Palladium Catalysis the Suzuki Reaction free essay sample

This step cannot occur in the absence of base and the exact mechanism have not been stated. 2 Boron â€Å"ate† complexes ,via forming a quaternization of the boron with a negatively charged base, are mostly frequent seen explanation. 3 An isomerization from trans complex to cis complex is required before the reductive elimination can undergo. The reductive elimination is the final step which gives the desired product and also reproduces the palladium catalyst. The regenerated palladium catalyst would participate in the reaction again to synthesize more products. In experiment, a ligandless palladium catalyst, Pd/C was used which is easier to handle and can be remove by simple filtration. The generalized catalytic cycle shown above is specific to palladium catalyst with ligand, such as triphenylphosphine. The procedure in this experiment could be applied to cross-coupling Suzuki reation of a variety of iodophenols and arylboronic acids, giving the corresponding hydroxybiphenyls . In many cases, the coupling products are obtained quantitatively. We will write a custom essay sample on Palladium Catalysis: the Suzuki Reaction or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 3 Experiment Modifications were applied in the experiments. The filter paper was washed by 5mL of methanol and transferred the solution into 25mL Erlenmeyer flask since there was a little amount of crude product collected by suction filtration. 5mL of water was added to the solution instead of 10mL. There was no solid left in the flask before heating the solution on steam bath. The flask containing reaction solution was heated on the hot plate to evaporate the excess of methanol after it was cooling in the ice-bath. Due to limit of time, the flask was placed into the fume hood for one week after a few minutes of heating. The final product was obtained after one-week-long methanol evaporating process. Filtered the reaction mixture by suction, a white/greyish solid was collected in the filter paper. Recrystallized this solid, white solids were obtained with a close melting point to that of final product. The NMR spectrum of this solid also showed the aromatic peaks. This solid was suggested as an intermediate of reaction, mostly likely ArOH-Pd-Ar in reductive elimination. Since a ligandless palladium catalyst was used in this reaction, a transformation from trans complex to required cis complecx was unnecessary. The unreacted intermediate may be left on the filter paper. This complex contained two phenyl groups which gave the aromatic peak in NMR spectrum. Because of the presence of the palladium catalyst, this complex cannot be soluble in the reaction solution and precipitate on the filter paper. Due to similar structure and functional groups presented, its measured melting point was close to that of the final product. When added 2M HCl into the filtrate until the entire solution was acidic, white cotton-like product was generated at the bottom of the beaker. A few minutes later, this product turned to be slight tan color. Since the reaction was performed in a basic aqueous media, the reaction was quenched by acidification with diluted HCl to precipitate the coupling product. Filtration would give the crude yield of product. At the beginning of the filtration, white product was collected on the filter paper; however the solid became less and less when adding more acidified filtrate, and washed the product with 10mL of water, only small amount of product was left on the filter paper. This unexpected situation stated that most of the products synthesized were actually soluble in water which was disagreed that the biphenyl-4-ol is insoluble in water. It was also the first indication of undesired product synthesized. Modifications were applied to recrystallization. 5mL methanol was used to wash off the products left on the filter paper. There was no solid precipitated when added 5mL of water into the flask containing reaction solution. When cooled the reaction solution in ice bath after heating on steam bath, there was no product was crystallized. The cooled solution reheated on the steam bath to evaporate excess of methanol. This evaporating process lasted for one week in the fume hood due to limit of time. Backed to the lab, wet product was obtained in the bottom and wall of the flask. The appearance of the product was slight red and mixed with some small spots of white solids. Due to the wetness of product, the melting point was unable to be measured directly. 2mL of methanol was added to the flask which was prepared for further recrystallization process. Since all the products dissolved in the methanol, the reaction solution was heated on the hot plate to evaporate the methanol. The product was regenerated, however, the red color turned to be darker and the white spot tended to show tan color. The appearance of experimental product was totally different from expected light tan color, which was second indicator of undesired product synthesized instead of biphenyl-4-ol. The measured melting point of this product was higher than literature value, which indicated the presence of impurities. Also, it was the third evidence of undesired product synthesized. The yield of product was only 11. 94% that was significant lower than high efficient yield from literature. This low yield was resulted from many aspects. The reaction condition in literature is halophenol (1mmol), phenylboronic aicd (1mmol), potassium carbonate (3mmol), Pd/C (3mg, 0. 3mol%) in 10mL of water at 50? for 12 hours, giving great than 99% yield. 3 Sakural et al3, they also demonstrates that when 0. 3mol% of Pd/C supended in aqueous potassium carbonate solution, was treated with stoichiometric amounts of 3-iodophenol and phenyboronic acid, the yield of 3-hydroxybiphenyl were 30%, 64%, 88%, 97% and 97% with quenching after 3, 6, 9, 12 and 24 hours. From their works, the reaction time plays an important role in yielding. Since limit of time during our experiment, the acidification was directly followed the second suction filtration. Insufficient reaction time gave the relatively low yield of our product. Since the yield of product was significant low, the amount of methanol added according to the lab manual was always excess, which became a barrier for the products to be precipitated from reaction solution. Thus, the evaporation process of methanol lasted for one-week-long. To improve this experiment, a longer reaction should be considered. As mentioned before, the experimental produce may not be the desired biphenyl-4-ol. It can be proved by the appearance of the product and deviation of measure melting point. Since there were no reagents or intermediate showing red color, the identification of the final product required further detection, such as chromatography, mass relationship and NMR spectrometry. Possible deviation may arise from improper operation and side product in the reaction. The possible side products would not be discussed here since it was beyond current level of knowledge. The Suzuki reaction is important in organic chemistry since it can achieve a numerous of organic transformation. It has some general advantages: can be conducted under mild reaction condition; can use common organoboronic acids; inorganic by-products are easily removed from reaction mixture,;it is stereoslective reaction; it is less toxic than other competitive method (since boronic acid are environmentally safer and less toxic than organostannanes, in our case, the palladium-charcoal is a ligandless catalyst which is convenient and environmentally friendly); the reaction can take place in the presence of other functional groups (which means protecting group is not always necessary). Even the Sukuzi cross coupling is versatile, there are still some shortcomings: aryl chlorides react slowly; sp3-hybridized alkyl halides sometimes show no reactivity; in the absence of the base, multiple side reactions are possible. 3 Other kind of palladium-catalyzed cross coupling reactions, such as the Stille cross-coupling, Kumada coupling, Sonogashira coupling and the Heck reaction are also important in organic transformation. Here are some vital synthetic applications: synthesis of Myxalamide A which is observed to have antibiotic and antifungal activity; synthesis of Oximidine II which is highly biologically active and affect the cell cycle at G1 Phase; and synthesis of KDR Kinase Inhibitor which inhibits the activity of specific tyrosine kinase enzyme in the body. 2 Conclusion During this experiment, a palladium-charcoal catalyzed Suzuki cross coupling was performed using phenylboronic acid, p-iodophenol and potassium carbonate in water.

