Comic Books, By Stan Lee, Jack Kirby, And Frank Millar

There will always be entertainment and in the 1960’s comic books ruled the entertainment industry, and even now they dominate as comic book movies. The worlds created by Stan Lee, Jack Kirby, and Frank Millar have become pop culture and people across the world have gazed upon this form of art and literature combined. The protectors of the universe, as powerful as they can be, are missing one key component, the universe. The issue that comic books have not been as diverse as the world they protect is, has been raised many times and the controversy has been mostly addressed. The ways in which they have been addressed has caused even more controversy. The argument has many to believe that anyone can relate to these characters through personal†¦show more content†¦The comic book is a way in which so many have taken to reading and observing art, and it has changed throughout the years. In the 1930’s and 40’s a child of color or even a girl would be able to fi nd someone who looked like them in the comic books they purchased. They were to read Superman and Batman, with whom both were well-off and white. They had to read these characters in order to get their entertainment before televisions became popular. In the 50’s the comic books were still white dominated, however, a female hero was introduced as Wonder Woman. That was the status quo until 1966 when Black Panther was introduced. The mainstream comic scene was changed and he was followed by Falcon, Storm, and Luke Cage. That was a changing point and yet many argue that there is still not enough representation of minorities in comic books. The support for more diverse characters is noticeable in an article by Matthew J. Smith Ph.D. written for The Washington Post. The article titled A Brief History of Racial and Gender Diversity in Comic Books Movies is where he makes his point that the need for more diverse characters in entertainment such as comic books and their motion pictur e counterparts. In the article he argues that most of the population wants what they see to represent them fully. However, he acknowledges there are many characteristics that hold true with the minority groups, such as growing up in Brooklyn and

Enterpreneurship Education Free Essays

UNIVERSITY OF PETROLEUM ENERGY STUDIES DEHRADUN BUSINESS PROCESS RE-ENGINEERING ASSIGNMENT ON RE-ENGINEERING ENTERPRENEURSHIP EDUCATION IN INDIA SUBMITTED BY SUBMITTED TO LOVENEET VIRK DR. NEERAJ ANAND MBA(LSCM) SEM-3 ROLL NO- 24 TABLE OF CONTENTS Particulars Page No. Concept of Entrepreneurship Education†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. We will write a custom essay sample on Enterpreneurship Education or any similar topic only for you Order Now . 3 Contribution to National Economic Growth†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Entrepreneurship Education in India †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5-13 Support of entrepreneurship teaching†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Recent development for MSMP in India†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 Disseminators†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8-9 Focus†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 Challenges in designing an EEP†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 11-12 Factor in success of EEP†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 Re-engineering Process†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦15 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Re-engineering Enterpreneurship Education In India The Concept of Entrepreneurship Education Entrepreneurship education is an educational programme that provides the students with the knowledge, skills and motivation needed to start up a small scale business. In other words, it promotes innovation or rather introduces new products or services and market strategies to the students to become outstanding entrepreneurs. Kenton and Ervin (2000) define entrepreneurship education as an educational discipline that prepares people, especially youth to be responsible, enterprising individuals who become entrepreneurs or entrepreneurial thinkers that contribute to economic development and sustainable communities. In other words, entrepreneurship education is a programme that provides discipline to an individual to assume the responsibility and the risk for a business operation with the expectation of making a profit. If this succeeds the entrepreneur reaps profits; and if it fails, he takes the loss. Hisrich (2002) in Kurya (2006) defines entrepreneurship as the process of creating something different with value by devoting the necessary time and efforts, assuring the accompanying financial, psychological and social risks, and receiving the resulting rewards of monetary and personal satisfaction. Another definition