Bromination of Trans- Stilbene to Form free essay sample

The Br–Br bond becomes polarized and the more positively charged Br atom is transferred to the alkene to yield a bromonium ion and a bromonium anion. The bromonium anion attacks a carbon atom to open the three-membered ring and produce vicinal dibromide. The net result of this reaction is anti addition of bromine as shown in Figure 3. [pic] Figure 3: The anti addition of bromine to an alkene The traditional procedure utilizes a solvent, such as methylene chloride or carbon tetrachloride, which are both carcinogens. Typically, elemental bromide is also used but it is corrosive and can cause chemical burns. This experiment is a green bromination of trans-stilbene because it reduces the need to use hazardous chemicals. It utilizes ethanol as a solvent and bromide is generated in situ from the reaction of hydrobromic acid and hydrogen peroxide. Materials and Methods First, a water bath was prepared and heated to 90-100oC on a hot plate. We will write a custom essay sample on Bromination of Trans- Stilbene to Form or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A 100mL round-bottom flask was equipped with a magnetic stir bar. A Mettler PJ360 DeltaRange balance was used to measure out 0. 500g of 96% trans-stilbene (Sigma-Aldrich Batch# 00807JD), which was added to the 100mL flask. Next, 15mL of the 95% (general lab reagent) ethanol were also added to the flask. A reflux condenser was set up and the solution of ethanol and 96% trans- stilbene was allowed to dissolve. After the stilbene dissolved, 0. 8mL of 48% hydrobromic acid (A. C. S. reagent Batch# 06722CC, HBr content 47. 0-49. 0%) was added in drops while the solution was heated and stirred. The mixture appeared clear and colorless. Then, 0. 8mL of 30% hydrogen peroxide (Sigma Aldrich), was also added drop-wise to the refluxing reaction while it was being heated and stirred. The color of the mixture became dark yellow. The solution was then heated and stirred of approximately 20 minutes until the solution turned cloudy white. The mixture was rinsed with 95% ethanol (GLR) and became light yellow. The solution was heated and stirred for an additional 7 minutes until the color appeared cloudy white. The round-bottom flask was removed from the heat and cooled to room temperature. Once the solution had cooled to room temperature, The solution was then neutralized with drops of NaHCO3 (GLR) until its pH was 7. After the solution was neutralized, the flask was put on ice so the crystals would precipitate. The crystals were then collected using vacuum filtration, rinsing with cold ethanol. The crystals were placed in a glass vial and allowed to dry for 24 hours. The next day the micro-melting point was taken using a Stanford Research System Optimelt Automated Melting Point System. Finally, a small amount of crystals were ground up with a mortar and pestle, mixed with one drop of Nujol mull (GLR), and placed on a sodium chloride window which was used to obtain a FT-IR spectrum on a Perkin-Elmer Paragon 1000 FT-IR. Table 1: Parameters for Perkin-Elmer Paragon 1000 FT-IR |First X |4400cm-1 | |Last X |500cm-1 | |Min Y |5. 88476 | |Max Y |84. 54895 | |Resolution |4. 000000cm-1 | |Points |3901 | |Interval between points |-1 | |Data format in X |Wavenumbers (cm-1) | |Data format in Y |%T | |Spectral Range |4400-500cm-1 | |Number of Scans |4 | Results At the beginning of the reaction, the solution was a yellow, gold color. When the hydrobromic acid was added to the refluxing solution, the solution turned burnt orange. Upon addition of the hydrogen peroxide, the solution went from a dark, golden yellow color to an egg-yolk color. At the midpoint of the refluxing, approximately 15 minutes after the hydrogen peroxide was added, the solution was a cloudy, light yellow color. While refluxing, there was a slight accumulation of flaky crystals on the flask. A layer of crystals lined the bottom of the flask. Once the solution cooled to room temperature, litmus paper was then used to test the acidity of the solution. NaHCO3 was added to the solution drop wise and the pH was retested until the litmus paper indicated a pH of 7. The melting point of the dried crystals was measured to be 243. 3oC which was close to the literature value of 241 oC. The crystalline product was then analyzed using FT-IR, which is shown in Figure 4. The FTIR obtained in lab closely matches the FTIR obtained from the SBDS database. [pic] Figure 4: FTIR of dibromo stilbene obtained in lab The percent yield was also calculated and found to be 45. 54 percent. A Proton NMR was performed on the crystals and can be found in Appendix 1 (attached to back). Three peaks appear on the Proton NMR between 7-8ppm. These peaks correspond to the hydrogens on the benzene ring. In addition a single peak is found near 2ppm. These peaks verify the formation of dibromo stilbene.