THE BERMUDA TRIANGLE essays

THE BERMUDA TRIANGLE essays The Bermuda Triangle, located between Florida, Puerto Rico, and Bermuda, has had many mysterious events occur over the past five hundred years. There are many facts people can learn from this place. Christopher Columbus was the first known discoverer of the Bermuda Triangle. Many United States planes and ships, as well as the many airlines planes and cruise boats that have been lost, never to be seen again. In the area between Florida, Puerto Rico, and Bermuda, there have been many strange disappearances. Many ships and planes have been disappearing in this area of the Atlantic Ocean. The Bermuda Triangle started being noticed in 1904, when many people became missing. Since 1945, more than one hundred planes and ships have vanished, and more than one thousand lives have been lost in the last twenty-six years (Berlitz 11). The amazing part of this is that many searches have been conducted to find survivors or any wreckage from these boats and planes and nothing has ever been found. Some of the many planes have disappeared during normal flying and while still in contact with their base. The base says the radio just faded out. Many of the disappearances have occurred during or near Christmas. Experts have not yet discovered why the Bermuda Triangle is especially anonymous during this time (Kische 7). After plotting these disappearances on a map, you will find that it has been forming a t riangle or a kite shape. This is why they call it, The Bermuda Triangle. They have made the name, "The Port of Missing Ships," to the place that ships go after they have disappeared. Until this day, many strange disappearances have occurred in this area. Christopher Columbus was the first known observer of this area. It is believed that he discovered this area while on route to what is now known as America. In 1492, Columbus recorded that he and his crew observed a large ball of fire falling from the sky into the sea. He also recorded that his co...

A Guide to Conjugating Battre (to Beat)

A Guide to Conjugating Battre (to Beat) The French word battre means to beat. (The reflexive se battre means to fight, as does the verb combattre.) It is an irregular -re verb, meaning youll have to memorize the conjugations, rather than rely knowing on the regular -re conjugation pattern. How to Conjugate the French Verb Battre You can start as you would when conjugating a regular -re verb and determine the stem by dropping the -re (batt-). Heres where things deviate from a regular verb: In the present tense, the singular forms also drop the second t. These charts show you how to conjugate this irregular verb. (Other verbs that include battre, like  abattre, combattre  and dà ©battre, also follow this irregular pattern.) Present Future Imperfect Present Participle je bats battrai battais battant tu bats battras battais il bat battra battait nous battons battrons battions vous battez battrez battiez ils battent battront battaient Subjunctive Conditional Pass simple Imperfect subjunctive je batte battrais battis battisse tu battes battrais battis battisses il batte battrait battit battt nous battions battrions battmes battissons vous battiez battriez batttes battissiez ils battent battraient battirent battissent   Ã‚  Imperative(tu)bats(nous)battons(vous)battez How to Use  Battre  in the Past Tense Though this is a lesson about simple conjugation, its important to touch on the compound tense passà © composà ©, as it is the most common way to put something in the past tense in French. For battre, the auxiliary verb is avoir and the past participle is battu. For example: Il a battu les oeufs avec une fourchette.He beat the eggs with a fork.

Deadly Force - Research Paper Example | Topics and Well Written Essays - 1250 words