of entrepreneurship that is worthy of note is Miami University of Ohio (2003) quoted in Kurya (2006) which states that Entrepreneurship is a process of identifying, developing and brings a vision to life. The vision may be an innovative idea, an opportunity or simply a better way to do something. The end result of this process is the creation of a new venture, formed under conditions of risk and considerable uncertainty. Also according to Kuryi (2006), entrepreneurship is a process through which individuals and groups pursue opportunity, leverage resources and initiative change to create value. Therefore, considering all the works cited, entrepreneurship education generally provides creative skills and knowledge needed to start and grow a business. In other words, it prepares individuals to create and successfully operate a business enterprise. Business education is a vocational education programme that provides skills and competence for business, office occupation and for self-reliance. In support of this definition, the National Board for Technical Education (1987) states that business education revolves around job skills, employability and self-dependency. The Contributions of Entrepreneurship Education to National Economic Growth and Development. Entrepreneurship education, in combination with business education programme in Indian universities will contribute to the nation’s economic growth and development in the following ways:- 1. It will help to discover talented, competitive, creative and very skillful individuals that are the nation’s innovative assets. 2. It will prepare individuals to be responsible and entrepreneurially conscious to contribute significantly to economic growth and development. 3. It will build a connecting link that creates productive and very thoughtful citizens that can contribute to local, regional and national competitiveness. . Entrepreneurship education inspires and motivates students to achieve while in school and use their knowledge in a real world setting. 5. It will encourage the business education graduates to establish small scale businesses and sustain them. These small businesses form the cornerstone of future economic growth, job creation and wealth generation. ENTERPRENEU RSHIP EDUCATION IN INDIA India has a pioneering status among developing countries for its early start on a variety of entrepreneurship education programs. For the most part, entrepreneurship education in post-independence India has been focused on measures designed to encourage self-employment and founding of Small and Medium Enterprises (SMEs). The Industrial Policy Resolution of 1956 has, for instance, a very strong emphasis on the SME sector. As the economy transitioned from being primarily agrarian into one that has significant contribution from other sectors, it was felt that the most pressing requirement was education that would enable need-based entrepreneurs to make forays into these emerging sectors. Consequently, in the 1960s and 70s, entrepreneurship education was almost exclusively delivered in the form of training programs, offered by institutions under the aegis of State and Central Governments, and by financial institutions receiving support from the Government. Some of the institutions delivering such programs were: * Industrial estates and in common service facilities (like tool rooms) * Training and counseling institutions (NISIET, SISI, TCOs, EDI) * Financial institutions like SBI, IDBI, TDICI, RCTC, etc. * Development boards (STEPs, EDCs, TBIs) The table below shows the development of Micro, Small and Medium Enterprises (MSME) during the first few post-independence decades. In the 80s, entrepreneurship education continued to focus primarily on entrepreneur training aimed at creating self-employment ventures. Like in the 70s, such programs were mostly under the umbrella of Entrepreneurship Education Programs (EEPs) offered by Government agencies, financial institutions and banks. However, recognition of the requirement for a more holistic entrepreneurship education, which included the ecosystem partners, was beginning to grow. The 80s also saw the entry of entrepreneurship education into technology and management institutions. At the IIM Ahmedabad, for example, faculty members started offering Achievement Motivation Training. Other management institutions also began offering similar courses, driven mainly by faculty interest. However, none of these institutions took on a pioneering role to emerge as a thought-leader. Governmental effort oversaw the founding of an initiative to set up Science and Technology Parks (STEPs) and incubation centers at a few reputed technical institutions. With the advent of liberalization in the 90s, the country saw the potential of entrepreneurship not only as an entry-level employment generator, but also as a means of wealth creation. Success stories, especially in the IT sector, were viewed by entrepreneurs as role models. Support for entrepreneurship teaching The latest surveys of the trends of entrepreneurship education in India indicate that 44,500 students are currently enrolled in entrepreneurship programs across the country. This number is expected to grow at a CAGR of 20. % to reach 54,700 by 2012. The liberalization of the Indian economy in the 1990s has encouraged entrepreneurship in the country by facilitating the reducing of barriers of entry to start businesses, making financing more easily available and the setting up of institutions for the development of entrepreneurial talent. Revenues from Entrepreneurship Education Programs reached INR7. 