This essay was for a Geography retail class, and I was supposed to gather three articles and compare and contrast the ideas of the aritcle with the main topic which was shopping malls in N.America.

This essay was for a Geography retail class, and I was supposed to gather three articles and compare and contrast the ideas of the aritcle with the main topic which was shopping malls in N.America. Shields, Rob., 1989. Social Spatialization and the built environment: The West Edmonton Mall. Environment and Planning D: Society and Space, 7: 147-64.Shields article explores numerous aspects of social spatialization and the environment of the West Edmonton Mall. The development of this world class tourist attraction became the "largest, comprehensive tourist attraction ever built in the universe" (Shield, 150). The city of Edmonton needed a world class tourist attraction, needed a place were people would come to instead of going to other cities in the world to find the same thing. In this article Shield's provide a well analyzed and clear setting towards on how the Mall is becoming a substitute for the Street, and the contrast between the mall users or more specific 'post-shoppers' and 'mall rats'. One of the first point Shields mentions is the architecture of the mall, how the exterior is created with concrete and brick, and inside there is a bricolage of historicist recreations a nd high tech fantasy for example, a water park, ice rink, roller coaster, a three hundred and fifty room hotel and 'streetscapes' replica such as "Europa Boulevard", and New Orleans's Bourbon street.Chinatown, West Edmonton Mall, Edmonton, Alberta, ...The Mall is built "under one roof" to offer the participants worry free of the weather conditions. The creation of this mall followed the same typology for other malls across North America, to have "two anchor department store at each end of a long street of specialty shops" (Shield, 150). Furthermore, Shields explains the reason of success for the mall it "defies conventional marketing wisdom" (Shields, 151). The development of the mall started at the right time during the decline in the oil industry in Alberta, and in turn it became a huge success, in 1987 it became the third best tourist attraction to visit respectively behind...

MGMT 670- STRATEGIC MANAGEMENT Assignment Example | Topics and Well Written Essays - 250 words

MGMT 670- STRATEGIC MANAGEMENT - Assignment Example The possession of a very strong brand name as well as image, which will boost the company’s growth and the reach to the customers. The establishment of a very good supply chain management capability, which will help the smooth inflow and outflow of the retail products along with good customer service. The presence of a very good and attractive customer base and a global presence through a wide global network, that is ready to buy the products available in the retail outlet. The possession of the capabilities and also the competencies by the organic foods retail outlet, which very well matches the key success factors of the industry. The five competitive forces that are the weakest in the Organic foods retail industry are: Product differentiation from those of the rivals. There is no need for the possession of superior technological skills amongst the different competing organic food retail outlets, since they are not in the process of manufacturing products but are involved on ly in the selling of the finished products. Joint ventures with the other firms for possession of superior technology is not required in this case, since the organic food retailers only requires good marketing and advertising skills that are needed for selling the product.

A New Approach for the Latino Community Annotated Bibliography

A New Approach for the Latino Community - Annotated Bibliography Example According to the findings, it can, therefore, be said that as the world moves at a fast pace, cultures merge, people migrate and acculturation takes place, we can be sure that "Latino" community advantage ultimately poses as a disadvantage because the "Latinos" are losing their individual identity. It was the identity that was given to them by their country, whether it was Colombia, Argentina, Ecuador or Haiti. Their cultures (sports, food, arts, film, and architecture) differ, their languages diversify slightly, their religions may not be the same - and then why should they not be called an Argentinean or a Colombian rather than a Latino There should be a new approach for the "Latino" community where their differences should be studied, and then highlighted in various ways so as to communicate them to the world and especially the United States of America so that any sort of biases and stereotyping can be avoided against them.  "Latino" is a term used for the people who belong to L atin America. This region consists of each country, each with its unique language, culture, and identity. But their immigration to other countries of the world like the United States of America have crushed their individual identity and made them popular as a collective unit, yet considered a minority and treated with biases and prejudice. This discrimination and highlight of a community aspect of Latinos have been mostly brought forward by the Spanish media, whether it is the television, newspapers, radio or the likes. Such media propagation by any country gives further impetus to different countries to form stereotypes and biases for these people. An Argentinean has a totally different culture than the Bolivian who lives in the U.S., a Brazilian has different beliefs than a Colombian who works in U.S. and Ecuadorian will have different thought processes than a person from Panama who study together in U.S. Such differences need to be highlighted. Latin America's rich and diverse cu ltural needs to be brought in front of the world but what media does is only show a cross-section of the population from Latin America, collectively labels them as Latinos and ignores the diversity available in the region. This is an important topic to address as it wants to achieve a basis for the vast differences between the 20 countries and their residents, who are part of Latin America. What is happening to the residents of Latin America is unfair. It needs to be looked into. Other topics would just have been an addition to the database of various papers who talk about Latinos. But talking about their differences and the situation of being referred to as "Latinos" puts them in an advantageous position as a community and at a disadvantage when it comes to their individuality. This ambiguous situation is difficult to weigh and talked about rarely. The Latinos know what they go through but I, being a student, subjected to the study of Latino culture, want to unravel their range of cultures and individuality as written and argued by prominent authors.  

