montessori

Birth Control

Introduction Birth control or control of population growth has been a raging debate for centuries because it is a sexual issue that religion, traditions, politics, and the entire society has silenced and laden it with lots of taboos.Advertising We will write a custom thesis sample on Birth Control specifically for you for only $16.05 $11/page Learn More During the ancient times, sex and sexuality had been under immense silence as no one was supposed to talk about it in public places. According to Foucault, sex has been a secret affair because there has been so many forces that reduced it to silence, but has recently loosened up and allowed people to question the intricacies of sex (78). Realizing that sex has been secret and silenced for centuries, modern society is struggling to unravel the mystery behind sex through various discourses. In the late 18th century and early 19th century, population growth rate of the world was growing exponentially. For in stance, in the United States, women had an average of seven children, and thus, necessitated control of population. Although governments saw the need to control population growth, various religions and cultures were against it, for they perceived reproduction as a natural process that needs no interference. Religions, cultures, and politics have been grappling with the issue of population growth because while some perceive it a societal issue, others perceive it as a reproductive issue of women. Discourses in culture, religion, politics, education, health, feminism, sexuality, gender, race, and class show that birth control is an issue that touches on women’s health, and therefore, women have the right to control population growth. Culture and Traditions During ancient times, culture and traditions imposed many taboos on sex and sexuality in that societal values determined matters related to reproduction. Since men dominated society, they had powers to determine the number of children that their wives should have in marriage. Men had powers to decided ethics regarding sex as they imposed taboos to restrict how women perceive their sexuality and reproduction. Foucault asserts that sex exists in a binary system of right and wrong, legal and illegal, permitted and forbidden, which shows that it is subject to law and power (83). The law and power associated with sex gave men powers to have control over women and decide their sexuality, gender and reproduction.Advertising Looking for thesis on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Cultures and traditions suppressed women, for they did not give them freedom to champion for their rights as members of the society with reproduction capacity (Berreman 400). Due to male chauvinism that dominated the society, issues involving sex and women were in deep silence and under the domain of men because taboos imposed many restrictions. Evolution of cultur es and traditions from ancient times to modern society has led to empowerment of women and diminishing of taboos, which restricted women from advocating for their rights. The adoption of various cultural and traditional practices, from various parts of the world, led to development of civilized culture and traditions that recognize exceptional needs of women and empower them. Sex and sexuality transformed from silence state into public debates due to the emergence of many discourses. Discourses have significantly enhanced perception of gender, sexuality and humanity, which subsequently led to the emergence of the need to control population. Luker argues that, counter normative approach to sexuality is an effective discourse that has empowered women by restructuring and configuring societal power (29). In spite of cultural taboos that restrict women from having power to control their sexuality and reproduction, modern society has made significant strides towards empowering women in m atters of birth control. Society has different members with different attributes that classify them into races and classes. Race and class influence how people perceive the essence of population control. In the society, race and class determine social status and power of an individual. Ability of women to control their sexuality and reproduction in spite of societal pressure depends on racial and class prejudices of the society. Conventionally, whites are privileged race relative to blacks, hence making them to have a higher social class than blacks. Luker debates that, due to diversity of race and classes, people have used different contraception methods because of their unique beliefs, traditions, and cultures (54). Since whites have a high social classes and race, their family lifestyles of having few children has formed the basis of civilization. Blacks are aping whites’ culture because they have empowered their women to have control over their reproduction and sexuality. Trends of population growth show that, blacks have high growth rate, yet they have lower social class because most are living below the poverty level.Advertising We will write a custom thesis sample on Birth Control specifically for you for only $16.05 $11/page Learn More Critical analysis of race and class shows that, white women have control over their sexuality and reproduction; thus, they have low reproductive rate. On the other hand, black women have limited control over their sexuality and reproduction, which explains why they have high reproductive rate. Therefore, it means that privileged race and high social class are factors that empower women to regulate the sexuality and reproduction. Religion Regions have played a critical role in restricting control of population through their teachings on morality and spiritual matters. Dominant religions of the world like Christianity, Islam and Hindu have been against control of population using contra ceptives and abortion. Religious leaders assert that, the use of contraceptives and abortions as means of controlling population is contrary to divine teachings, and thus an abomination to God. Nevertheless, diverse religions perceive control of population as a moral, as well as, a spiritual issue that an individual or political entity has no power to dictate. Therefore, religions perceive that women have no right over their sexuality and reproduction because they fall under family, which is an integral unit of society. A moral society has responsibility of ensuring that every family adheres to religious principles that reflect divine values and virtues. According to Teltsch, Pope Paul IV issued encyclical banning artificial birth control methods because there are against Christian teachings (17). The encyclical triggered mixed reactions not only among Catholics but also in healthcare systems across the world. Many Catholics perceived banning of artificial methods of family planning as a bold move that deserves praise, while others perceived it as retrogressive move that would deprive women of their sexual rights. Mixed reactions among population showed that, birth control would continue to be a raging debate until women attain right to their sexuality. Religions perceive procreation as a divine gift that God gave to humanity; thus, they have a responsibility of ensuring that families should comply with divine principles to respect marriage as a divine institution. According to Islam, use of contraceptives and legalization of abortion is an abomination and sin that God does not support.Advertising Looking for thesis on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Muslims believe that control of population using contraceptives is unspiritual because it promotes prostitution and promiscuous behavior in the society. Moreover, abortion is not only an immoral act but also a crime because it involves murdering of innocent fetus, which has no power to protect itself unless religion and society protect it. Srikanthan and Reid explain that, Muslims believe that a family is a basic unit of society, which depends on sex for procreation purposes according to the will of God (132). They believe that use of artificial methods in control of the population is contrary to the will of God and detrimental to humanity due to loss of morals. With time, religions have come to realize that population control is a critical issue in the society that is subject to many factors apart from religious teachings. Ancient religions depicted sexuality from divine perspective, but current religions have reduced it to moral levels where people can have their own opinions. Thu s, in modern society, there are no explicit religious principles that outline recommended contraceptive methods except abortion. Various religions agree that abortion is a crime unless done under a medical condition that threatens life of mother and baby. In response to economic, legal and social pressures, diverse religions have recommended different methods of population control. According to Srikanthan and Reid, catholic recommends abstinence and rhythmic method, while Islam supports coitus interruptus and some contraception methods that are safe, legal and temporary (132). Hence, disparity in religious beliefs has led to diversification in contraceptive methods. Trends of contraception methods among religions show that women have ultimate decision on the nature of contraceptives that they use in controlling population. Although religions can recommend kinds of contraceptives that women should take, they cannot force anyone, hence women have the power to decide their reproductive health. Political Economy Population control is a political issue since it relates to economic growth and welfare of population of a country. Demographic experts are warning that exponential growth of population signal impending disaster since economic resources are diminishing gradually. Since population growth is going to strain diminishing resources, many countries are trying to use various means of contraception to slow down population growth and stabilize economic growth sustainably. Increase of population in one country threatens the sustainability of resources in other countries since resources flow according to factors of demands and supplies. To achieve a stable political economy, politicians are formulating policies and regulations, which are essential in regulating population growth. A country with