9 billion in 2010 and are estimated to grow at a CAGR of 13. 7% to INR10. 7 b illion by 2012 Recent Developments for MSMP in India DISSEMINATOTRS Based on the type of organization, disseminators of entrepreneurship education in India can be categorized as follows: * Government institutions * Academic and training institutes * Banks and financial institutions * Industry associations NGOs Of all the types of knowledge disseminators above, the public sector is indisputably the most important one in India, with the broadest reach, ranging from national-level institutions all the way down to grass-roots organizations. The education imparted by the institutions above range the entire gamut of pedagogical choices: * Training and diploma programs (both long and short duration) * Term-based courses and electives, Conceptual and introductory lectures * Idea and business plan competitions * Research and consulting projects * Incubation, networking and mentoring facilities * Conferences, seminars and workshops * Journals, newsletters and publications There is mismatch in the Indian entrepreneurship education system, between what knowledge disseminators are offering, and what entrepreneurs really need. Following are key differences between the requirements and what is being delivered in the name of entrepreneurship education in B-schools. FOCUS Though the EEPs presented do target the general population, emerging and established entrepreneurs, the focus seems to be skewed primarily towards developing the emerging entrepreneurs. Indian entrepreneurship education is mainly geared towards the need-driven entrepreneur. This is in line with the recommendations of Porter and Schwab, who argue that in ? actor-driven countries with mainly extractive type economic activity, government attention is best focused on providing a basic foundation for enabling this activity, rather than, for example, providing sophisticated training in opportunity-driven entrepreneurship In India, roughly 13% of the adult working-age population (between the ages of 18 and 64) has received some form of training in starting a business. The chart below shows the percentages of these recipients who undergo this traini ng voluntarily versus compulsorily CHALLENGES OF DESIGNING AN EEP Clearly, in order to navigate this variegated network of ideologies, attitudes, skills, teaching methods and assessment tools, etc. there is a pressing need for a framework that would allow the practitioner design an educational program to provide maximum value to both the entrepreneur and to the society in which s/he thrives. There exists a range of tools, traits, motives and attitudes that are required for both the creation and the success of entrepreneurs. Some of the skills required for entrepreneurship to take root, and to develop the knowledge-base for enterprise creation and growth are illustrated in the diagram below. Which of these skills should an EEP include in its curriculum? A clear understanding of the needs of the entrepreneur is required in order for an EEP to be deemed successful by its recipients. Similarly, among other considerations, the design of an EEP must also be cognizant of: ? The type of disseminator(s) that will deliver the EEP. For example, a course designed for delivery by a high school is likely to have different constraints that one designed for dissemination by a corporate entity. ? The pedagogy best suited for the EEP under consideration (training program, journal article, seminar, etc. ). ? The delivery mechanism (classroom atmosphere, television broadcast, reading material, etc. ). ? Existing models and success stories from India and abroad. Case studies can serve as springboards for new programs, and avoid having to rediscover well established approaches. Success metrics or ways of measuring effectiveness. In addition, an EEP must also be aware of how it might fit into the curriculum at primary, secondary and higher educational levels, of how to incorporate best practices from previous programs, deciding whether it is necessary to assess and accredit entrepreneurship education, the implications of the linkages between business and education, etc. FACTORS