Should Organisations Transition Towards a Green Supply Chain Research Proposal

Should Organisations Transition Towards a Green Supply Chain - Research Proposal Example The aim of this paper is to avail action plan and facilitate knowledge among supply chain professionals who need to embrace Green strategy efficiently and communicate these efforts to their commodity consumers, public and partners. Despite the public focus on the environment, benefits attached to reducing a firm’s environmental impacts are never at the forefront of supply chain executives’ minds. It seems that many executives are still unaware of that enhanced environmental performance implies fewer environmental-permitting fees, lesser waste-disposal and training costs, and, quite, lessened material costs. Optimistically, the interest in green issues and environmental concerns by the public will never decline as economic issues become more significant due to the irresolute economy (Charter, Kielkiewicz-Young, et al. 2001). Organizations are at loggerheads in deciding whether to embrace green supply chain management due to lack of proper skills in strategic management of green supply chain. Strategic management of Green supply chain entails gathering and analyzing environmental regulations and customer needs, deliberating on the relevant environmental issues with the procurement, manufacturing an d quality control department across the supply chain organizations and collapsing into development and communication of the green supply chain policies to all stakeholders of the supply chain ranging from supplier to customer’s customer. Such a lengthy and elaborative procedure presents problems for most organizations despite the intense pressure exerted by their respective governments and consumers who have turned to such firms that have not incorporated Green strategies. The academic in proper knowledge endowment on adopting and implanting green supply chain in firms strategic planning and operation thus possess a major threats to those static firms due to lack of increased