Deadly Force - - Research Paper Example The articles are being compared and contrasted so that a positive outcome could be drawn as a result of the study. Overview of the Articles In his article â€Å"Emergency Vehicle Safety† published in February 2012, Thomas J. Connelly advocates the importance of the emergency vehicles safety for the police officers and the general public when they are performing various functions, such as chasing traffic violators, in metropolitan cities or patrolling in their assigned areas. The importance of vehicles or cars for a police officer is apparent. He further stated that during his years in law enforcement, 20-30% of police officers died as a result of motor vehicle collisions and many of the officers sustained intense injuries due to the motor vehicle collisions. Eventually, he postulated that when an officer drives his/her car at high speed, the risk of collision increases, and this threatens not only his/her life but also the lives of innocent pedestrians. Considering the fact, t he author of the article stated that many types of equipment installed in the officer’s car often distract the driver in one or the other way, and this ultimately leads to fatal collisions. Concurrently, he advocated that police officers should be provided with necessary training at regular intervals. He put stress on reviewing current policies and procedures as an integral part of the training and emphasized the integration of innovative technologies required to halt the prevailing trend (Connelly, 2012). McDermott and Hulse in their article â€Å"Focus on Training† published in June 2012 in FBI Law Enforcement Bulletin stress on improving the performance of the police personnel through positive feedback techniques. They outlined the importance of supervisors in providing necessary and corrective feedback to the police personnel so that these personnel, after receiving feedback, can initiate the process of bringing in requisite changes in their performances. They repo rted that police personnel are recruited and trained, and further their performances are supervised in terms of tactical skills, human interactions and communication skills. Accordingly, the role of supervisors and their skills became vital for providing corrective feedback to the concerned personnel so that the personnel can identify their weaknesses and work on improving their performances. The authors advocated that a Field Training Officer (FTO) is responsible for providing corrective feedback to the respective recruits; they also argued that the response from the various recruits may not be same, and in such circumstances the role of FTO becomes even more crucial (McDermott & Hulse, 2012). In his article â€Å"Crowd Management† published in August 2012 in FBI Law Enforcement Bulletin, the author Mike Masterson focuses on effective crowd management task of the police officers. He stated that crowd management is one of the most important tasks performed by the police perso nnel and further stressed the factor that every police personnel must know their roles while managing the crowd effectively. Concurrently, he added that every police officer dealing with the crowd should display respect and courtesy towards the public irrespective of their race, religion and gender. Eventually, the police personnel should promote peace in a congregation of the people, and in order to accomplish such goals, they must rely on soft approach and should engage in effective dialogue with the organizers of an event owing to which the

Turner v. Safley Essay Example | Topics and Well Written Essays - 500 words

Turner v. Safley - Essay Example The second rule entailed that prisoners could only get married with the permission of the prison superintendent. This permission was only granted due to â€Å"compelling reasons†, which generally were a pregnancy or the birth of a child outside of marriage. Both the Federal District Court and Court of Appeals found these rules unconstitutional and ruled in favor of the petitioners, i.e. the inmates. The Missouri Division of Corrections appealed in the U.S. Supreme Court. In the Supreme Court, it was held that the first rule was reasonable and necessary for security reasons; if correspondence were to be allowed freely between prisoners, it could lead to inmates plotting escape plans, arranging violent activities and to promote prison gang activities. Moreover, this rule did not bar the prisoners from corresponding to prisoners and hence did not deprive them of all ways of expression. This rule was necessary for the safety of the prison staff as well as of the prisoners themselves. Therefore, the earlier decision in this matter was overturned. On the second rule, however, the Court agreed with the decision of the lower courts. It was decided that such a rule barred the right of the prisoners to marry on an unreasonable level, as, whether a prisoner married another prisoner or a civilian, it could not possibly have a negative effect that large on the prison staff or inmates so as to render it necessary for them to obtain the permission of the prison superintendent. Hence this rule was declared unconstitutional and ordered removed. The ruling of the Court was very balanced in its approach. The Court did not allow the infringement of the rights of the inmates that the Constitution provided them; moreover, it also kept in mind that the security of the prison staff and inmates was of prime importance and could not be compromised. Though it is important for none of the