IN SUCCESS OF EEP ARE :- Clearly, in order to navigate this variegated network of ideologies, attitudes, skills, teaching methods and assessment tools, etc. here is a pressing need for a framework that would allow the practitioner design an educational program to provide maximum value to both the entrepreneur and to the society in which s/he thrives. RE-ENGINEERING PROCESS Existing Practices| Re-engineering| Prevalent only at higher levels of education| Should be introduced at lower level also. | EEP is not sufficiently differentiated from business management education in many institutions. | Clear and specific curriculum should be introduced for both. Limited focus on research and publications| More focus should be given to research and publications| No degree awarding programs at academia| Degree awarding programs should be introduced at academia. | Lack of experienced faculty| Experienced faculty should be recruited and training should be imparted to existing faculty. | Weak linkages of University and RD centers with entrep reneurs. | Linkages should be improved. | Absence of mentor pool at all stages. | Mentor should be provided. | Policies are not responsive. | Policies need to be more responsive to emerging trends, both local and international. Overall state of affairs is confused. | Should have clear and broad vision, goals and systematic planning. | Missing culture of educating long term impact. | Training in specific skills should be introduced and also aspects of ethics, risk taking, social responsibilities, etc. | RECOMMENDATIONS * Teachers should be recruited, trained and re-trained in the area of entrepreneurship education. They should be sponsored to attend local and international conferences to acquire more knowledge so that they can effectively impart the entrepreneurial skills to the students. The university management should contact some NGOs or banks to give soft loans/grants to entrepreneurship educators to establish and run their own businesses. This will enable them to acquire practi cal experience from their own initiatives for onward transmission to business education students. * Business education students should be thoroughly taught how to troubleshoot, service, maintain computer and other related office equipment. They should also be provided with adequate information about starting a new business and about business trends in order to minimize future risks and maximize success rates. This will help them to establish consultancy firms to sell and service the computers and other office related equipment, and also run business centres. * The department of business education should constantly organize workshops for the students and invite successful businessmen and women to give talk on how to initiate, source for funds, start and run a business successfully. * The students should be made to go on attachment to successful entrepreneurs for a period of three months. This will also help them to practically acquire entrepreneurial skills that will enable them initiate, establish and run their businesses after graduation. * In order to help the students to raise capital to run an enterprise, they should be grouped. Each group will contribute money to rent a shop, equip it and run it for their practical. BIBLIOGRAPHY * http://en. wikipedia. org/wiki/Tacit_knowledge. * http://en. wikipedia. org/wiki/List_of_countries_by_GDP_(real)_growth_rate. * www. nenonline. org/page/orientation-entrepreneurship-education How to cite Enterpreneurship Education, Essay examples

Oxalate free essay sample

The structure of the oxalate anion A ball-and stick model of oxalate Oxalate (IUPAC: ethanedioate) is the dianion with the formula C2O42? , also written (COO)22?. Either name is often used for derivatives, such as salts of oxalic acid (for example disodium oxalate, (Na+)2C2O42? ) or esters thereof (for example dimethyl oxalate, (CH3)2C2O4). Oxalate also forms coordination compounds where it is sometimes abbreviated as ox. Many metal ions form insoluble precipitates with oxalate, a prominent example being calcium oxalate, the primary constituent of the most common kind of kidney stones. Contents * 1 Relationship to oxalic acid * 2 Structure * 3 Occurrence in nature * 3. 1 Physiological effects * 4 As a ligand * 5 Safety * 6 See also * 6. 1 Raphides * 6. 2 Oxalate salts * 6. 3 Oxalate complexes * 6. 4 Oxalate esters * 7 References| Relationship to oxalic acid The dissociation of protons from oxalic acid proceeds in a stepwise manner as for other polyprotic acids. Loss of a single proton results in the monovalent hydrogenoxalate anion HC2O4?. We will write a custom essay sample on Oxalate or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A salt with this anion is sometimes called an acid oxalate, monobasic oxalate, or hydrogen oxalate. The equilibrium constant (Ka) for loss of the first proton is 5. 37? 10? 2 (pKa = 1. 