Value of Reading Stories for Children

Value of Reading Stories for Children â€Å"Reading is much more than the decoding of black marks upon a page; it is a quest for meaning and one which requires the reader to be an active participant.† (Cox, 1991:133) Most children love to hear stories. There is a gradual process by which children see that there is a definite relationship between the telling of a story and the written word. Eventually the child will start to behave like a reader from the amount of stories that they have listened to over the years as they will know that there is a sequence to a story, know that illustrations contain essential information about the story and will most importantly enjoy and read a range of picture and story books as they get older. If there is a positive attitude to books from a parent or teacher then the child will develop the same attitude and will then find reading an easy progression of literacy skills. Reading stories can not only help a child with their language and literacy skills they can also be used in other curriculum subjects such as they can be used in for example; art and design by getting the children to design pictures based on what they have read in the story, geography can be used if the story is about different countries as the teacher can then base her lessons on teaching the children about those countries which can also be linked to history as the children could be taught about the historical aspect of those countries or of the world in general. This is all linked to curriculum documents such as the Early Years Foundation Stage 0-5, National Curriculum 5-11 and the Primary National Strategy. In the EYFS it states children aged 40-60 months should â€Å"enjoy an increasing range of books, show an understanding of the elements of stories such as main character, sequence of events and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how.† (DfES, 2007, The Early Years Foundation Stage Curriculum Guidance, London, DfES). This shows how important stories are for children especially at this early stage in their education for their language development, writing skills and imagination. Emotional Benefits Stories may have emotional benefits within the text which gives the children enjoyment, develops their feelings and imagination and they include themes and issues that relate closely to the children. Having relevant issues within the story it can sometimes resolve certain problems which the children might have. For example The Littlest Dinosaur by Michael Foreman confronts making friends and that being different is a good thing and we may not be good at everything but that does not make us useless like the Littlest Dinosaur felt as there will always be something we do well at. Children will relate to this and from this the teacher can then introduce a discussion on their feelings of the book and what they feel are their strengths, which gets them to open up. â€Å"It is easy to assume that the characters we meet in books are a reflection of people in real life; they give the illusion of being so. A reader might identify with a character they recognise as being ‘just like me.† (Gamble N Yates S, 2008, Exploring Childrens Literature, London, Sage.) In Alfie Gives a Hand by Shirley Hughes, children will most likely relate to Alfie in that he was nervous going to a birthday party and took with him a security blanket which most children will have at some time during their childhood and find it hard to be apart from. Therefore this story shows children that its okay to be nervous and having a security toy is alright but there may come a time that you need to put it down but you can still have fun without it providing an emotional benefit. â€Å"For young children realistic fiction tends to be about everyday experience. The conflicts in these stories are often concerned with developing independence or growing up.† (Gamble Yates, 2008: 131) â€Å"Illustrations in childrens books are extremely important as they reinforce the text and provide important clues to enable understanding.† (Snaith M, 2007, Childrens Care Learning and Development, London, Heinemann). The illustrations in both the books I have chosen help to reinforce the story by helping to describe what the characters and settings surrounding them are like. The illustrations inside a picture book such as the two I have chosen help to build upon the childs imagination. The text within the book can help with this too to some extent depending on particular children so by providing the children with pictures it helps those who struggle to imagine the story without, therefore benefiting them. â€Å"Picture books are not simply privileged reading for or with children. They make reading for all a distinctive kind of imaginative looking.† (Meek M, 1991) Teachers can also use these story books to bring up issues/themes within the classroom which the children might not have experienced to give them an insight into it and answer any questions which the children may have about the certain issue/theme resulting in the children receiving another emotional benefit from the story. Alfie Gives a Hand is written in un-intrusive third person narrative which gives the reader the opportunity to make their own opinions and judgement on the story without being told what to think. This is important in stories as an emotional benefit as the children are allowed to believe what they want and perhaps therefore confronting a relevant issue raised in the story in their own way. Cultural Benefits Stories can also contain cultural benefits which can extend childrens knowledge and understanding of the world by giving access to different cultures, such as in the story of Pocahontas we learn about two different cultures and even though they may live differently, they are both the same, which shows children that everyone is equal and everyone should be treated equally as this is important for children to acknowledge. â€Å"For the young reader an information story can be a bridge from existing experiences to new ones† (Gamble Yates, 2008: 48) and Margaret Mallet writes, ‘the security of a familiar narrative framework helps consolidate knowledge gained from experience while opening up new ideas and possibilities. (1999: 38) As the story of Pocahontas is based on a real life story it not only provides the children with enjoyment from what seems like a fairy tale love story it also provides them with knowledge what life was like in the time of Pocahontas and John Smith. However, it does supply the children with an image of fantasy with the fact that the tree talks to Pocahontas, which is an example of low fantasy as the majority of the story is linked to real life. For pupils new to the country, books with cultural benefits can help them learn about traditions and values of the culture they have moved into and pupils can learn about new traditions from the new pupil. An example of this is the story Topsy and Tim Meet New Friends. Topsy and Tim learn all about Jinder and her familys traditions, cultures and language which give children reading the book an insight to other peoples cultures. From these stories teachers can then relate their lesson plans on the different cultures and traditions such as cooking different foods, celebrating festivals from around the world. These books have some many opportunities to teach children about other peoples lives. â€Å"The use of narrative tests in schools for early readers has a long and honourable history. In many ways the chronological, time based ordering of events centring around characters is perhaps quite close to how we all see life. Thus, narrative texts present few disjunctions and difficulties to those coming new to reading.