Practical Synthesis of Useful Substances Using Organocatalysts Research Paper

Practical Synthesis of Useful Substances Using Organocatalysts - Research Paper Example This makes it a more efficient process, which uses fewer chemicals in the synthesis process, making it by a far greener and less toxic process. II. Background A. The concept of organocatalysis Acceleration of chemical processes through addition of substoichiometric quantity of organic compound refers to organocatalysis. In the last few years, interest in this field has increased because of selectivity and efficiency of many organocatalytic reactions, which have met standards of the required organic reactions. Observably, organocatalytic reactions are becoming popular in constructions of complex molecules. This recent development is because the process is less toxic compared to metallic catalysts. Predominant molecules used in the organocatalytic reaction are carbon, hydrogen, nitrogen, sulphur and phosphorous (McMurry, 2009). Organocatalysts usually display secondary characteristics, which would lead to enamine catalysis or iminium catalysis. The mechanism involved is covalent organo catalysis. High catalysts loading apply in covalent binding of substrates while non-covalent bonding requires low substrate loading. Knoevenagel Condensation applies regular achiral organocatalysts, which uses nitrogen as its basis. The current focus of organocatalysis is asymmetric organocatalysis, which involves the use of chiral catalysts. Scientific reactions indicate asymmetric catalysis occurs when organocatalyst is chiral as observed in aldol reactions (McMurry, 2009). Organocatalysts have the following advantages they are less sensitive to moisture or oxygen, readily available, less toxic, and inexpensive (Berkessel, 2006). These advantages make organocatalysts preferable in pharmaceutical processes. During the chemical reactions toxin produced usually influence usage of certain chemical process. Notably, organocatalysis has less impact to the environment. The condition for the reaction is relatively mild thus making organocatalysts preferable over metal catalysts. The follo wing example illustrating Knoevenagel Condensation indicates that Piperdine forms iminium ion, which is reactive with carbonyl compound. Fig 1: Retrieved from http://www.organic-chemistry.org/topics/organocatalysis.shtm B. Definition of terms Catalyst is a chemical substance that increases the rate of a chemical reaction but does not change its chemical composition at the end of the chemical process. Organocatalyst are catalysts, which contain organic compounds. Enamine catalysts refers to a compound that forms when ketone or aldehyde react with secondary amine resulting into a loss of Water. Imine is a compound that contains carbon hydrogen double bond. Covalent bonding refers to a chemical bonding process where atoms share electrons. Covalent bonding occurs between non-metallic atoms. Chiral is a term used to describe a molecule that does not fit on its mirror image (Reetz & Joroch, 2008). Achiral refers to molecules that are identical or fit into their mirror image. Asymmetric or ganocatalysis refers to organic synthesis, which leads to introduction of desired element of chirality (Berkessel, 2006). This technology applies in pharmaceuticals since different enantiomers of molecule contain different biological components. Aldol reaction refers to a method that leads to formation of carbon-carbon bonds. Knoevenagel Condensation this refers to carbon acid compound condensation using aldehydes to produce unsaturated ? and ? compounds (Berkessel, 2006).