27). The loss of the second proton, which yields the oxalate ion has an equilibrium constant of 5. 25? 10? 5 (pKa = 4. 28). These values imply that, in solutions with neutral pH, there is no oxalic acid, and only trace amounts of hydrogen oxalate. 1] The literature is often unclear on the distinction between H2C2O4, HC2O4-, and C2O42-, and the collection of species is referred to oxalic acid. Structure X-ray crystallography of simple oxalate salts show that the oxalate anion may adopt either a planar conformation with D2h molecular symmetry, or a conformation where the O-C-C-O dihedrals approach 90 ° with approximate D2d symmetry. [2] Specifically, the oxalate moiety adopts the planar, D2h conformation in the solid-state structures of M2C2O4 (M = Li, Na, K). 3] However, in structure of Cs2C2O4 the O-C-C-O dihedral angle is 81(1) °. [4][5] Therefore, Cs2C2O4 is more closely approximated by a D2d symmetry structure because the two CO2 planes are staggered. Interestingly, two forms of Rb2C2O4 have been structurally characterized by single-crystal, X-ray diffraction: one contains a planar and the other a staggered oxalate. As the preceding examples indicate that the conformation adopted by the oxalate dianion is dependent upon the size of the alkali metal to which it is bound, some have explored the barrier to rotation about the central C? C bond. It was determined computationally that barrier to rotation about this bond is roughly 2–6 kcal/mole for the free dianion, C2O42?. [6] Such results are consistent with the interpretation that the central carbon-carbon bond is best regarded as a single bond with only minimal pi interactions between the two CO2 units. [2] This barrier to rotation about the C? C bond (which formally corresponds to the difference in energy between the planar and staggered forms) may be attributed to electrostatic interactions as unfavorable O? O repulsion is maximized in the planar form. It is important to note that oxalate is often encountered as a bidentate, chelating ligand, such as in Potassium ferrioxalate. When the oxalate chelates to a single metal center, it always adopts the planar conformation. Occurrence in nature Oxalate occurs in many plants, where it is synthesized via the incomplete oxidation of carbohydrates. Oxalate-rich plants include fat hen (lambs quarters), sorrel, and several Oxalis species. The root and/or leaves of rhubarb and buckwheat are high in oxalic acid. [7] Other edible plants that contain significant concentrations of oxalate include—in decreasing order—star fruit (carambola), black pepper, parsley, poppy seed, amaranth, spinach, chard, beets, cocoa, chocolate, most nuts, most berries, fishtail palms, New Zealand spinach (Tetragonia tetragonioides) and beans. [citation needed] Leaves of the tea plant (Camellia sinensis) contain among the greatest measured concentrations of oxalic acid relative to other plants. However the infusion[clarification needed] beverage typically contains only low to moderate amounts of oxalic acid per serving, due to the small mass of leaves used for brewing. Introduction Oxalates are naturally-occurring substances found in plants, animals, and in humans. In chemical terms, oxalates belong to a group of molecules called organic acids, and are routinely made by plants, animals, and humans. Our bodies always contain oxalates, and our cells routinely convert other substances into oxalates. For example, vitamin C is one of the substances that our cells routinely convert into oxalates. In addition to the oxalates that are made inside of our body, oxalates can arrive at our body from the outside, from certain foods that contain them. Foods that contain oxalates The following are some examples of the most common sources of oxalates, arranged by food group. It is important to note that the leaves of a plant almost always contain higher oxalate levels than the roots, stems, and stalks. * Fruits blackberries, blueberries, raspberries, strawberries, currants, kiwifruit, concord (purple) grapes, figs, tangerines, and plums * Vegetables (see Table 1 for additional information) * spinach, Swiss chard, beet greens, collards, okra, parsley, leeks and quinoa are among the most oxalate-dense vegetables * celery, green beans, rutabagas, and summer squash would be considered moderately dense in oxalates * Nuts and seeds * almonds, cashews, and peanuts * Legumes * soybeans, tofu and oth er soy products * Grains * wheat bran, wheat germ, quinoa (a vegetable often used like a grain) * Other cocoa, chocolate, and black tea Table 1 Raw Vegetable| Oxalate contentmilligrams per 100 gram serving| Spinach| 750| Beet greens | 610| Okra| 146| Parsley| 100| Leeks| 89| Collard greens| 74| You can dosify the oxalate ion using HPLC (liquid chromatography with high pressure) or maybe using a volumetric technics if you can easily separate it. Have you any experimental protocol? presence of oxalate ion is high in guava about 60 percentege of guava contains oxalate ions ,oxalate ions present in guava is of the type h-h k-f amp;n-n,presence of oxalate ion decreases as it ripens To test the presence of oxalate ion in guava fruit.. Take a small amount of juice of the fruit filter it dilute with water and add vinegar to expel the carbonate then add small quantity of lime water the white precipitates confirm the presence of oxalate ions. METHOD †¢Weigh 10. 