† (Graham Kelly, 2008: 156) Topsy and Tim Meet New Friends relates to this statement as by providing a story close to reality means that children will acknowledge that although Topsy and Tim are not actually real people the people they represent are and the children may know people similar or might even be in the same situation as Topsy and Tim with new neighbours. â€Å"Realism in fiction means that everything in the story including characters, setting and plot could happen to real people living in our world. People act like people and animals behave like animals.†(Gamble and Yates, 2008: 130) By having illustrations in this story children are given an idea of what people from other cultures wear which makes it easier for younger children to understand rather than just having the text to explain. Illustrations also explain any misconceptions children have about people from other cultures, if they can see them in a book they realise what they first thought was most probably inaccurate. Language Benefits Stories also contain language benefits which develops childrens understanding of new vocabulary, they get to experience story language for example ‘Once upon a time, experience narrative structure, and experience figurative language e.g. metaphor, onomatopoeia. â€Å"Fairy tales were originally intended for adults and children. They were passed down orally to amuse and to convey cultural information that influences behaviour, such as where it is safe to travel and where it is dangerous to go. Fairy tales are found in most cultures and many derive from the oldest stories ever told. Some modern fairy tales could be included in the more recently categorised genre of ‘fantasy.† (DCSF, No Date) Beauty and the Beast is an example of a fairy tale which helps children to develop their story language and as Bettelheim suggests â€Å"fairy story is important because existential anxieties are taken seriously and children are offered solutions that they can understand ‘and they lived happily ever after does not fool the child into thinking eternal life is possible but helps to make reality more acceptable.†(1988: 10) After reading a fairy tale to children the teacher can base the learning on the structure of a fairy tale and what needs to be included. This can then lead onto the children writing their own fairy tale which enables the children to put into practice what they have learnt about this genre of story which therefore benefits their language development. The Continuum Encyclopaedia of Childrens Literature defines fantasy as ‘a special case of fiction that breaks down one or more of the rules that govern â€Å"real† life as we ordinarily define it and so invents an altered reality that must be true to rules of its own. (Bernice et al, 2003, cited in Gamble Yates, 2008: 117) Beauty and the Beast is an example of a fantasy story as it provides the reader with a chance to escape from reality and use their imagination to explore a new world. In fantasy the narrative structure is normally either the quest or voyage/return structure. Beauty and the Beast is an example of voyage/return as Belle and her father stumble unexpectedly into an unfamiliar surrounding but it is also relates to the quest structure as in the end it is quest for love and breaking of a spell. This provides children with an engaging storyline and exciting turn of events which they did not necessarily expect. This story is also an example of high fantasy in that â€Å"the alternative world is entered through a portal in the primary world. This type of fantasy enables the writer to make a direct comparison between the two worlds.† (Gamble and Yates, 2008: 122) This is because although everything seems realistic before Belle enters the Beasts castle as soon as she enters she is transported into a magical realm. This not only gives the writer the opportunity to compare the two worlds it also gives the readers i.e. the children a chance to make their own comparisons, which could be used to enhance and improve their descriptive writing of each of the worlds and how they differ. â€Å"Most writers are very careful with the language of their books, especially in picture books, where each word counts and is going to be read by teacher, parent or child scores of times. However you must also ensure that you have included books that offer rich images, simile, metaphor, personification and alliteration.† (Graham J Kelly A, 2008: 94) Each Peach Pear Plum is a good example of this as it provides children with rhyme which makes the read easier for children who are not as confident and therefore the children are then able to gain confidence in reading from this genre of book. â€Å"The fact that rhyming texts strengthen appreciation of onset and rime, so important to literacy development, makes them of central importance for the struggling reader.† (Graham Kelly, 2008: 156) Conclusion â€Å"If children are to develop their knowledge and skills in reading and studying literature, they need to have access to a wide range of texts.† (Gamble and Yates, 2008: 177) From learning about the value of stories for children it has enabled to grasp the importance of reading to children and the many benefits certain books have and how they benefit children in different ways not every child will respond to a book in the same way as they all have their views and opinions. It is therefore essential to use all different type of genres in our teaching as different genres help children in different areas of their learning and not one type is more important than another. By providing a range of story books in our classrooms and in our planning it provides a child with more than just language and literacy development as I said at the beginning books can be used in a range of other subjects to develop the childrens learning in these areas to provide the children with a holistic approach to their learning. By reading a wide range of texts to children and getting them to read them for themselves allows the children to experience a variety of ways books are written and stories are told. This then hopefully gets them to enjoy reading for pleasure by having at least one or two favourite genres but do not mind reading other at the same time. If children tend to read the same types of books all the time it can prevent them when it comes to writing stories as they only know of one sort which is why as teachers our aim is to encourage children to read as by providing a positive attitude to reading then the outcomes will be somewhat more effective. References and Bibliography Cox, B. (1991), Cox on Cox, An English Curriculum for the 1990s, London: Hodder and Stoughton DCSF, The National Strategies on Fairy Tales, Available at: www.nationalstrategies.standards.dcsf.gov.uk/node/102721?uc=force_uj (accessed: 24/11/09) DfES, (2007) The Early Years Foundation Stage, Nottingham: DfES DfES, (2000) National Curriculum for English, London: DfES Gamble N Yates S, (2008), Exploring Childrens Literature, London: Sage Graham J Kelly A, (2008), Reading under control, London: Routledge Mallet M, 1999, Young Researchers, London: Routledge Falmer Snaith M, (2007), Childrens Care Learning and Development, London: Heinemann Childrens Books Adamson, J. and Adamson, G. (1990) Topsy and Tim Meet New Friends, London: Blackie Childrens Books Ahlberg, A. And Ahlberg, J. (1978) Each Peach Pear Plum, London: Kestrel/Viking Disney W (2003), Beauty and the Beast, London: Ladybird Books Ltd Disney W, (1995) Pocahontas, London: Ladybird Books Ltd Foreman M, (2009), The Littlest Dinosaur, London: Bloomsbury Publishing PLC Hughes S, (1996) Alfie Gives a Hand, London: Ted Smart