Intro to Philosophy Karl Marx and Engel's Arguments in the communist Essay

Intro to Philosophy Karl Marx and Engel's Arguments in the communist manifesto - Essay Example As its name depicts the book was all about the political ideology of overthrowing the" bourgeois" and bringing the working classes ("the proletariat) to power. This philosophy later came to be viewed as Communism or Marxism. The book was revolutionary where the "proletariat" that is the working classes were asked to Unite based on the ideology of achieving a classless society. This book has been held to be the basis of many political ideologies which later came to form the crux of the socialist/communist revolutions perpetrated by revolutionists like Vladimir Lenin, Joseph Stalin and other political leaders. The Book is not just a political agenda but a basis for a certain economic condition based on the "benefit of the Community" (hence the term Communism). In this way The Communist Manifesto not only discusses the relationship between the Communists' theory of history and the relationship between proletarians and bourgeoisie,(part 1),but goes on to discuss how the communists can help the working classes(proletarians) in part two.However the book has addressed what it calls the shortcomings of previous similar revolutions and why they failed to achieve what they had set out for (Part 3) and last but not the least the book gives guidance on how the Communists should interact with the other political ideologies or parties to promote their own benefit. The Com... Marx and Engel have pointed out how the Class Struggles and suppression of the Proletariat or the working class has to stop because it has crossed all boundaries. They have spoken of the "March in History" triggered by the breaking down of Class relationships due to this increased suppression and the new age of technology particularly the breakdown of feudalism. The conflict of the classes society is thus the Bulwark of the modern Industrial times which are pregnant with change due to the increased damage done by the selfish philosophy of the exploitative concept of Capitalism which denies these suppressed minorities of their rights and offers them little in terms of fair compensation. For Marx and Engel this manifest unfairness will lead to a unique revolution where the tables will turn in favour of the new rulers which will be the previously suppressed working classes. To extinguish any memory or trace of yesteryear's cruelty the concept of private ownership, the root of all evil w ill be destroyed and then nobody will be able to deem themselves superior based on their status and priority. For Marx and Engel this development is unavoidable and will happen regardless of how much the bourgeoisie tries to avoid it.The labour/working class will rise against the ruling class and this problem of inequality might need (at times a bloody) revolution rather than a mere set of slow reforms as the bourgeoisie will always be making excuses to divest the working classes of their rights and compensation aswell as their dignity.As they note in Part one "Bourgeois and Proletarians," The history of all hitherto existing society is the history of class struggles.

Problem in corrections Research Paper Example | Topics and Well Written Essays - 250 words

Problem in corrections - Research Paper Example tainee are technically organized to determine essential needs on health, social, and other relevant aspects of development by which the person may learn to outgrow crime-prone attributes. In my opinion, diversion if properly administered would attain to the principal goal of leading the involved parties at fault towards psychological renewal or even emotional reorientation for their own sake and the society that is directly impacted by their reformed attitude. Such desired end as characterized by a gradual change of heart in the process truly signifies relief for the system of justice given the number of other major cases or concerns in need of serious attention. An investment to monitor prisoners upon temporary or permanent release, I suppose, would further ensure quality of transformation to normal behavior and sound well-being apart from any criminal tendencies. When this objective is consistently met, the judicial system would no doubt come to the intended relief of prison units from overcrowding. Loewenstein, James. â€Å"Overcrowding Remains a Problem at County Jail.† thedailyreview. Retrieved from http://thedailyreview.com/news/overcrowding-remains-a-problem-at-county-jail-1.1299342 on April 24,

Compare and contrast intelligence processes Research Paper

Compare and contrast intelligence processes - Research Paper Example Every organization has its specific role and mode of operation and, therefore, the nature and frequency of intelligence that they may require for the execution of their tasks also vary. Thus, the cycles and processes of intelligence collection among these organizations differ drastically though they may be sharing some similarities. The responsibility of organizations that have the onus of taking care of national security, such as National Security Agency (NSA), Central Intelligence Agency (CIA) and Federal Bureau of Investigation (FBI), has increased manifold in the recent days due to the ever evolving nature of security threats from â€Å"terrorist groups as well as hostile nation states† (Best, 2001, p.1). Thus, these organizations have revamped their intelligence collection machinery to obtain necessary information for the maintenance of internal as well as external security. They mostly rely on highly sophisticated electronic surveillance equipment sometimes using aircraf ts for collection of intelligence, such as TechELINT to â€Å"collect, analyze and sometimes and locate† electronic signals from the foreign targets (Bernard, 2009, p.11). On the other hand, law enforcement and homeland security mostly deploy conventional methods for collecting intelligence, mostly using human intelligence sources or less sophisticated electronic devices including human intelligence sources, security cameras and other surveillance equipment. In the present day, the US authorities are rather resorting to a system where all the intelligence disciplines are combined under one window to be utilized by different organizations involved in law enforcement. This is intended to fetch better flow of information among the organizations and will also reduce the consumption of resources apart from ensuring that most reliable information is made available to organizations. Intelligence cycle is the process by which information is disseminated for drawing conclusions about particular evidences in a crime. The main difference between law enforcement intelligence and homeland intelligence is that while the former focuses on criminal aspects, the latter also deals with â€Å"noncriminal domestic threats† including issues of public health and public safety (Carter, 2009, p.14). On the other hand, the concept of national security intelligence covers â€Å"policy intelligence† and â€Å"military intelligence† including identification and observation of hostile elements, weaponry, capabilities of warfare, battle order etc (p.15). Accordingly, the processes and cycles of national security intelligence, law enforcement intelligence and homeland security differ. However, the intelligence collected by all the agencies are similar in the context that such intelligence collection is done for ensuring the safety and welfare of citizens. The main focus of homeland security intelligence is Fire Service Intelligence Enterprise (FSIE) and Public He alth/Medical Intelligence, which are two of the initiatives that are â€Å"moving forward with greater rapidity† after the 9/11 tragedy (p.19). The main difference in the process and cycle of information among various agencies stems from the roles and responsibilities these organizations have in terms of security.