A Runaway Slave on the Underground Railroad Essay Example for Free

A Runaway Slave on the Underground Railroad Essay The heat here is terrible. Sticky, thick heat that sticks to your skin and clothes and makes it hard to breathe. The mosquitoes only make it worse. They don’t even wait for nightfall to come out anymore, but buzz around all day and torment us out in the cotton fields. I’ve got welts from their bites all up and down my arms and legs, and I’m afraid it won’t be long before there’s a yellow fever epidemic. As you know, it’ll be the babies that go first if that happens, poor little things. Clara just had her fourth last month, and Ether had her third just this week. There’s no rest for them, though. No, they had to be up and in those fields again the very next day after giving birth, carrying their little babies with them. You know we have to work from dawn to dusk, with only a short break to eat in the middle of the day. The overseers are always watching us, always so quick to strike out at us with the whip if they think we’re slacking off or not working hard enough or fast enough. We get so hot and tired and thirsty in those cotton fields, but there’s little in the way of relief except for a barrel of water with a ladle we all get to share from. I wish I was one of the house slaves, then I could be out of this heat and sun beating down on my back. The house slaves are treated a lot better than we are. They get to raise the white children and cook the meals and do the laundry, and become almost a part of the family. Oh, those white children love their black nannies! But I guess I’m not smart enough or pretty enough to be kept in the house. I’ve got another baby on the way, my second. I hope this one lives. I’ve determined to get out of here. I can’t go on like this. I hear there are people who will help. You’re lucky, Aunt, that you had a kind master who gave you your freedom, and that you found a good man to marry and take you up North where you can be free. If I find a way out of here, can I stay with you until I find work and a place to live? I’ve got to go now and take this letter to the house slave from the farm next door who will mail this for me. I can’t let anyone see me go, and I can’t let anyone know I can read and write a letter. That’s illegal here, did you know. Slaves aren’t supposed to be educated. So, I’ve got to sneak over there in cover of darkness. I hope to write to you again soon. Your loving niece, Libby July 17, 1853 Charleston, South Carolina Dear Aunt Betsey, The house slave from next door I told you about, remember him? His name is Milton. He’s the father of my baby, but as you know, slaves aren’t allowed to marry here. Anyway, he tells me he knows some people who will help me escape. They’re good people, he says, white people who hate slavery. They will get me off the plantation and to a safe house somewhere. Then the people at that house will get me to another house, and so on, all the way up to the North. I’m going to tell them that I want to go to my aunt Betsey Martin’s house in New Bedford, Massachusetts. I hope that’s all right. I hear New Bedford has a large population of us colored folks, and that we live right along with the white people there, side by side (McKivigan, 1999). I also hear there are good job opportunities, and that my baby can go to school with the white children. I don’t know when all of this is going to take place, so I can’t give you a time yet that I might be there, if this all works out and I don’t get shot trying to escape, or dragged back here to be whipped nearly to death, or worse. I admit, I’m scared of what might happen, but I have to try, for me and for my baby. Milton says he will follow me, as soon as he can. Your loving niece, Libby September 23, 1853 Ashville, North Carolina Dear Aunt Betsey, Well, I did it! I escaped the plantation. Three nights ago, I snuck over to Milton’s farm like I always do. I had packed a little bundle of most of my belongings that I slung over my shoulder. It wasn’t much. Just one other dress (my good one), some handkerchiefs, a hair brush, and some hard tack to eat, that was all. I knew if all went well, I wouldn’t be coming back. I won’t miss that plantation at all. I have no ties there, as you know. No family, since I was sold from the plantation where my mama and papa and brothers and sisters were 5 years ago. They sold my brothers and sisters at the same time as me, and I have no idea where they went. I guess I should count us lucky we got to stay together until I was 13. Not many slaves are that lucky. I’ve just been living in a cramped cabin with 5 other slave women with no family on the plantation, and they don’t care much what I do. They know I have a beau next door, and they keep quiet about my comings and goings, as most of them have beaus of their own they have to sneak out to see. At Milton’s farm, there were two white men and a white woman waiting inside Milton’s cabin. Milton lives on the edge of the property, near the fence, so no one from the house was likely to see the horses standing outside the cabin, and all the lanterns were blown out to make it extra dark besides. These white people were there to take me to a safe house in North Carolina. They had a horse for me, and some food in a little basket. I said my good-byes to Milton as quickly as I could, and he promised to come to me as soon as I was settled. Then, I got on my horse (I was scared, as I’d never ridden a horse before) and followed the white people on their horses into the woods. In two days, we came to the home of a nice store keeper and his wife, and they hustled me inside, where I’ve been staying in a nice, clean, cool bedroom with a real quilt on the bed and a wash basin to wash my face in the morning and water to drink whenever I want it. The woman of the house even gave me a new dress to wear. I’ve never felt so good, so clean. I’m to stay here until a new group of people comes to take me to the next stop. The woman of the house here said I’m now on the Underground Railroad. That’s what they call these safe houses along the way to the North (â€Å"What Was the Underground Railroad? †, n. d. ). The Underground Railroad. I like the sound of that. It’s the Underground Railroad to freedom. Your loving niece, Libby October 6, 1853 Alexandria, Virginia Dear Aunt Betsey, I think I am getting closer to you. One of the children in my new safe house showed me a map of the United States and showed me where I am now and where you are. On a map, it does not look so far away, but I fear the journey is still many miles yet. There was such a commotion in North Carolina, you would not believe! About a week after I escaped the plantation, a group of armed men came riding through town, putting up signs with a drawing of me on them, announcing a runaway slave and a reward for my return. The woman of the safe house dressed me up as a man, and hid me in her attic until the men had ridden through town, just in case they should come inside looking for me. They did not come in, thanks be to the Lord, but they did ask a the door if anyone had seen me. I was so afraid I would be given up for the reward, but these were good people who were protecting me. I never went outside the house, even to go to the outhouse, so there was never any chance of being seen and recognized by one of the townsfolk (I had a chamber pot for my use, and it was the job of one of the children to empty all the chamber pots every morning). I don’t remember how many days I was in the North Carolina safe house. One night, though, two free black women came to get me, and we walked together into the woods. We walked and walked, sleeping during the day and walking at night when it was easier to be invisible. They told me I was lucky, that most slaves who escaped the plantations didn’t have anyone to help them until they got further north. They said the Underground Railroad didn’t have too many operations in the South, at least not yet, and that most slaves were on their own in getting to that first stop on the Railroad (Blackett, 2002). I was lucky to have Milton, who knew the right people. These free women lived in New York state, but they were former slaves themselves, and they made it their business to help other slaves to escape to freedom like they did. They said they made many runs along the railroad to collect people, like they were doing for me. We must have walked for a week, but I lost track of the exact amount of time. Fortunately, I’m not showing in my pregnancy yet, so I don’t have a huge belly to carry around with me, and I can still run pretty fast when I have to. We’ve been lucky in that we haven’t encountered those men who were looking for me, and the only thing we ever had to run from is the occasional skunk or wild boar. I think god is looking out for me on this journey. We got to the next safe house in Alexandria in the middle of the night, just like before. This time, it was a family of Quakers who took me in. Quakers are some of the most active Christian abolitionists involved in the Railroad (Wallis, 1983). I found that I was not the only slave waiting to be taken North. There were six others waiting, three men, a younger boy who was almost a man, and two women. We stayed all together in the barn, but it was a nice barn, clean and full of sweet-smelling straw for us to lay on, and we were fed three large meals a day. We didn’t have to do any work. The family wanted us to learn a different way of life, one where we didn’t have to do all the work all the time. They wanted us to experience getting waited on. I must admit, it was strange, but it felt strange in North Carolina, too. I liked it, but I think it’s going to take some getting used to before not doing everything myself begins to feel anything less than strange. Your loving niece, Libby