the capacity to regulate its population has assurance of better economic growth and improved welfare of the people because there is sustainable utilization of resources. A cou ntry with uncontrolled population growth has no future prospects because it cannot sustain its own people with time. Michelle asserts that, empowering women to advocate for their rights, and have access to family planning methods are ethical and most effective means of controlling population growth (34). Stable economy requires that every woman should have an average of two to three children to guarantee both sustainability of resources and maintain stable growth rate of population. From a perspective of political economy, control of the population is a matter that is in the sphere of women, and thus they deserve to have right to their sexuality and reproduction. Countries with exponential growth of the population are now advocating for birth control by use of contraceptives and abortion to eliminate unwanted or unplanned pregnancies. Unplanned pregnancies are a serious burden to women because it affects their welfare state by restricting them to childbearing lives. Siow argues that , availability of birth control pills and legalization of abortion has significantly improved welfare of women because they can postpone marriage, pursue their careers and accumulate wealth while indulging themselves in sexual activities (3). The importance of the contraceptive pill became evident in 1970s when number of women who join universities and colleges increased markedly. Hence, use of contraception and legalization abortion is an effective way of not only regulating population growth but also empowering women to focus on their careers as their male counterparts. For centuries, childbearing has been basic responsibility of a woman in the society because men dominated their sexuality. However, advent of contraception methods and legalization of abortion has enabled women to make an informed decision on when to have children without any undue pressure from men. Gender and Sexuality Realizing that men have been dominating society, as well as their sexuality, women began to adv ocate for their empowerment through ideology of feminism. Feminism is an ideology, which asserts that, men and women have equal capacities in the society for it seeks to dispel cultural and traditional beliefs that have led to marginalization of women. The society had perceived women as weak and different from their men counterparts, hence weaker gender. Such perception led to the emergence of gendered roles in the society because women had limited roles of childbearing, but men had unlimited roles, which allowed them to pursue their careers and develop their human capital leaving women behind. According to Seidman, Fischer and Meeks, feminists advocated for equal treatment before the law and socio-economic terms (44). Feminists argued that gendered roles emerged in the society because men correlated their sexuality with gender, yet they are quite different entities. They claim that sex is biological condition while gender is a social construct that men created, so that they can det ermine their place and roles in society. Thus, if men perceive women as equal partners in the society, then they will not impose unnecessary restrictions on their sexuality and reproduction. Gender inequality is restricting women from advocating for their rights and accessing various family planning methods. To emancipate themselves from dominance of men, feminists targeted political arena as means of fostering their feminism agenda. In 19th century, women in the United States did not have the right to vote; therefore, feminists struggled extremely hard to ensure that they obtained the right to vote. After attaining the right to vote, women continued advocating for their rights by competing for political positions. With time, more women joined politics so that they could exercise their power effectively towards empowering themselves in the society that men have dominated. Political positions accorded powers to women, which significantly transformed the perception of women as mere we aker gender, since they demonstrated that they had equal capacity as men. Seidman, Fischer and Meeks state that, women who entered politics made marked contribution to emancipation of women since they advocated for affirmative action (45). Affirmative action enabled formulation of policies and laws that led to empowerment of women in the society, for it recognized their vulnerability to dominance of men. Thus, making women have reproductive rights by allowing them to have access to contraceptive methods and abortion is also going to support affirmative action. Education has also empowered and liberated women in modern society. During ancient times, women have been groping in darkness because they had limited education regarding sexuality, reproduction and careers. Men dominated various fields of knowledge and restricted women to childbearing because culture and tradition dictated so. However, as more women went to school, they started gaining knowledge concerning sexuality, reproduc tion and career development that emancipated them from cultural and traditional shackles that men had imposed on them. Luker contends that schooling of women was a significant step that enabled them to compete effectively in family, community, and political spheres of society (56). Currently, it is quite evident that men and women have equal opportunities in the society because they perform similar duties, have same careers and equal rights. Given that birth control relates to women’s health, it is imperative that women should have reproductive rights of deciding types of birth control that they use. Health Care Improved health care services of reproduction have enabled women to make informed choices concerning methods of contraception. Healthcare system has provided numerous contraceptive methods that suit various needs of women, hence, allowing women to control conception and their sexual activity. Prior to the emergence of numerous contraceptives in the market, women relie d on their husbands to prevent them from conceiving. Then, common methods of preventing contraception were coitus interruptus, abstinence, and rhythmic method, which entirely depended on men; hence, women did not have the capacity to control of their sexuality and reproduction. According to Srikanthan and Reid, emergence of contraceptives such as pills and intra uterine devices gave women power to control conception and their sexuality (134). In modern society, women can decide whether to conceive or not without necessarily consulting their partners. Therefore, since contraceptives are readily available as over the counter drugs, women should have right to control their sexuality and reproduction. Additionally, healthcare system has provided an option of abortion following legalization of abortion. Legalization of abortion has considerably enhanced powers that women have in reproduction because statistics shows that out-of wedlock births have reduced significantly. In the modern soc iety, women cannot accept to give birth to a child out of wedlock because it is extremely expensive, and it is going to ruin their potential of getting another husband. The modern society has few single mothers, as compared to the recent past, because legalization of abortion has provided a means for women to terminate unwanted pregnancies. Siow reasons that, the availability of legal abortion has reduced the bargaining power of women for marriage, since they can control their sexuality and reproduction, unlike earlier when fear of pregnancy compelled them to get married (2). Hence, legalization of abortion has demonstrated that women need power over their sexuality and reproduction for them to control population effectively. Conclusion Control of population growth elicits immense controversy in the society since it clashes with cultural, traditional and religious beliefs of the people. Matters of sexuality and reproduction date back to ancient times when society held firmly to the taboos, which restricted women from exercising full control of their bodies. Religion strictly asserted that family is a basic unit of society with procreation powers bestowed on it; hence, control of population using contraceptives and abortion is detrimental to the society and family, as well. However, various governments across the world realized that control of the population has economic benefits for it promotes economic growth and sustainable utilization of resources. Feminists then emerged and advocated for empowerment of women through affirmative action, which enabled women to obtain more powers to control their sexuality and reproduction. Recently, improved healthcare system enhanced reproductive health by improving accessibility to various methods of contraception and abortion following legalization. In view of all these developments, it is quite evident that modern women have control over their sexuality and reproduction, thus have right to control population growth. Work s Cited Berreman, Gerald. â€Å"Race, Caste, and Other Invidious Distinctions in Social Stratification.† Race Class 13.1 (1972): 385-414. Foucault, Michel. The History of Sexuality, Volume 3. New York: Knopf Doubleday Publishing Group, 1990. Luker, Kristin. When Sex Goes to School: Warring Views on Sex and Sex Education  Since the Sixties. New York: W.W. Norton Company, 2007. Michelle, Goldberg. â€Å"Skirting the Issue; Debates about Population Growth are Missing the point: Women Need More Control over Their Fertility and Lives.† Los Angeles 17 May 2009: 34. Seidman, Steven, Fischer, Nancy, and Meeks, Chet. Introducing the New Sexuality  Studies. New York: Routledge, 2011. Siow, Aloysius. â€Å"Do Innovations in Birth Control Technology Increase the Welfare of Women?† University of Toronto (2002): 1-46. Srikanthan, Amirrtha, and Reid, Robert. â€Å"Women’s Health: Religious and Cultural Influences on Contraception.† Journal of Obstetrician an d Gynaecology 30.2 (2008): 129-137. Teltsch, Kathleen. â€Å"Rise in Birth-Curb Services Is Likely to Continue.† New York  Times 31 July 1968: 17. This thesis on Birth Control was written and submitted by user Mallory Oneil to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Dancing Diety essays