Does Urban Crime Increase When or Where Racial Residential Segregation Research Paper

Does Urban Crime Increase When or Where Racial Residential Segregation Exist - Research Paper Example Racial residential segregation has been a cause of grave concern for policymakers and researchers alike, primarily because of its association with racial inequality and disparity. After undertaking a comparative analysis and assessment of data from 1980, 1990 and 2000, the research paper validates the findings of prior literature by stating that there exists a strong correlation between racial residential segregation and urban crime, additionally, the paper also assesses trends in racial residential segregation and crime for the period of 1980 to 2000. Types of crime such as homicide, assault, theft and robbery are also assessed with regards to their relation with racial segregation. In conclusion the literature cited in the paper is evaluated and the causes behind the positive correlation between racial segregation and urban crime such as poverty, unemployment, illiteracy, the role of dominant subcultures and unavailability of welfare services to black communities and neighborhoods are also discussed. 1. Introduction An assessment of the crime rates in America from the latter half of the 1980s to the early years of the 1990s is reflective of a decline in crime in the United States (Blumstein and Wallman 1) that is also observable from the statistics that have been collected in the past decade (Bjerk 2). Regardless of these considerations however, violence and crime in America has been a topic of extensive public debate and a highly significant issue because of the critical role that it plays in shaping the face of crime in America. According to the data provided in the Handbook of Crime the existence of factors related to race and racial determinants are eminent in the statistics that have been collected by official agencies across the United States, these statistics have been able to uncover two important observations with regards to crime and race which state that the crime rates for the African American population are reportedly higher in comparison with me mbers of the population that are white, while, victimization reports have also stated a greater percentage of African Americans victims of crime (Ellis, Beaver and Wright 224). Several scholars and researchers have presented a range of theoretical postulations and explanations behind the consistent observations which point towards a substantial divide in the experience of crime shared by members of various racial groups. The scope of this paper however, is directed towards examining the role of racial residential segregation on the topic of race and crime. According to Beaulieu and Continelli, the adverse impact of racial residential segregation on black communities has been widely documented in several researches and literature, however, a hypothesis that has not been tested thus far suggests whether the effects of racial residential segregation are reversed with regards to white communities (488). This paper aims to address the question of urban crime and racial residential segreg ation by undertaking necessary research and evaluations of empirical data to determine whether urban crime increases when or where racial segregation exists. For the purposes of attending to the topic under research in an objective, effective and extensive manner, the paper utilizes the literature presented by Ellis, Beaver and