Gilgameshs Lesson in Humility in Fosters The Epic of Gilgamesh Essay

Gilgamesh was destined to perfection from birth. He was created as a divine mortal, two thirds divine and one third human (5). He was a man destined to live a lavish life with all the riches a man could ever want. Unfortunately his arrogance and superior strength got in the way (Foster5). Gilgamesh was created by the gods to be perfect in every regard. But what the gods couldn't prepare him for was life and human emotions, instinct etc. Gilgamesh built a wall that protected Uruk, his home (3). He was destined to live a life like a god among his people. Gods played tug a war for the lack of better words with Gilgamesh's life. They controlled every aspect. This is where all Gilgamesh journey's began and where they would all bring him back to in the end. Ninsun Gilgamesh's mother prayed to Shamash, god of the sun asking him to protect Gilgamesh because he gave Gilgamesh a restless heart (24). Gilgamesh from birth was to play out the gods will and in doing so was always on one quest or another. First he built the wall for Ishtar, then befriended Enkidu to make peace in Uruk because t...

Patchwork 3 †Analysis and Comparison of Both Pre-Existing

The Musee du Louvre and its Pyramid, and St Paul’s Cathedral with the nearby 30 St Mary Axe were the chosen topics by both members of our group. All of these buildings are iconic building within their cities, and all were designed and built with vastly different contexts and purposes in mind. In this essay we will compare and contrast the different buildings in a manner that will help us understand the juxtaposition of old and new buildings.We will also investigate what made the contemporary buildings in question switch status from controversial to widely accepted as unique and brilliant pieces of architecture. After considering the different context(s) and style(s) of the building we will present our informed personal opinions based upon our research, to reach a conclusion in accordance with the research question. Before we undertake an analysis we will quickly summarise what has been aforementioned in Patchworks 1 & 2. The two buildings that one of the members of the group r esearched were the Musee du Louvre and the Pyramide du Louvre.The Musee as it stands now, was designed by Pierre Lescot for the King of France (at the time Francis I), however the designed and context of the building was radical and completely out of context with the western European style of its time (THOMPSON, Renaissance Paris: Architecture & Growth 1475-1600, p183). The style of architecture that the Louvre is of Renaissance origin, the architect; Pierre Lescot was said to have never visited Italy, and studied Italian Renaissance architecture only from third parties.Meaning his point of reference was only that of textbooks, sketches and other architects (HANSER, Architecture of France, 2006, p116). However this does not mean he didn’t manage to create a Renaissance style building, the design and style of the Louvre is typical of the Renaissance, with the over-ornamentation and relief, and not plain surfaces. These are examples of typical French Renaissance over-decoration (MOORE, Character of Renaissance Architecture, 1905, p200). In patchwork 2 the focus was on the Pyramide du Louvre (a. k. a.The Louvre Pyramid), the design of which was done by I M Pei (as part of a commission by the president Francois Mitterrand). The need for a reception/ welcome area for the museum was urgent, but space was scarce. Pei constructed an idea to go underground, topped with a pyramid made of glass and steel. A somewhat radical idea when considering a high-tech architectural construction would be positioned next to the Renaissance era architecture of the Louvre Museum (PIMLOTT, Without and Within: Essays on Territory and the Interior, 2007, p255; HEYER.American Architecture: Ideas and Ideologies in the Late Twentieth Century, 1993, p275-278). Of course placing a pyramid (being a symbol of burial, and of an entirely different culture) in front of The Louvre did not go too smoothly with the public, and many criticised both Pei and Mitterrand’s intentions. However the pyramid was not a direct connotation to Ancient Egypt, but rather a fresh approach to a classical design.Mitterrand was also criticised for blocking the view of the historical buildings by putting the pyramid in the middle of the courtyard, but due to its semi-transparent nature the pyramid juxtaposes The Louvre perfectly with the contrast of transparency and opaqueness (RUSTOW, ‘Transparent Contradictions’: Pei’s Pyramid at The Louvre, 2006, p6). The two buildings that the other member of the group researched were St Paul’s Cathedral designed by Christopher Wren, (construction finished in 1677), and 30 St Mary’s Axe designed by Norman Foster and partners, (construction finished in 2003).Both these buildings were built to replace previously destroyed buildings. St Paul’s was built to replace old St Paul’s which was one of the biggest buildings in Europe at the time. Most of the building was destroyed by the Great Fire of London an d in 1668 a Royal Warrant was issued for the complete demolition of old St Paul’s (GERAGHTY bbc. co. uk). Also in the time period between 1540 and 1650 the population grew by five or six fold. (ALLISON – Architects and architecture of London page 48) Ken ALLINSON notes, â€Å"it is against this background that Wren set about creating St Pauls cathedral†.Wren chose white Portland stone which had been used to great success by architects before him, one example being Nicholas HAWKSMOOR’s St Mary’s Church (GLANCY- The story of architecture page 84-85). 