Dancing Diety essays For a long time I have had a vast interest in a small sculpture located in my parents entryway. This sculpture is a figure with four arms, stands on one leg atop what appears to be a baby, and wears a funny looking headdress of some sort. For years Ive wondered why this little man had four arms, stood in such an uncomfortable-looking fashion, and what meaning he has. Finally, my wonder has turned to insight, as a course I took in college, Art History, has suddenly shown me the light. The first real picture that I saw of this funny little guy, Nataraja, was in our textbook where I learned he is a god adopted by the ancient Indian imperial Cholas. We were then assigned a visit to the Minneapolis Institute of Arts where I had my first look at an original sculpture of the dancing god. The piece is named Shiva Nataraja (Lord of the Dance). It is an archetypal sculpture made in the late tenth century by an unknown artist and was found in a temple near Pondicherry, India. The sculpture my parents have is a cast metal one with a very dull gray luster, about six inches high. You can tell with close examination that this was most likely one of many made from the same cast and sold as a souvenir type item. The one at the museum was quite different as it is made from bronze with a much smoother appearance and stands about twenty-eight inches high. Aligning the nose, naval, and weight bearing foot, the central axis of the figure maintains his center of balance and e quilibrium, while his arms extend asymmetrically to each side. The smaller figure at my parents is much more flat, and looks as if he is struggling to stand on his one leg. The one at the museum is much more three-dimensional, and looks much more relaxed. At first glance of this graceful dancing deity, my first reaction was one of awe. The fact that the piece is very old and is still fully intact is amazing in itself. Also, I didnt think...

Oracle database Recovery Research Paper Example | Topics and Well Written Essays - 1750 words