Reaction time Essay Example for Free

Reaction time Essay Back crawl is different to most strokes because you cannot see where you are going. I know that the skill backstroke is a weakness of my performance because my coach informs me that I have a weak leg kick action. If your leg kick is weak it can make your body position fall slightly diagonally into the water. He tells me I need to bend my knees more and flex my ankles when kicking. My arm action provides most of the power, as my arms make circling actions as they move in and out of the water. Overall the arm action is good but I need to reach and stretch more into every stroke. Also I drop my head forwards into the water and dont hold it back enough. This can make my body position sink, therefore I need to lift my hips up and make sure my head is looking up instead of down, consequently the overall efficiency would be improved. Also as a part of my backstroke technique, my backstroke tumble turns are a weakness in my performance. I know this because I have had video analysis and it shows that sometimes I do to many arm pulls into the turn on my front, where as your only supposed to do one. Therefore my arm action is too soon, and I need to do less front arm pulls. In the somersault part of the tumble turn, the overall rotation is not fast enough, because my body position isnt in a tight enough tuck shape. I need to kick harder with my legs so that I rotate and flip faster. When I glide off the wall in a streamline position my butterfly leg action is weak, therefore I dont get enough distance underwater and sometimes I dont even reach the flags. The overall efficiency of the tumble turn is slow and not fluent. Strategy/Tactic Weaknesses: Building up through out a 800m/ Long-distance race. When I swim long distance races I find it hard to increase my pace through out the race therefore a maintain the same speed. I know this tactic is a weakness in my performance because I know am more of a sprint/middle distance swimmer, and also I prefer to take part in these events.  Components of Fitness Weaknesses:  The component of fitness speed is a weakness in my performance because it is proven that in fitness testing I have scored only average. In swimming speed is the ability to exert maximum muscular contraction instantly in an explosive burst of movements, example a sprint start of the diving blocks. You need speed more when your swimming sprint races example 50m ,100m races. There is a significant degree of technique when trying to build up speed. Its all about a mix of breathing, arm and feet movements, but you must have good muscle force behind before you can increase your speed. There is the fact that some people are just born with an ability to go faster than others. Whilst you can train faster you might never be as fast as your training partner, as they may have a different muscle composition that theyve inherited. This will in itself help them go faster. So speed is most important in sprint races and starts. Another weakness in my performance is the fitness component, reaction time. Reaction time is being able to respond quickly to a stimulus. It important in many sports though it can be measured. Simple reaction time is the time taken between a stimulus and movement e.g., sprint start off a diving block. For example at the start of a swimming race the official signals a gun or a type of noise that indicates you to start the race, you have to respond quickly to this. Therefore reaction time is essential at the start of a race. I know that reaction time is a weakness in my performance because it is proven that in fitness testing a have scored below average. So when I combine my reaction time in swimming to the start of a race, I am slower at reacting to the starters gun. Therefore this is something I need to improve on.