30 St Mary Axe was designed by Norman Foster and Partners and AUP Engineers and was built for the insurance company Swiss RE. Swiss Re had been working out of a number of buildings in London and the company was looking to build one building that would replace all previous buildings to help unify the company.The purpose of this focusing on one building was â€Å"getting people to interact, exchange ideaà ¢â‚¬â„¢s, become a creative community† in the words of John COOMBER the then CEO of Swiss Re when they planned to build 30 St Mary Axe. Many locations were considered for the building but in 1992 a bomb with 100lbs of Semtex destroyed the Baltic Exchange (POWELL, 30 St Mary Axe A tower for London, 2006, page 14). This presented the ideal location for 30 St Mary Axe to be built. The initial plans for 30 St Mary Axe were for a much bigger building than the one finally constructed.To gain planning permission Norman Foster and partners had to scale down the design. The design was described by London advisory committee as being â€Å"unduly dominant and assertive by reason of its height, form, bulk, massing and relationship to nearby high buildings†. (POWELL, 30 St Mary Axe A tower for London, 2006, page 19) One comparison to be made between St Paul’s Cathedral and the 30 St Mary Axe, and The Louvre and its Pyramid; is that of context at the time of design and constru ction. The London buildings were both designed and created within the context of their era.St Paul’s was designed at the start of an English-Baroque movement (similar to that of other European movements, but much more conservative). (WHINNEY, Wren, 1971, p81; GLANCY, The Story of Architecture, 2000, p84), It follows very baroque traits, which would have appeared on other buildings built before it. The Cathedral was built in the context of its surroundings. The same could also be said about the 30 St Mary Axe. It was built in a very modern era where the style of high tech/modern architecture is very common. Therefore relating to the quote at hand, we believe that the London buildings are rooted in the context of their surroundings.On the other hand, this conclusion cannot be said for The Louvre, and especially not for The Pyramid. The Musee du Louvre, (at the time, Palais du Louvre) was built as a one of a kind building, it did not follow a style that was already prominent in Paris, or indeed most parts of France at time of design and construction. We did agree that following completion; The Louvre did fit the style more closely when the renaissance and baroque movement swept through France, therefore more buildings of a similar style/context appeared.Thus creating relevance to the Louvre’s style. As for the Pyramid, although it is an interesting juxtaposition with the older style Louvre; its context is not rooted with The Louvre. Had it been constructed near l’Arche de la Defense, in the more industrial part of Paris, then yes it would have context within it’s surrounding(s). This is probably the reason that it caused so much controversy upon completion, and seen as such an out of place building.Another comparison that we made is that the London buildings were used to replace buildings that had been pre-existent and consequently destroyed (Old St Paul’s by the Great Fire of 1666, and The Baltic Exchange by an IRA terrorist at tack). This means that the context of which the new buildings are built upon is relevant to their purpose now. Old St Paul’s and the previous buildings before it had always been that of a religious context: Roman temple, Saxon church and a Norman church (ALLINSON, Architects and Architecture of London, 2006, p49).The Baltic Exchange being the predecessor of the St Mary Axe means that the financial context of the building has remained, being in the heart of London’s financial district brings this truth home, along with the unison of all five ‘Swiss Re’ buildings into one, again follows the financial context of the building (Swiss Re is a major insurance company). The difference between them and The Louvre and The Pyramid is that both Louvre and Pyramid were built for purpose and not to replace older buildings.The Louvre, originally a fortress-turned-palace was stripped of its living necessities and turned into a museum, no building was required. The Pyramid was designed and built because of a lack of reception and link to all wings of the museum. Both are original builds and as a result have created their own context within their surroundings as opposed to relying on the context of its surroundings to determine the style. To conclude, as a group we believe that the context of a building is not simply rooted in the setting, and building can determine the context of a setting just as much as a setting can determine the context of a building.We were given two examples, one in London where the setting has driven the context, and the other in Paris where a new style had changed the context. So to relate to the original quote by Dalibor Vesely, the relationship between buildings and intervening spaces is formal, but where the context is rooted is a chicken-or-egg question; one will govern the other, but this is likely to change based of multiple factors including location and the purpose of the building. [Word count with references: 1619] W ord count without references: 1512] Bibliography †¢Renaissance Paris: Architecture and Growth 1475-1600, David THOMPSON, University of California Press, Los Angeles 1984 Extract paraphrased, page 183 †¢Architecture of France, David A. HANSER, Greenwood Publishing Group, 2006 Extract paraphrased, page 116 †¢Character of Renaissance Architecture, Charles Herbert Moore, The Macmillan Company, New York, 1905 Extract paraphrased, page 200 †¢Without and Within: Essays on Territory and the Interior, Mark PIMLOTT, 2007, Episode Publishers.Extract paraphrased, page 255 †¢American Architecture: Ideas and Ideologies in the Late Twentieth Century, Paul HEYER, 1993, John Wiley and Sons. Extract paraphrased, page 275 – 278 †¢Ã¢â‚¬ËœTransparent Contradictions’: Pei’s Pyramid at The Louvre, Stephen L. RUSTOW, 2006 Paper given at the Annual Meeting of the Society of Architectural Historians Extract paraphrased, page 6 †¢30 St Mary Axe A tower f or London: Kenneth POWELL, published by Merrell 2006 Page 13 – 15 †¢2000+ London: Sam LUBELL, published by Maconcelli press 2008Page 164 -165 †¢Article published by Dr Anthony GERAGHTY 17-02-2011 http://www. bbc. co. uk/history/british/civil_war_revolution/gallery_st_pauls_01. shtml(Referenced on the 19-11-2011) †¢Margret WHINNEY: Wren, Published by Hudson 1971 Page 81 – 84 †¢Christian NORBERG-SCHULZ: Baroque Architecture, published by Electra architecture, 2000 Page 194 – 195 †¢Jonathan GLANCY: The Story of Architecture, published by DK, 2000 Page 84 – 85 †¢Ken ALLINSON – Architects and Architecture of London, published by Architectural Press, 2008