One Evil Summer :: essays research papers

One Evil Summer   Ã‚  Ã‚  Ã‚  Ã‚  It’s finally summer and a time to do what you want and have as much fun as you can. Well that’s not the case with Amanda Conklin’s who lives in a cruel and crazy town on a very scary street, Fear Street. Amanda was going threw a lot of bad tuff times, like when the town accused her of lighting an old mans house on fire, or the time when she was accused of stealing from her school gym. Amanda was also doing fairly bad in school and especially at the end of her school year. Amanda was so frustrated that she told everyone she would soon run away and a few nights that exactly what she did and on that night she was hit by car and the next morning she was sent to a mental hospital nearby her home. She then came out of the mental hospital a month later and went back to school. The bad thing was tat she didn’t know any of the stuff they were studying and there was only one week left of school. She was doing terrible in school and on last day of school she got her report card and it was terrible. When she came home he showed it to her mother and it was recommended that she should go to summer school. So the summer that Amanda thought would be the greatest summer yet was turned into the worst. Amanda’s family decided to move the family to a nearby beach in Seahaven. In Saehaven Amanda was sent to summer school and hated it. Amanda’s parents aid that they wer going on a 3week trip and already have everything planned. Amanda’s brother and sister were going to be baby sat by who was said to be the town’s best baby sitter, her name was Chrissy Meleings. Chrissy was known as the best baby sitter Amandas sister and brother loved her and so did the rest of the town but Amanda had a feeling there was something wrong with her. So Amanda started asking around to see if Chrissie was bad or not. It took long but she found out about her reacent babysitttings from her friend heather and found out that Amanda would kill any animals of yours steal toys and it is rumored that she killed some of the kids she babysat. Amanda was going crazy and it was the second week since Christie has been babysitting her sister and brother and Amanda noticed her cat was missing she then searched all around for it.

International Business Entry Case Study Essay

High turnover. Small companies tend to have a small structure, then job opportunities are few, which force employees to change job. Poor customer service. Distributors mostly only care about selling off a product, then they direct customers with Microsoft. The main problem is that Microsoft Customer service is focused on developed countries, where the needs and tools are greatly different. In some cases the technical service is non-existent, heavily hurting the image of the company, not the distributor. Poor input for further developing products. If all the deployment and input is being done and received by a distributor, then it is most likely that the information will never reach Microsoft’s engineering department. Without that knowledge products will stall for that particular market in a short period of time, inflicting loses in the long run for the company. 2. Are there countries where Microsoft’s strategy might not work? Why? Small countries with an unique language possibly are the toughest. Microsoft strategy mean that while local partners are relied to market the products, Microsoft is still in charge of the code and language. In that regard Microsoft is very vulnerable to small IT companies that develop solutions for their language. With small partners, it is easy for local developers to attract those distribution channels for their own product, therefore using Microsoft’s resources and know-how to make profit out of other products, making Microsoft lose money. 3. What other kinds of businesses might find Microsoft’s strategy to be effective? Please explain. Car manufacturers. They basically operate the same scheme with distributors. When a car’s manufacturer enter a new country most times they give the concession to sell the cars to a local person or company. Almost entirely those distributors operate in a very small area. The manufacturer covers Marketing and promotion, while the distributor has to develop their sales only in their area. 4. How might Microsoft need to change its strategy once it has established a strong position in a foreign market? They need to deploy a strong services net. They need to be in constant contact with customers in order to assure that they meet their current and future needs. They need to deploy training facilities for their products in order to have a strong pool of expertise from where enterprises can nurture in order to keep fidelity with the products. They need to partner with high profile local companies to develop solutions in order to gain traction in the country. 5. Describe how host governments might react to Microsoft’s entry strategy? Governments usually react in a good way. The way Microsoft do business benefit host countries a lot, since it creates a lot of jobs for the locals. Nonetheless there might be some countries who could think that Microsoft is a danger for their local IT industry. In those cases their strategy also soften their position a lot, since the entry in indirect. Reference Glusing, J. (2006, June 1). The third world goes high-tech: The dirt road to the information superhighway. Spiegel. Retrieved from http://www. spiegel. de/international/spiegel/the-third-world-goes-high-tech-the-dirt-road-to-the-information-superhighway-a-419034. html