Oracle database Recovery - Research Paper Example The mounting technique helps a database to read files without opening them. The Oracle tries to initialize each and every control files available in the initORACLE_SID.ora  file, if the files are replicated. The any control file is broken the mounting techniques fails. In order to configure a database, first we need to run svrmgrl, and secondly connect it to the database and finally enter (Preston, 1999): startup mount. â€Å"$  svrmgrl SVRMGR >  connect internal; Connected. SVRMGR >  startup mount; Statement processed† If the above procedure accomplished then the output must seems to be like this (Preston, 1999): â€Å"SVRMGR >  startup mount; ORACLE instance started. Total System Global Area 5130648 bytes Fixed Size 44924 bytes Variable Size 4151836 bytes Database Buffers 409600 bytes Redo Buffers 524288 bytes Database mounted† The mounting of the database if turn successful then step 10 must be performed. On the contrary, if the mounting process fails than the output seems like this (Preston, 1999): â€Å"SVRMGR >  startup mount; Total System Global Area 5130648 bytes Fixed Size 44924 bytes Variable Size 4151836 bytes Database Buffer to s 409600 bytes Redo Buffers 524288 bytes ORACLE instance started. ... Moreover, these files can easily be recreated if required. The core element regarding data and information portrays impact on more than one control files that are missing. This is due to the fact that Oracle abandons the mounting files that come across failure. Hence, the files are missing if the mounting procedure fails. Therefore, before taking any action, first we need to determine the seriousness of the problem. This can be done by researching on the situation. Initial research includes the names of the missing control files by doing configORACLE_SID.ora  file subsequently to the word  control files. It looks somewhat like this (Preston, 1999): â€Å"control_files = (/db/Oracle/a/oradata/crash/control01.ctl, /db/Oracle/b/oradata/crash/control02.ctl, /db/Oracle/c/oradata/crash/control03.ctl)† (Rajan, 2006 ) The control file name that is criticized by Oracle should be found. This can be found by searching for this phrase control file that is maintained in the alert logs. Moreover, the alert log can be found in particular location such as ‘background_dump_dest’ and ‘configinstance.ora’ file. In general, it is present in the file named as ORACLE_BASE/ORACLE_SID/admin/bdump’directory. A file named as ‘alert_ORACLE_SID.log’ must be present in directory. The error looks like this (Preston, 1999): alter database mount exclusive ORA-00202: controlfile: '/db/a/oradata/crash/control01.ctl' ORA-27037: unable to obtain file status SVR4 Error: 2: No such file or directory† The name of all the control files along with crashed file names, it is relatively easier to analyze the complexity of the issue. This can be achieved by listing control files with their comparison with the size and time of any change and

Educational Research. Correlational Research From Other Types Of Assignment

Educational Research. Correlational Research From Other Types Of Research - Assignment Example Klimstra et al. also sought to clarify several inconsistencies that had been found by other studies before, but not researched (Klimstra et al. 150). This study sought to examine the manner in which formation of identity in adolescents can be described best using self-report surveys. The study by Klimstra et al. follows almost the exact organization as that in the survey research from the text. First, the study has a purpose statement discussed above, it also has a problem statement, which is whether the formation of identity in adolescents is best characterized by stability or change; as well it has an abstract in the beginning. The collection of data in the two studies was similar in that the participants were asked to fill out questionnaires that would be analyzed later. In addition, the analysis of data involved the use of scales, although the scales were different in both studies. While the sample study in the text used the Likert Scale, the Identity Formation in Adolescence: Ch ange or Stability research study used the Utrecht-Management of Identity Commitments Scale. 2. What differentiates correlational research from other types of research? A common thing among all the correlational research studies is the fact that they are involved in the exploration of relationships between different variables. This differs from the descriptive research, since the descriptive research only describes what happens or what is going on. ... rrelational research also differs from the causal-comparative research, as the correlational researcher is attempting to measure the nature of variable relationships, rather than a cause and effect relationship (Mertler & Charles 256). For instance, a correlational research study could conclude that there was a correlation between violence among family members and ice-skating. While this may seem strange, it is true that there is a correlation, rather than a relation. As more individuals are involved in ice-skating in the United States, there is more violence among family members. The question, however, that this research poses is whether these findings are indicative of the fact that ice-skating causes violence among family members, for instance, whether people who have some bad time on the ice rink take it out on family members. In addition, could it be that violence with a family member caused one to feel the need to go out and skate the whole day? The truth is that none of these variables leads to the other; they are simply correlated. Every time that people go out to skate, there is an increase in violence among family members. On the other hand, it is also possible to predict that every time violence among family members goes down, it will lead that there will be fewer people at the local ice skating rink. What exists is a hidden link that binds these two variables together; which itself is a third variable, which, in this case, is winter. As people spend more time at home in winter, violence among family members goes up while more people also tend to go ice-skating in winter. 3. What are the principal data sources in experimental and quasi-experimental research? Quasi-experimental and experimental research designs are used for systematic observation of the

Space, the amazing universe Essay Example | Topics and Well Written Essays - 250 words

Space, the amazing universe - Essay Example The universe is a phenomenon made up of various forces that combine to ensure the existence of life. There are four major forces that support the existence of life on earth. The earth is believed to be spherical. As a result, the earth’s state of motion is important as it promotes a balance in energy distribution and light (Phelan, 33). Human beings need the sun for survival. The sun is steadily positioned thus the need for the earth to rotate in order for all sections of the globe to receive sunlight. The sun is important in life existence as it is a key element in the manufacture of food for plants thus passing the energy down to human beings and animals. According to scientific principles, the four inertial forces of the earth work together to support life and an increase or deduction of forces might distort the normal life operations. The earth is spherical and exists in a state of motion. Therefore, living things on earth require forces in order to remain intact and move freely on earth (Phelan, 54). Albert Einstein’s principle of equivalence explains the relationship between the four forces and the sustenance of life. The four forces act in equal magnitude I order to maintain balance of the globe. This can be related to Newton’s concept of a moving car and a passenger. In order for a passenger to stay in an accelerating car, forces must be applied on him or her. In the same way, in order for the earth to remain in its shape as well as its rotation on its axis.