0g of fresh guava and crush it to a fine pulp using pestle-mortar. †¢ Transfer the crushed pulp to a beaker and add about 50ml dil. H2SO4 to it. Boil the contents for about 10 minutes. Cool and filter the contents in a 100ml measuring flask. Make the volume up to 100ml by adding distilled water. †¢ Take 20ml of the solution from the measuring flask into a titration flask and add 20ml of dilute suphuric acid to it. Heat the mixture to about 600C and titrate it against N / 20 KMnO4 solution taken in a burette. The end point is appearance of permanent light-pink colour. †¢ Repeat the above experiment with 1,2and 3 days old guava fruit. by the process of titration we can detemine the content of oxalate ions in guava.

X-ray interactions with matter Essay Example

X X-ray interactions with matter Paper X-ray interactions with matter Paper This document presents the interactions of x-ray with matter. It talks about the five types of x-ray interactions with matter, photoelectric absorption, compton scattering, pair production, coherent interaction, and photodisintegration. Each of this x-ray interactions are discussed in a manner that it can be understood by the general public. This document also dwells on the various exposure factors involve in radiography. It also provides a brief discussion of the attenuation that occurs when a photon travels through the matter. X-ray is a form of Photon that is created when energetic electron interacts with matter at the atomic level. Photons end their lives when they collide with electrons and transfer their energy. Like other forms of photons, x-rays possess intrinsic energy that may be imparted to the matter they interacts with. Interaction takes place as either absorption (transfer of energy from the X-ray photon to the absorbing material) or scattering (in which the X-ray photon is â€Å"redirected† by interaction with the scattering material) (Connolly, 2007). X-ray has been used extensively in medical imaging which sometimes brings wonders to a number of people of how x-rays are able to penetrate solid objects and produce images of the internal structure. Photoelectric Absorption occurs when a photon hits the atom of matter and all of its energy is transferred to the electron which is then knocked out of its orbital. The atom becomes ionized due to the loss of an electron. The photon, which is a form of energy, completely disappears as it transfers all its energy to the electron knocking it out of the orbital. The electron is ejected from the atom by the transformation of energy from light to kinetic energy and begins to pass through the surrounding matter. The electron rapidly loses its energy and moves only a relatively short distance from its original location. The photons energy is, therefore, deposited in the matter close to the site of the photoelectric interaction (Sprawls, 2006). The energy transfer is a two-step process. The photoelectric interaction in which the photon transfers its energy to the electron is the first step. The depositing of the energy in the surrounding matter by the electron is the second step. The transfer of energy is depicted by figure 1 to figure 2. Figure 1. Before Collision Figure 2. After Collision Photoelectric interaction normally occurs with electrons that has relatively high binding energy. It is most probable when the electron binding energy is only slightly less than the energy of the photon. If the binding energy of the electron is greater than the photon then photoelectric interaction cannot occur. This is because the interaction can only occur if the photon has sufficient energy to knock and overcome the binding energy, thus removing the electron from the atom. Compton Effect Compton effect occurs when a photon hits the atom of matter and only a portion of its energy is transferred to the electron. The photon still leaves the vicinity of the interaction in a direction different from the original path of the photon. This is illustrated in figure 3. The atom also becomes ionized due to the loss of an electron. The Relativistic energy and momentum are conserved in this process1 and the scattered x-ray photon has less energy and therefore greater wavelength than the incident photon (Connolly, 2007). The photon that leaves the vicinity of the interaction may interact further with the nearby atoms until it looses all its energy or escapes the matter and goes outside.