Advance Paper 2

Centre Number Student Number CATHOLIC SECONDARY SCHOOLS ASSOCIATION OF NEW SOUTH WALES 2009 TRIAL HIGHER SCHOOL CERTIFICATE EXAMINATION English (Advanced) Paper 2 – Modules Morning Session Tuesday, 11 August 2009 Total marks – 60 Pages 2-4 General Instructions †¢ Reading time – 5 minutes †¢ Working time – 2 hours †¢ †¢ Write using blue or black pen Write your Centre Number and Student Number at the top of this page Attempt ONE question from Questions 3-7 Allow about 40 minutes for this section Pages 10-11 †¢ Attempt EITHER Question 1 OR Question 2 Allow about 40 minutes for this section Section III 20 marks †¢ Attempt EITHER Question 8 OR Question 9 †¢ Allow about 40 minutes for this section Disclaimer Every effort has been made to prepare these ‘Trial' Higher School Certificate Examinations in accordance with the Board of Studies documents, Principles for Setting HSC Examinations in a Standards-Referenced Framework (BOS Bulletin, Vol 8, No 9, Nov/Dec 1999), and Principles for Developing Marking Guidelines Examinations in a Standards Referenced Framework (BOS Bulletin, Vol 9, No 3, May 2000).No guarantee or warranty is made or implied that the ‘Trial' Examination papers mirror in every respect the actual HSC Examination question paper in any or all courses to be examined. These papers do not constitute ‘advice' nor can they be construed as authoritative interpretations of Board of Studies intentions. The CSSA accepts no liability for any reliance use or purpose related to these ‘Trial' question papers. Advice on HSC examination issues is only to be obtained from the NSW Board of Studies. 5400-1Section I – Module A: Comparative Study of Texts and Context 20 marks Attempt either Question 1 or Question 2 Allow about 40 minutes for this section Answer the question in a SEPARATE writing booklet. In your answer you will be assessed on how well you: †¢ demonstrate unders tanding of the meanings of a pair of texts when considered together †¢ evaluate the relationships between texts and contexts †¢ organise, develop and express ideas using language appropriate to audience, purpose and form Question 1 – Elective 1: Exploring Connections (20 marks) To what extent are texts enriched through their connection with other texts?Respond to this question in relation to the pair of prescribed texts that you have studied. The prescribed texts are: †¢ Shakespearean Drama and Film – William Shakespeare, King Richard III AND – Al Pacino, Lookingfor Richard †¢ Prose Fiction and Poetry – Patrick White, The Aunt's Story AND – Rosemary Dobson, Selected Poems * Young Girl at a Window * Chance Met * Landscape in Italy * Azay-Le-Rideau * The Rape of Europa * Romantic * Primitive Painters Question 1 continues on page 3Question 1 (continued) †¢ Prose Fiction and Nonfiction * Jane Austen, Pride and Prejudice AND * F ay Weldon, Letters to Alice on First Reading Jane Austen †¢ Poetry and Drama * * * * * * * * * * John Donne, Selected Poetry Death be not proud This is my playes last scene At the round earths imagin ‘d corners blow If poisonous minerals Hymne to God my God, in my sicknesse A Valediction: forbidding mourning The Apparition TheRelique The Sunne Rising AND * Margaret Edson, W;t End of Question 1In your answer you will be assessed on how well you: †¢ demonstrate understanding of the meanings of a pair of texts when considered together †¢ evaluate the relationships between texts and contexts †¢ organise, develop and express ideas using language appropriate to audience, purpose and form Question 2 – Elective 2: Texts in Time (20 marks) Compare the ways in which texts offer insights into the human experience. Respond to this statement in relation to the pair of prescribed texts that you have studied.The prescribed texts are: †¢ Prose Fiction and Film – Mary Shelley, Frankenstein AND – Ridley Scott, Blade Runner (Director's Cut) †¢ Prose Fiction and Poetry – F Scott Fitzgerald, The Great Gatsby AND – Elizabeth Barrett Browning, Aurora Leigh and Other Poems – Sonnets I, XIII, XIV, XXI, XXII, XXVIII, XXXII, XLIII †¢ Drama and Nonfiction – Edward Albee, Who's Afraid of Virginia Woolf AND – Virginia Woolf, A Room of One's Own Section II – Module B: Critical Study of Texts 0 marks Attempt ONE question from Questions 3-7 Allow about 40 minutes for this section Answer the question in a SEPARATE writing booklet. In your answer you will be assessed on how well you: †¢ demonstrate an informed understanding of the ideas expressed in the text †¢ evaluate the text's language, content and construction †¢ organise, develop and express ideas using language appropriate to audience, purpose and form Question 3 – Shakespearean Drama (20 marks) How is your person al response to Hamlet shaped by the interaction of characters in the play? William Shakespeare, HamletQuestion 4 – Prose Fiction (20 marks) (a) How is your personal response to In the Skin of a Lion shaped by the interaction of characters in the novel? Michael Ondaatje, In the Skin of a Lion OR (b) How is your personal response to Cloudstreet shaped by the interaction of characters in the novel? — Tim Winton, Cloudstreet OR (c) How is your personal response to Sixty Lights shaped by the interaction of characters in the novel? Gail Jones, Sixty Lights OR (d) How is your personal response to Jane Eyre shaped by the interaction of characters in the novel?Charlotte Bronte, Jane Eyre Please turn over In your answer you will be assessed on how well you: †¢ demonstrate an informed understanding of the ideas expressed in the text †¢ evaluate the text's language, content and construction †¢ organise, develop and express ideas using language appropriate to audienc e, purpose and form Question 5 – Drama or Film (20 marks) (a) How is your personal response to A Doll's House shaped by the interaction of characters in the play? Henrik Ibsen, A Doll's House OR b) How is your personal response to Citizen Kane shaped by the interaction of characters in the film? Orson Welles, Citizen Kane Question 6 – Poetry (20 marks) (a) How is your personal response to the poetry of Yeats shaped by a perception of voice in the poems? In your answer, refer to THREE of the poems set for study. The prescribed poems are: William Butler Yeats, WB Yeats: Poems selected by Seamus Heaney * An Irish Airman * When You Are Old * Among School Children * The Wild Swans at Coole * Leda and the Swan * The Second Coming * Easter 1916OR Question 6 continues on page 7 6 Question 6 (continued) (b) How is your personal response to the poetry of Harwood shaped by a perception of voice in the poems? In your answer, refer to THREE of the poems set for study. The prescribe d poems are: Gwen Harwood, Selected Poems * Father and Child (Parts I & II) * The Violets * At Mornington * A Valediction * Triste Triste * The Sharpness of Death * Mother Who Gave me Life OR (c) How is your personal response to the poetry of Slessor shaped by a perception of voice in the poems?In your answer, refer to THREE of the poems set for study. The prescribed poems are: Kenneth Slessor, Selected Poems * Out of Time * Five Bells * Sleep * Five Visions of Captain Cook * Sensuality * Elegy in a Botanical Garden * Beach Burial End of Question 6 In your answer you will be assessed on how well you: †¢ demonstrate an informed understanding of the ideas expressed in the text †¢ evaluate the text's language, content and construction †¢ organise, develop and express ideas using language appropriate to audience, purpose and formQuestion 7 – Nonfiction (20 marks) (a) How is your personal response to Orwell's essays shaped by a perception of voice in these texts? In your answer, refer to THREE of the essays set for study. * George Orwell, George Orwell: Essays The prescribed essays are: * Why I Write * Notes on Nationalism * Good Bad Books * The Sporting Spirit * Politics and the English Language * Writers and Leviathan OR (b) How is your personal response to speeches shaped by a perception of the passion of the speaker?In your answer, refer to THREE of the speeches set for study * Speeches The prescribed speeches are: * Margaret Atwood – Spotty-Handed Villainesses, 1994 * Paul Keating – Funeral Service of the Unknown Australian Soldier, 1993 * Noel Pearson -An Australian History for Us All, 1996 * Aung San Suu Kyi – Keynote Address at the Beijing World Conference on Women, 1995 * Faith Bandler -Faith, Hope and Reconciliation, 1999 * Deane, William – It is Still Winter at Home, 1999 * Anwar Sadat – Speech to the Israeli Knesset, 1977 BLANK PAGE Please turn overSection III – Module C: Representation and Text 20 marks Attempt ONE question from Questions 8-9 Allow about 40 minutes for this section Answer the question in a SEPARATE writing booklet. In your answer you will be assessed on how well you: †¢ demonstrate understanding of and evaluate the relationship between representation and meaning †¢ organise, develop and express ideas using language appropriate to audience, purpose and form Question 8 – Elective 1: Conflicting Perspectives (20 marks) You are speaking to an audience of your peers.Compose a speech in which you demonstrate how your understanding of conflicting perspectives is shaped by the construction of the texts. In your response, refer to your prescribed text and TWO texts of your own choosing. The prescribed texts are: †¢ †¢ †¢ Shakespearean Drama Prose Fiction Drama or Film – William Shakespeare, Julius Caesar – David Guterson, Snow Falling on Cedars – Peter Whelan, The Herbal Bed OR — Barry Levinson, Wag the Dog †¢ Poetry – Ted Hughes, Birthday Letters * Fulbright Scholars * The Shot * The Minotaur * Sam * Your Paris * Red —Geoffrey Robertson, The Justice Game * The Trials ofOz * Michael X on Death Row * ‘The Romans in Britain' * The Prisoner of Venda Nonfiction * Show Trials * Diana in the Dock: Does Privacy Matter? * Afterword: The Justice Game 10 Question 9 – Elective 2: History and Memory (20 marks) You are speaking to an audience of your peers. Compose a speech in which you demonstrate how your understanding of the interplay between history and memory is shaped by the construction of the texts. In your response, refer to your prescribed text and TWO texts of your own choosing.The prescribed texts are: †¢ Prose Fiction – Maxine Hong Kingston, The Woman Warrior: Memoirs, of a Girlhood Among Ghosts OR – Peter Carey, The True History of the Kelly Gang †¢ †¢ Film Poetry – Stephen Frears, The Queen – Denise Le vertov, Selected Poems * Ways of Conquest * Don't You Hear That Whistle Blowin'†¦ * In Thai Binh (Peace) Province * A Time Past * Libation * A Letter to Marek About a Photograph * The Pilots †¢ Nonfiction or Multimedia – Mark Raphael Baker, The Fiftieth Gate OR Smithsonian National Museum of American History September 11 website End of paper 11 EXAMINERS Pamela Nutt (Convenor) Catherine Anderson Tanya Appleby Nicole Archard Darren Barker Lorna Ciesiolka Marian Henry Katherina Lathouras Alistair Symons PLC Sydney, Croydon St Patrick's College, Strathfield Tara Anglican School for Girls, Nth Parramatta Kincoppal-Rose Bay, School of the Sacred Heart OLMC, Parramatta Educational Consultant Marist College, Pagewood Knox Grammar School, Wahroonga Mount St Joseph, Milperra 12