Composition of Hydrocarbons

Composition of Hydrocarbons Samerah Mansha Chemistry – Hydrocarbons – Organic compounds are molecules comprising of both carbon and hydrogen atoms. These compounds can be found as gaseous, liquid, or solid. Organic compounds are vital in life processes as they are found in the products we use daily such as soap, cosmetics, perfumes, plastics, rubber, paper, insecticides. The source of energy we use everyday such as petroleum and coal contain organic compounds. Foods such as margarines and flavourings that we taste are the organic compounds interrelating with our taste buds.Scents in perfumes and food that we detect with our nose are organic compounds interrelating with our receptors. The main type of organic compounds are hydrocarbons, which are chemical compounds compromising of carbon and hydrogen atoms. Alkanes and alkenes are two types of hydrocarbons. Alkanes are saturated hydrocarbons due to containing the full amount of hydrogen atoms possible. Alkanes also contain single bonds. The overall formula of an alkane isCnH2n+2, where n shows the quantity of carbon atoms present. The chemical and structural formula of alkanes (see figure 1). Isomers are molecules with an identical chemical formula, but differ in terms of having different structural formula due to varied arrangement of atoms, isomers also have different properties. The isomer of butane C4H10, is 2methyl-propane. (See figure 2) These two compounds are isomers of each other due to having the same chemical formula of C4H10, but vary in terms of having different structural formula. The above propane has an added methyl group, thus called methyl propane. The isomers of hexane C6H14, (see figure 3) The isomers of pentane C5H12, (see figure 4) – A homologous series is simply a group of organic chemical compounds which is ordered in increasing size, such as having similar structures but only differ slightly by a CH2 group within their chain. A series of compounds which are related like alkanes are known as homologous series. This is because alkanes have the same general formulas of CnH2n+2, but differ from the next CH2 unit. All the alkanes in the homologous series have similar chemical properties, but have different physical properties such as boiling point and density increase as the number of carbons atoms increase. Name of Alkane Number Carbon atoms Chemical Formula Simple Structure (Molecular Diagram) Methane 1 C H4 Ethane 2 C2H6 Propane 3 C3H8 Butane 4 C4H10 Pentane 5 C5H12 Hexane 6 C6H14 Heptane 7 C7H16 Octane 8 C8H18 Nonane 9 C9H20 Decane 10 C10H22 Figure: 5 Example of a homologous series of alkanes with structure of CnH2n+2, Ivy Rose, (n.d) 2.4, 2.5 – As alkanes are saturate hydrocarbons, they are deemed unreactive due to containing single bonds such as C-H and C-C bonds which are quiet strong and difficult to break due to the strong intermolecular force. However the only ways alkanes are able to react is via combustion, chlorination and cracking. Combustion is exothermic process and is known burning of carbon compounds, in particular hydrocarbons is a vital source of heat energy. For example by combusting alkanes with oxygen it releases energy which can be instantaneously be used as fuels. In combustion of alkanes such as propane, every single covalent bond within the reactants is broken down and forms a new set of covalent bonds within the products. The balanced formula is: CH3-CH2-CH3 + 5 O2——>3 CO2 + 4 H2O + heat Combustion also producescarbon dioxideand watervapour which is shown above. Another example of combustion of methane: CH4(g) + 2O2(g)→CO2(g) + 2H2O(g) (Methane + Oxygen→Carbon dioxide + Water) If there is not enough oxygen supply within the air, then this would result then would form carbon monoxide gas which is poisons. For example, the below equation shows the partial combustion of methane due to lack of oxygen present: 2CH4(g) + 3O2(g) → 2CO(g)+ 4H2O(g) (Methane + Oxygen → Carbon monoxide + Water) However the burning of alkanes has the potential to cause many enviromental problems, such as the toxic waste gas carbon monoxide and unburnt hydrocarbons which are present in cat emissions. Additional excessive combustion of hydrocarbons increases carbon dioxide emissions which contribute to the greenhouse effect. Another reaction of alkanes is called chlorination which is the when alkanes react with chlorine. For example, when the alkane methane and chlorine react together, the hydrogen atoms of the methane are simply replaced one by one by chlorine atoms. Thus forming a combination of compounds of chloromethane, dichloromethane, trichloromethane and tetrachloromethane. Figure:6 Reaction and products that occur between methane and chlorine, Chem Guide, (2000) Some fuels which are made from oil mixtures contain large hydrocarbon molecules which are not useful, as they do not flow easily and are quiet difficult to ignite. This is when the process of the cracking, a thermal decompositionreaction comes in. The process of cracking allows big hydrocarbon molecules to be broken down into much smaller and more useful hydrocarbon molecules. This is achieved by the large hydrocarbon molecules being vaporised and put in a hot catalyst which breakdowns the chemical bonds within molecules thus forming smaller hydrocarbon molecules. For example in the cracking process of the alkane hexane, a smaller alkane is formed plus an alkene. The alkene is formed because the alkane which is this case is the hexane does not contain enough hydrogen atoms in order to produce another alkane. . C6H14 C4H10 + C2H4 Figure: 7 The cracking reaction of the alkane hexane, BBC Bitesize, (n.d) 3.1 Alkenes are also hydrocarbons compromising of carbon and hydrogen atoms, but also have one or more double bonds present within the carbon chain. Alkenes are also a series of compounds within a homologous series but have a different general formula of CnH2n. Examples of alkenes and their chemical and structural formula (See figure 8) Geometrical isomerisms are formed when atoms or groups of molecules are arranged in a different way due to limited amount of rotation of the bond or bonds within a molecule. For example, there are two geometrical isomers for the alkene 2-butene, as there are two different spatial arrangements of methyl groups and double bond, thus forming geometrical isomers called cis-2-butene and trans-2-butene, these are formed because the CH3 groups are found on opposite of the double bond. (See figure 9) Another example is the 1,2-dichloroethene, forms the trans-1,2 dichoethne and Cis-1,2 dichroloethee gemotical isomers, (See figure 10) One of the isomer, the two chlorine atoms are locked upon opposite sides of double bond, thus called theTransisomer whereas in the other isomer the two chlorine atoms are locked within the same side of the double bond thus known as cisisomer. (See figure 10). 