Carl Ritter - German Founder of Modern Geography

Carl Ritter - German Founder of Modern Geography German geographer Carl Ritter is commonly associated with Alexander von Humboldt as one of the founders of modern geography. However, most acknowledge Ritters contributions to the modern discipline to be somewhat less significant than those of von Humboldt, especially as Ritters life-work was based on the observations of others. Childhood and Education Ritter was born on August 7, 1779, in Quedlinburg, Germany (then Prussia), ten years after von Humboldt. At the age of five, Ritter was fortunate to have been chosen as a guinea pig to attend a new experimental school which brought him into contact with some of the greatest thinkers of the period. In his early years, he was tutored by the geographer J.C.F. GutsMuths and learned the relationship between people and their environment. At the age of sixteen, Ritter was able to attend a university by receiving tuition in exchange for tutoring a wealthy bankers sons. Ritter became a geographer by learning to observe the world around him; he also became an expert at sketching landscapes. He learned Greek and Latin so that he could read more about the world. His travels and direct observations were limited to Europe, he was not the world traveler that von Humboldt was. Career In 1804, at the age of 25, Ritters first geographical writings, about the geography of Europe, were published. In 1811 he published a two-volume textbook about the geography of Europe. From 1813 to 1816 Ritter studied geography, history, pedagogy, physics, chemistry, mineralogy, and botany at the University of Gottingen. In 1817, he published the first volume of his major work, Die Erdkunde, or Earth Science (the literal German translation for the word geography.) Intended to be a complete geography of the world, Ritter published 19 volumes, consisting of over 20,000 pages, over the course of his life. Ritter often included theology in his writings for he described that the earth displayed evidence of Gods plan. Unfortunately, he was only able to write about Asia and Africa before he died in 1859 (the same year as von Humboldt). The full, and lengthy, title of Die Erdkunde is translated to The Science of the Earth in Relation to Nature and the History of Mankind; or, General Comparative Geography as the Solid Foundation of the Study of, and Instruction in, the Physical and Historical Sciences. In 1819 Ritter became a professor of history at the University of Frankfurt. The following year, he was appointed to be the first chair of geography in Germany - at the University of Berlin. Though his writings were often obscure and difficult to understand, his lectures were very interesting and quite popular. The halls where he gave lectures were almost always full. While he held many other simultaneous positions throughout his life, such as founding  the Berlin Geographical Society, he continued to work and lecture at the University of Berlin until his death on September 28, 1859, in that city. One of Ritters most famous students and ardent supporters was Arnold Guyot, who became a professor of physical geography and geology at Princeton (then the College of New Jersey) from 1854 to 1880.