Free Essays on How To Encourage Creative Freedom And Discovery In A Class Of Five Year Old

How to Encourage Creative Freedom and Discovery in a Class of Five Year Old For five year old children there drawings are stages of pictures that I can agree upon because five year old children in a whole draws pictures on things they like and feelings they are having. In reading the positive and negative suggestions on creative teaching,† it says that to use are as an integral part of the days activity demonstrates an active and sincere interest in the things being done.† This is a positive suggestion which I feel is true because making art a daily activity in a child’s daily routine of the day the child gets to express there day or get t o create objects or things they feel good about. Another positive statement was made that â€Å"children are only interested in demonstrating the reality of the mind and emotions not the reality of outward appearances.† This is also a another true statement because children in a whole express there feelings through drawings compared to a four year old who draws stick figures but still shows or express his or her feelings of self-confidence. In the positive statement it says â€Å"children need a certain degree of privacy; give them a feeling of independence.† In that statement when I did the work with a child assignment I did it with my nephews and they both didn’t like me hovering over them. They wanted to express there favorite place in there drawings and when they where finished they felt confident to tell me about there place. How would I encourage creative freedom and discovery in a classroom of five year olds? What I would do is encourage my class to draw or paint whatever they wanted. Then after they draw or paint I would ask my class to explain one by one what they drew and why they drew it. For example the work with a child assignment I told my nephew draw there favorite place, but anything they wanted one drew a park and the other paint he want to go pumpkin picking. W... Free Essays on How To Encourage Creative Freedom And Discovery In A Class Of Five Year Old Free Essays on How To Encourage Creative Freedom And Discovery In A Class Of Five Year Old How to Encourage Creative Freedom and Discovery in a Class of Five Year Old For five year old children there drawings are stages of pictures that I can agree upon because five year old children in a whole draws pictures on things they like and feelings they are having. In reading the positive and negative suggestions on creative teaching,† it says that to use are as an integral part of the days activity demonstrates an active and sincere interest in the things being done.† This is a positive suggestion which I feel is true because making art a daily activity in a child’s daily routine of the day the child gets to express there day or get t o create objects or things they feel good about. Another positive statement was made that â€Å"children are only interested in demonstrating the reality of the mind and emotions not the reality of outward appearances.† This is also a another true statement because children in a whole express there feelings through drawings compared to a four year old who draws stick figures but still shows or express his or her feelings of self-confidence. In the positive statement it says â€Å"children need a certain degree of privacy; give them a feeling of independence.† In that statement when I did the work with a child assignment I did it with my nephews and they both didn’t like me hovering over them. They wanted to express there favorite place in there drawings and when they where finished they felt confident to tell me about there place. How would I encourage creative freedom and discovery in a classroom of five year olds? What I would do is encourage my class to draw or paint whatever they wanted. Then after they draw or paint I would ask my class to explain one by one what they drew and why they drew it. For example the work with a child assignment I told my nephew draw there favorite place, but anything they wanted one drew a park and the other paint he want to go pumpkin picking. W...