3.2, 3.3 – A single covalent bond is simply when one pair of electrons (2 electrons) are shared amongst two atoms. It typically consists of one sigma bond. On the other hand, bonds with more than one mutual pair of electrons are called multiple bonds, in particular sharing two pairs of electrons is called a double bond where 4 electrons are covalently bonded together, the double bonds typically comprises of one sigma and one pi bond. Alkanes are saturated compounds with single covalent sigma bonds, thus are more stable than alkenes as high amount of energy would be needed to break these. Alkenes are unsaturated with the presence of carbon-carbon pi-bonds and sigma bonds which connects to carbon atoms which makes them highly more reactive than alkanes due to the existence of double bonds and because they are unstable as they want to achieve full saturation. Another reason alkenes are ore reactive is because in double bond there is a lone pair of free electrons which is easily lost thus highly reactive as its easily lost in order to be covalently single bonded Thus when alkenes react in such reactions such as combustion or additions, it mainly involves the rupture of the pi bond, thus forming newsingle bonds. Within the alkenes, the double bond allows more electrons to be put into the joining within the two carbon atoms, thus held less strongly making them more likely to react with less input of energy needed to ov ercome the activation energy of reaction 3.4, 3.5 The main reaction of alkenes is the addition reaction which occurs due to the extra electron found within the C=C double bond which causes alkenes to be attacked by species called electrophiles in which â€Å"like† positve charged electrons. Due to the electrophile having an positive charge it is attracted towards the alkene which causes the electrons within the pi bond to break, then electrons from it are used in order to form a bond to the positive end joining the two carbon atoms to other things. Figure: 11 Example of an addition reaction using X-Y, Chem guide, (2003) Another example of addition reactions is hydrogen and hydrogen chloride. ethene +hydrogen→ethane = C2H4+H2→C2H6 Due to alkenes containing pi-bonds (double or triple) which can be broken easily due to their overlay, it makes them the prime target for addition reaction, which stabilises the molecular orbitals by forming sigma-bonds, which are stronger. Another example ofan addition reactionis the bromine test which is simply used in order to tell the difference between an alkane and an alkene. Alkenes undergo an addition reaction when combined with bromine water which is usually orangey-brown in colour, but when it is shaken with an alkene, the solution becomes colourless as alkene decolourise bromine water as it reacts with the double bond, which indicates the presence of a pi bond. However if bromine water was shaken with an alkane, the bromine water remains brown as there is no double bond present For example, the bromine is decolourised because a colourless dibromethane compound forms. For example: ethene + bromine → dibromoethane C2H4+ Br2→ C2H4Br2 (See figure 12) 3.6 Polymerisation is an important reaction of alkenes. During polymerisation all the atoms within the alkenes are used to form a polymer, a polymer is a large long-chain of molecule of repeated units which formed when smaller molecule called monomers join together. For example, several chloroethene monomers join end-to-end to make poly(chloroethene), which is also known as PVC via the polymerisation process. (See figure 13) Figure: 14 Addition polymerisation reaction, BBC Bitesize, (n.d) Alkenes act as monomer due to the presence of the double bond. Different polymers have different properties, so they have different uses which make them important in everyday life. For example, the polymer polyethene is commonly used to make plastic bags and bottles, whereas polyproper is used to make crated and ropes and polycholorethene is uses in water pipes and commonly in insulation of electricity cables. However regardless of the uses of polymers being useful their disposal creates various problems, due to being non-biodegradable, because being unreactive to majority of chemicals and bacteria. However can only be recycled, but this is a costly process. They can also be burnt which does produce energy but again produces toxic fumes. References: Accelerated Study Notes, (n.d), Alkenes, [on-line], Available at: http://www.acceleratedstudynotes.com/ib/chemistry-ib/ib-chemistry-alkenes/, [Accessed on 16/05/15]. Barry Gray, (2006), Organic Chemistry and the Alkanes, Alkenes and Alkynes, [on-line], Available at: http://www.barrygray.pwp.blueyonder.co.uk/Tutoring/OrgC.html, [Accessed on 18/05/15]. BBC Bitesize, (n.d), Alkanes, [on-line], Available at: http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/crudeoil/crudeoilrev1.shtml, [Accessed on 16/05/15]. BBC Bitesize, (n.d), Polymerisation, [on-line], Available at: http://www.bbc.co.uk/schools/gcsebitesize/science/21c_pre_2011/materials/chemicalscrudeoilrev3.shtml, [Accessed on 11/06/15]. BBC Bitesize, (n.d), Polymers and ethanol from oil – Cracking, [on-line], Available at: http://www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/oils/polymersrev1.shtml, [Accessed on 16/05/15]. BBC Bitesize, (n.d), Polymers and ethanol, [on-line], Available at: http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/substancesfromcrudeoil/polymersandethanolrev1.shtml, [Accessed on 14/06/15]. BBC Bitesize, (n.d), Properties of Alkanes, [on-line], Available at: http://www.bbc.co.uk/bitesize/standard/chemistry/materialsfromoil/hydrocarbons/revision/3/, Accessed on 15/06/15]. Boundless, (n.d), Reactions of alkenes and alkynes, [on-line], Available at: https://www.boundless.com/chemistry/textbooks/boundless-chemistry-textbook/organic-chemistry-23/alkenes-and-alkynes-164/reactions-of-alkenes-and-alkynes-633-3626/, [Accessed on 15/06/15]. Chem Guide, (2000), Multiple substitutions in the methane and chlorine reaction, [on-line], Available at: http://www.chemguide.co.uk/mechanisms/freerad/multisubcl.html, [Accessed on 18/05/15]. Chem Guide, (2003), Introducing Alkenes, [on-line], Available at: http://www.chemguide.co.uk/organicprops/alkenes/background.html, [Accessed on 15/05/15]. Chem guide, (2012), Structural Isomerism, [on-line], Available at: http://www.chemguide.co.uk/basicorg/isomerism/structural.html, [Accessed on 12/05/15]. Chem Guide, (n.d), The halogenation of alkanes, [on-line], Available at: http://www.chemguide.co.uk/organicprops/alkanes/halogenation.html, [Accessed on 16/05/15]. Chem Wiki, (n.d), Cis Trans Isomers of Alkanes, [on-line], Available at: http://chemwiki.ucdavis.edu/Organic_Chemistry/Fundamentals/Structure_of_Organic_Molecules/Cis_and_Trans_Isomers_of_Alkanes, [Accessed on 14/05/15]. Chem Wiki, (n.d), Geometric Isomerism in Organic Molecules, [on-line], Available at:http://chemwiki.ucdavis.edu/Organic_Chemistry/Fundamentals/Isomerism_in_Organic_Compounds/Geometric_Isomerism_in_Organic_Molecules, [Accessed on 14/05/15]. Chemistry Msu,(2013), Reactions of Alkenes, [on-line], Available at: http://www2.chemistry.msu.edu/faculty/reusch/VirtTxtJml/addene1.htm, [Accessed on 15/05/15]. Cliffs Notes, (n.d), Alkenes: Molecular and Structural Formulas, [on-line], Available at: http://www.cliffsnotes.com/sciences/chemistry/organic-chemistry-i/structure-and-properties-of-alkenes/alkenes-molecular-and-structural-formulas, [Accessed on 16/06/15]. Ivy Rose, (n.d), Homologous Series, [on-line], Available at: http://www.ivyroses.com/Chemistry/Organic/Homologous-Series.php, [Accessed on 17/05/15]. Organic Chemistry Blog,(2012), Organic chemistry in everyday life, [on-line], Available at: http://organicchemistryucsi.blogspot.co.uk/, [Accessed on 16/05/15]. Organic Chemistry, (n.d), Polymerisation of Alkenes, [on-line], Available at: http://www.organicchemistry.com/polymerization-of-alkenes/, [Accessed o 15/05/15].