Distinguishing Whether Virtue Is Knowledge

Distinguishing Whether Virtue Is Knowledge Plato presents Socrates views on the question whether virtue is knowledge and whether it can be taught in several dialogues, most notably in Meno. In this dialogue, Socrates makes many different arguments on the subject of virtue. These arguments include how virtue is defined and whether or not people can acquire it. He examines the ways that virtue can be attained; whether or not one is born being virtuous, whether virtue can be taught or it is another factor for virtues people have. In this essay I will focus on the question of whether virtue can be taught. Platos answer is that virtue cannot be taught. In this essay I will suggest that Plato could have framed the questions a bit differently, which would have probably given him a different answer. In particular I will argue that Plato might have done better to ask whether virtue could be learned instead of asking whether virtue can be taught. The Meno begins with Meno asking Socrates whether virtue can be taught. The argument then is drifted then to another question, what is knowledge. Then Meno proposed an interesting paradox: one can never find out anything new: either one knows it already, in which case there is no need to find it out, or else one does not, and in that case there is no means of recognizing it when found (Plato 1997, 80d-e.). In other words if one does not already know what arà ªte (virtue) is, he cant even search for it, because if he does not know what it is already, then even h he searches, he wont be able to know when one has found it. Socrates suggests a way to solve this dilemma which is based on the Pythagorean view of the immortal soul. According to that notion, the soul, after the physical body dies, is reincarnated and thus never destroyed. If one can never acquire any new knowledge and at the same time it is obvious we are always learning new things, then it is be concluded that learning mus t be a matter of recollection of past life experiences and knowledge. In other words there is no such thing as teaching, but only remembering. In the Meno he demonstrated with a young slave boy who apparently didnt have any knowledge of geometry. By asking the young boy questions he managed to show that the boy had knowledge of certain mathematical theorems. Meno asks again his original question, that is whether one can be taught virtue, or one gets virtue by nature or in some other way. Socrates consents to proceed but argues that they need a common ground due to the fact that neither of them can say at this point what virtue is. Then Meno is made agree that if virtue is not knowledge then it cannot be taught, and if a knowledge then it can be taught. He points out that one can teach something only if one knows what it is that he is teaching. Someone who does not know himself how to drive a car seems unlikely to be able to teach someone else how to. Socrates and Meno much agree that there is no one that truly knows what is meant by virtue and because of this reason cannot be taught. According to Socrates, If virtue could be taught, we should be able to know not only those who teach it but also those who learn from them, which in truth we cannot easily do (Plato 1997,HYPERLINK http://www.perseus.tufts.edu/cgi-bin/ptext?lookup=plat.+meno+96c 96c). Socrates claims that teachers for horsemanship, medicine, etc. exist and everybody recognizes these as genuine teachers, whereas people dont agree about whether the Sophists really do teach virtue. Socrates goes one to speak of Thucydides, who had two sons, neither of which was considered to be virtuous. However, it is said that Thucydides educated his children in many different disciplines, but it seems that he could not find a teacher of virtue even though he found teachers for other aspects of life he found valuable. He could not teach it himself either, even though he himself was known to be virtuous. Therefore it seems virtue cannot be a form of knowledge. In order for something to be knowledge, someone must be able to teach it to others. Socrates concludes that virtue cannot be taught and that there is no means or method by which virtue can be acquired. Virtue is simply shown as coming to us, whenever it comes, by divine dispensation (reference?) In my view, if Plato had framed the questions somewhat differently, he might have gotten a different answer. That is Plato could have better asked whether virtue could be learned instead of asking whether virtue can be taught. What I mean to say is that asking whether one can be taught something entails that the relationship of a student and a teacher, whereas asking whether something can be learned implies only that there is a student (whose life experiences might be said to be a teacher.) For example, to ask whether I was taught geometry is to ask whether a teacher taught me geometry. Whereas to ask whether I learned geometry is simply to ask whether I learned it, whether or not I was taught it by a geometry teacher or learned geometry myself either from (lets say) a book or by some other means. Learning can come in various forms. In order to learn something, one does not require a teacher in the strict sense. For instance, learning can be achieved from studying people who have virtue and yet the latter may not be aware that they are studied. So a man may be learning virtue, and his teachers may be virtuous, even though the teachers might not even be alive. Another form of learning is experience. Virtue may be learned through personal experience. In this example, the teacher would be both life experiences and the reflective nature of the learner. There is still another form of learning. A man can learn, even if he cannot offer an explanation of how he learned or of what he exactly knows. For instance, after someone has been through a particular problem in his life, he can then detect that a relative of his is going through the same problem. And although he can know it, he cannot give an explanation of how he recognized it. Another example is that of the musicians or painters who have learned their craft and are able to perform well, but find it almost impossible to give an explanation of what they have learned. So the question whether virtue can be taught is a much different, and narrower, than whether virtue can be learned. Plato is right in suggesting that virtue cannot be taught. I believe that we all know or have heard of people who recite rules of virtue (such us be compassionate or be honest,) but find it impossible to put them into practice. Certainly in this sense virtue cannot be taught. A mentioned above, having the ability to be virtuous is like having the ability to be musical, which is to some extent instinctual. So, for example, it could be argued that knowing when, for example, to offer help to a friend when he needs it, is a matter of instinct or judgment. All of this means that although virtue may not be taught, this is not to say that virtue cant be learned. Plato suggests the notion that virtue is inborn. Certainly this is to some degree true. There are some people with an exceptional capacity for virtues like compassion, etc. since they were born. Yet others look as if they are born with little to no moral conscience, which seems to be necessary for virtue to exist. However what this means is just that the foundation of virtue is inborn, not that it cant be learned. In the same way that we comprehend the fact that one can be preached how to be virtuous but fail to be virtuous in practice, the converse is also possible: people can refine the ways they understand virtue, they may become more virtuous by reflective practice, and their views of how to act in a virtuous way changes significantly as they grow up. In my view, if Plato put his questions in a different way (that is if he had asked whether virtue can be learned, instead of whether virtue can be taught) he might have found a much more affirmative answer.