Effecte of hyperoxia in bovine bronchail epithelial tissue Dissertation

Effecte of hyperoxia in bovine bronchail epithelial tissue - Dissertation Example Important Use of Hyperoxia in Intensive Care Unit Hyperoxic inspired gas is essential for patients with hypoxic respiratory failure which can be caused by oxygen deficient conditions like acute infection, neuromuscular impairment, etc. (Altemeler and Sinclair, 2007) In the context of critical care medicine, hyperoxia can be beneficial in implementing certain critical care strategies like early goal directed therapy (Calzia et al, 2010). Moreover, oxygen pressure field theory suggests that hyperoxia just before deep hypoxic circulatory arrest takes advantage of increased oxygen solubility and reduced oxygen consumption to load tissues with excess oxygen, which can effectively manage acid-base states during acute hypothermia entailed in circulatory arrest (Pearl et al, 2000) However, studies also testify that hyperoxia adversely affects cilial abundance and cause ciliary disorientation which can lead to dangerous conditions like ciliary dyskinesia (MacNaughton et al, 2007; Kay et al, 2 002; Rutman et al, 1993). Also, hyperoxia may impede the pathways of cell signalling (Lee and Choi, 2003) Side Effects of Reactive Oxygen Species (ROS) on Epithelial Tissue Reactive Oxygen Species (ROS) are oxygen containing molecules which are highly reactive. The unpaired valance shell electrons in ROS are responsible for their high reactivity. ROS are often regarded as a key factor behind cardiovascular diseases, ischemic injury, programmed cell death, etc. They can also cause damage to DNA, lipid peroxidation and critical oxidative stress. (Thannickal, 2003; Fuhrman et al 1997) ROS would cause oxidative stress on the epithelial tissue by increasing the levels of total glutathione. Since glutathione is an anti-oxidant, increased levels of ROS will increase its concentration as well. In the case of glutathione depletion, increase of ROS levels is unbridled which would lead to early activation of apoptic signalling. In vivo studies involving human B lymphoma cell line testify such possibilities (Armstrong et al, 2002). Moreover, it has also been testified that pulmonary macrophages stimulate cell proliferation of bovine bronchial epithelial cells in vitro. The process involves mediation in airway epithelial repair, which can probably be explained by a proactive role of glutathione against ROS (Takizawa et al, 1990). Another side effect of ROS is lipid peroxidation which has been studied in details through epithelial cell behaviour in vivo in rats with chronic parenchymal iron overload (Bacon et al, 1983). Hepatic and brain epithelial lipid peroxidation by ROS obtained from certain pesticides have been widely testified by both in vivo and in vitro studies in rats and humans (Bagchi et al, 1995). Besides, Fuhrman and his associates conducted in vitro and ex vivo studies in humans to testify the high extent of low-density-lipoprotein oxidation by ROS through measurement of thiobarbituric acid reactive substances (TBARS) and lipid peroxides in epithelial cells (F uhrman et al, 1997). Proteins modification is another major side effect of excess ROS generation that has been studied in vivo. The in vivo study conducted in this context further testified that oxidative protein damage could affect the activities of the DNA repair enzymes in the epithelial cells as well (Wiseman and Halliwell, 1996). Further, in vitro studies have established that generation of ROS target the function of redox-sensitive proteins that act as part of a large sub-membranous

International Theory Essay Example | Topics and Well Written Essays - 1000 words

International Theory - Essay Example s came about, and two of these theories emerged to what we presently know as the English School and the Classical Liberalism theories in international relations. These theories shall be discussed and differentiated in this paper. Classical liberalism believes that if people are given as much freedom as possible, the principles of authoritarianism shall eventually fade away, democracy shall have a chance to emerge, and wars will eventually cease to exist. Classical liberalism in international relations has four main beliefs. First and foremost, classical liberalists believe that peace can best be achieved through the more widespread application of democratic principles. Classical liberalism prescribes to the notion of institutional liberalism, in the sense that it desires for more nations to be more democratic in their political approach. They believe that democracy epitomizes the perfect breeding ground for peace within and among nations. Secondly, they believe that naturally harmonious interests will help ensure that citizens and states â€Å"make rational calculations which make national interest and international interest one and the same† (O’Connor, 2008). They advocate the belief that the state preferences, not the state capabilities determine the behaviour of the state. It therefore has a high degree of tolerance for various preferences. Thirdly, disputes should be settled by the set judicial procedures under the rule of law. Classical liberalism stresses that the rule of law is applicable to states, not just to people. It advocates that it is possible to identify aggressors and belligerents; therefore, it is also possible to come up with an effective coalition of states opposing such violators. Finally, collective security would replace notions of self-help. They agree that different states may have different preferences, and that governments actually make the decisions to go to war, not people. And they ultimately prefer adherence to the