biology presentation for the skeleton :: essays research papers

Intro – slide 1 – acetate 1 The skeleton of a human foetus is formed from tough but flexible cartilage that acts as a blueprint for bone construction. During ossification ( the changing of cartilage to bone) which begins before birth, the cartilage is broken down and the resulting space is filled by bone building mineral salts and protein fibres secreted by bone cells. Humans have a bony endoskeleton made up of 206 bones, although we are born with up to 300, but many of these fuse during childhood. slide 2 The skeleton is divided into two parts ; the axial and the appendiculur. Axial skeleton The axial skeleton consists of the skull, backbone and rib cage which forms the upright axis of the body. It helps to protect the brain, spinal cord and organs in the chest. Appendicular skeleton The appendicular skeleton consists of the upper and lower limbs and the pectoral (shoulder) and pelvis and girdles. The human pelvis is adapted for an upright stance. the lower limbs support the upper body and enable walking and other locomotory movements to take place, where as the upper limbs are used for manipulation. Slide three Just read off screen Slide four – acetate 2 Muscles are used to move your bones. Most muscles are joined at both ends to bones. They are joined to bones by non elastic tendons. Bones are held in place by strong fibres called ligaments. Slide five – acetate 3 Joints are formed when two or more bones come together. Most joints allow bones to move. The amount of movement depends on the type of joint. The elbow joint is a hinge joint. Joints that allow movement are called synovial joints. A synovial joint s adapted to enable a joint to move easily. They contain cartilage, ligaments, bones, synovial fluid and a synovial membrane. Slide six The bones provide the solid base on which the tendons and ligaments are fixed. They are very resistant to being compressed, bent and stretched. The cartilage is the smooth layer which covers the ends of the bones and which stops the bones rubbing together. It has high tensile strength, but it is not rigid. Can compressed and is able to act as a shock absorber. The ligaments are strong fibres that hold bones firmly together. they form a protective cover around the joint. Are very strong and sufficiently elastic to allow movement when the bones in the joint move, so reducing the chance of dislocating a joint.