Angular Acceleration in a Rotational Motion Lab Report

Angular Acceleration in a Rotational Motion Summary sheet Objective The experiment aims at determining terminal angular velo and angular acceleration in a rotational motion. It also aims at determining involved moment of inertia in the experiment and compares the experimental value with the theoretically computed value. Method The experiment used a wheel, a rope, and a suspended mass. The wheel was fixed at a height and the mass suspended on the rope that was attached to the freely rotational wheel. The radius of the wheel was measured and recorded. The height between the affixed mass and the floor, representing the distance to be travelled by the mass, was then measured and recorded. The mass, 20 grams, was then released to fall over the height. Time taken by the mass over the distance was measured and the experiment repeated three times. The experiment was repeated for different masses, 50 g, 70 g, and 100 g, and the time taken for each mass to travel over the distance noted. Results The research results and subsequently derived values are shown bellow. mass 20 g 50 g 70 g 100 g distance 0.9 m 0.9 m 0.9 m 0.9 m time tken by the falling mass first trial 4.135 2.79 2.03 1.89 second trial 4.25 2.58 2.37 1.8 third trial 4.085 2.62 2.1 1.99 average time 4.15 2.66 2.16 1.89 average velocity 0.216 0.34 0.417 0.479 final velocity 0.436 0.68 0.8358 0.956 acceleration 0.105 0.255 0.3857 0.507 angular acceleration 1.039 2.522 3.815 4.99 tension in the tape 0.149 0.478 0.659 0.931 torque acting on the wheel axle 0.02 0.0483 0.0667 0.0941 total mass of the wheel (M) 3.799kg circumference of the wheel 0.655 m radius of the wheel 0.1011m frictional torque from the graph 0 calculated inertia 0.0194 measured inertia 0.191 moment of inertia, percentage difference 1.53 % Applications One of the practical applications of rotational motion and its associated inertia is the balancing of weight on bicycles. While a bicycle is stationary, it is very difficult to balance its weight and other weights that may be placed on it. The rotational force of the wheels that results in the vessels motion however induces inertial that makes balancing easier and prevents the bicycle from falling. The concept of rotational inertia is also applicable in explaining relatively larger forces in operating objects with circular shapes. An example is an umbrella whose opening and closing requires larger forces that even the mass of the objects. The extra force is determined by the distribution of particles in the umbrella and not mass only. Consequently, an umbrella has a larger inertia, relative to its mass, because of rotational properties that are characteristics of its particles’ distribution (Goswami, p. 105). Calculations Average and final velocities are computed from the formula, Velocity = distance/ time. For the 20 g mass, Average velocity= 0.9/4.15 = 0.216 m/s (trancated) The other velocities are similarly calculated from corresponding distances and times. Acceleration =change in velocity/ time. Therefore acceleration for the 20 g mass= 0.436/4.15 =0.0105. The other accelerations are similarly calculated. Percentage error = {(calculated inertia- measured inertia)/calculated inertia}*100 ={(0.0.0194-0.0191)/0.0194}*100 =(0.0003/0.0194)*100 =1.54 % Works cited Goswami, Amit. The physicists’ view of nature. New York, NY: Springer

Static and dynamic website verification Essay Example | Topics and Well Written Essays - 1000 words

Static and dynamic website verification - Essay Example We can also explain the concept of the website verification as the act of inspecting, examining, checking, testing, auditing, or else setting up and documenting whether services, documents, processes, items, or match to particular established needs and requirements. To verify a website we measure it’s all the aspects of working and handling attributes confirmed in the terms for that website development and implementation. Website verification is a factual need of modern business practice because according to a recent consumer reports, greater than seventy one percent of online shoppers come out particularly for 3rd party seals of authorization as an outline of website confirmation when going to a website. The outcome of this study is not unpredicted as numerous online intimidations as well as scams have attacked todays web society [2]. These third seals are a most important concern on the checklist of numerous people going to website as it provides them a commanding intelligence of safety. It builds a good enough altitude of self-assurance as well as faith with consumers and merchants. It authorizes viewers of a website to liberally make known confidential information with no badge of hesitation that it could be employed unlawfully [5]. Some of the leading internet security organizations have built 3 fundamentally efficient types of seals to address these 3 indispensable concerns. These are the security seals, privacy seals, and business identity seals [4]. The basic intend at the back of the verification of the website is to access the different types of security imitations. Here we need to access different aspects of the online web based verification. We carry out static and dynamic verification for the better examination of the main security and privacy concerns. Static and dynamic website verification are fundamentally aimed at verifying the below given concerns of the online