Grand Metropolitan PLC Essay

Company Background and Issues Grand Metropolitan PLC was a multinational holdings company that faced a hostile takeover threat in the late 1980’s and early 1990’s. The company specialized in wine and spirits. The headquarters for operation was in London, England at the time of this case. The major dilemma at hand is avoiding a takeover. The economy was bad at the time, and the company’s stock price was thought to be undervalued, as their low P/E ratio of 13.3 indicated. Management needs to find out why their stock price is so undervalued. A new strategy of Grand Metropolitan’s was to capitalizing brand value on the balance sheet. Another strategy of management was to divest in low growth areas and invest heavier in projects that meet a certain growth criteria. The CEO stated, â€Å"In addition to brewing, we have continued to exit those businesses whose failure potential earnings do not meet our growth criteria†¦ All those decisions were driven by a thorough analysis of income growth prospects†. Senior management is committed to reducing debt. In 1991 alone the debt to capital ratio fell by 9%. Management has shown to be committed to these goals into the future. One of the issues management will have to face is how to tell which business units are outperforming others. Despite the great performance of Grand Metropolitan as a company during the 1980’s, the stock was undervalued in the early 1990’s. This is the immediate issue management must address to avoid a takeover. Financial Analysis Cost of Capital: Our estimate of the pound-based weighted average cost of capital for Grand Metropolitan was 16.433862%. We used the weights from exhibit 6. The tax rate was given as 35%. We used the weighted average costs of debt and preferred stock from exhibit 7. We then discounted the flow of future dividends to find the cost of common equity. We also used the three strategic business units to find the approximate weighted average cost of capital for each unit. We found that WACC for Restaurant-Retailing came to 12.8876%. The WACC for Food Processing came to 12.12%. And the WACC for Drinks came to 11.5513%. We used exhibit 8 to find the average cost of equity and debt for the comparable companies in each business segment and forecasted it on to Grand Metropolitan. We noticed a high cost of equity for Grand Metropolitan. This comes at a time when the company is trying to reduce its debt. The cost of equity was found to be 16% in the U.S. and about 18% in Great Britain. Cost of Debt: To find our cost of debt we took the market value of debt to capital ratios for each segment, found on exhibit 8, for our weights. Our assumptions to find the cost of debt, since it was not explicitly given, were as follows; we used the bond ratings given under each segment, we then used the yields by rating category chart on exhibit 9 to find the appropriate rates and found an average of the ratings assigned for each segment. Now having found our weights and rates we are able to with the tax rate found within each segment find our cost of debt. Currency rate risk: Due to the diversity of markets that Grand Metropolitan operates within, the company is inherently exposed to currency conversation rate risk. The majority of the subsidiaries of Grand Metropolitan operate within the United Kingdom and the United States markets, which utilize the Great Britain Pound and the U.S. Dollar respectively. With Grand Metropolitan’s headquarters in London, England, they have a large number, 77%, of their Debt currency in U.S. dollars. We think this is due to their ability to access a much lower debt rate within the U.S. market, so they can finance their projects with the cheapest debt available. Market Analysis: Grand Metropolitan’s P/E ratio is noticeably lower when compared to the other companies within its segmented segments. We found that these low P/E ratios combined with increased profits made Grand Metropolitan a potential target for corporate raiders, i.e. takeover risk. RONA: During our analysis of individual segments, exhibit 2, we found that the RONAs for the Retailing and Food were lagging behind that of the Drinks segment. Furthermore, the Drinks segment only has 26% of total net assets, yet it provides 46% of operating profits. Comparing this to the Retailing segment, which utilizes 40% of net assets while only contributing 24% of the total profits, shows a great disparity. The Food segment represents 34% of net assets and 30% of the total profits. EVA: When calculating EVA, our early indications that Retailing was a drain on the company’s profits and growth were further confirmed. Retail had a negative EVA of -137.70. Drinks were clearly the main most efficient segment with an EVA of 135.83, and Food had a -44.04 EVA. We calculated these EVA’s using our segment WACC’s and using Net Assets as a measure of Capital. Tax Rates for each segment were given in exhibit 8, which were applied to operating profit for a NOPAT of each segment. These results show how mismanaged and inefficient the Retailing segment, and to a smaller degree the food segment are. Environmental Analysis: Strengths: The strength of Grand Metropolitan is its drink segment. The operating profit in the United States has been grown from $185 to $517. The UK and Ireland are using only 30% of net assets, but contribute 36% of the operating profit. Weaknesses: Retailing appears to be a weakness for Grand Metropolitan. The return on net assets and operating profit has been consistently lower than the other segments. The company’s capital structure is set up with a heavier than average amount of debt. Grand Metropolitan carries 43% debt to capital, while the average for comparable companies is between 28-34% depending on the segment. Opportunities: Grand Metropolitan has an opportunity to increase profits by investing in current successful brands. The brands that fall under drinks have proven to give the highest return on net assets. Recommendation: From our results we can conclude that the Retailing and Food segments are not adding value to the firm and are bringing down the value being added by the Drinks segment. While Food’s EVA of -44.04 isn’t nearly as bad as Retail’s -137.70, both are bringing down the company’s growth opportunities. These segments are either ripe for a selloff or restructuring. The food segment especially seems like it needs just a management change since it’s close to being positive EVA but return on net assets has dipped in the last few years, leading to the low EVA.

System Development Essay Example

System Development Essay Example System Development Essay System Development Essay System Development Information technology (IT) is defined as any computer-based tool that people use to work with information and support the information and information-processing needs of an organization (Haag, Cummings, 2013). An IT department has become a crucial aspect for businesses in todays societies because it is not only theyre to help a business continue to develop new technology, but it is also there to help employees when needed. The use of softwares and databases has become more frequent in businesses and when software and databases get used more, there is even more of a eed for an IT department. An IT department has the ability to assist employees and even customers with any IT related issues. There Job is to understand the software and databases used by the company, so they can be prepared for any issues that may come up. Technology helps businesses run smoothly and helps them get results quicker. However, having technology can also come with stress because of the negative issues that sometimes can happen. There is no control over if youre program crashes, your databases freezes, or any other issues that may arise. The IT epartment is key when it comes to these issues because they are trained and have more tools than we do to figure out the problem and resolve it. An employee or a supervisor may know a couple ways to try and fix a problem, but what do you do then if it still cannot be fixed? Sending it to the manufacture or calling the them would probably take longer then it should to get the problem resolved, so calling your IT department in this instance is the best solution. When there is a negative issue with any form of technology, a company should want to get it resolved as quickly as possible so business is not slowed down. The IT department is also there to make sure the technology for the business is as much up to date as possible. An IT department can notify employees when upgrades are needed for programs to ensure they are using the best possible upgrades. Updating computer programs is important because the upgrades help the program run much smoother and sometimes a task can be slowed down Just because an upgrade was not done. Also, what happens if there is a problem with the upgrade? Wouldnt it be easier to have an IT department to help fix this? It would because not having an IT department ould then make the employees call the actually software or program company, which can be frustrating and a long process to do. Your own IT department prevents the added on stress on the situation and gets you a result quicker. The IT department can also notify and install new software and databases into the computers when needed. There are always new programs coming out that can help a business grow and it is crucial for businesses to keep up with those advances. The IT department can spend the time learning new programs and getting them ready for employees to have access to. Employees have enough on their plates to worry about as it is, so having an extra hand for the technology is a very positive aspect. If a business was to I department away, even Tor Just a Tew weeks to test now a Duslness a there would definitely be signs of employees overwhelmed because negative situations with technology happens on a daily basis and the IT department is the best option to fix those problems. Businesses base so much of their work on technology and it helps businesses succeed to the best of their ability. Having people at a business to solely focus on the IT side of the business is something every major ompany should have. The cost of having an IT department can add up, but the reward for having one is much greater. Its like the saying you should be safe, rather than sorry and I agree with that saying. If cost is an issue for a company, looking at the companies finances as a whole could help find other ways to cut costs to help keep a IT department available. With as much as IT is growing and how much it is predicted to continue to grow, business need to weigh out the pros and cons of a IT department and see how much an IT department is used and needed.