The 2 Main Forms of Energy

The 2 Main Forms of Energy Although there are several types of energy, scientists can group them into two main categories: kinetic energy and potential energy. Here is a look at the forms of energy, with examples of each type. Kinetic Energy Kinetic energy is energy of motion. Atoms and their components are in motion, so all matter possesses kinetic energy. On a larger scale, any object in motion has kinetic energy. A common formula for kinetic energy is for a moving mass: KE 1/2 mv2 KE is kinetic energy, m is mass, and v is velocity. A typical unit for kinetic energy is the joule. Potential Energy Potential energy is energy that matter gains from its arrangement or position. The object has the potential to do work. Examples of potential energy include a sled at the top of a hill or a pendulum at the top of its swing. One of the most common equations for potential energy can be used to determine the energy of an object with respect to its height above a base: E mgh PE is potential energy, m is mass, g is acceleration due to gravity, and h is height. A common unit of potential energy is the joule (J). Because potential energy reflects the position of an object, it can have a negative sign. Whether it is positive or negative depends on whether work is done by the system or on the system. Other Types of Energy While classical mechanics classifies all energy as either kinetic or potential, there are other forms of energy. Other forms of energy include: gravitational energy - the energy resulting from the attraction of two masses to each other.electric energy - energy from a static or moving electrical charge.magnetic energy - energy from the attraction of opposite magnetic fields, repulsion of like fields, or from an associated electric field.nuclear energy - energy from the strong force that bonds protons and neutrons in an atomic nucleus.thermal energy - also called heat, this is energy that can be measured as temperature. It reflects the kinetic energy of atoms and molecules.chemical energy - energy contained in chemical bonds between atoms and molecule.mechanical energy - the sum of the kinetic and potential energy.radiant energy - energy from electromagnetic radiation, including visible light and x-rays (for example). Â  An object may possess both kinetic and potential energy. For example, a car driving down a mountain has kinetic energy from its movement and potential energy from its position relative to sea level. Energy can change from one form into others. For example, a lightning strike can convert electrical energy into light energy, thermal energy, and sound energy. Conservation of Energy While energy can change forms, it is conserved. In other words, the total energy of a system is a constant value. This is often written in terms of kinetic (KE) and potential energy (PE): KE PE Constant A swinging pendulum is an excellent example. As a pendulum swings, it has maximum potential energy at the top of the arc, yet zero kinetic energy. At the bottom of the arc, it has no potential energy, yet maximum kinetic energy.

Museum Paper essays

Museum Paper essays This object is a portion of a palace wall relief. The function of this relief wall in the palace is to serve as decoration and as a depiction of the king performing some of his duties. According to the museum, the palace relief was made out of limestone rock. The piece was part of a large wall, therefore the wall must have been constructed before the artist came in and carved the relief using chisels of bronze and copper and a hammer. The artist must have used chisels of different sizes and shapes to create the magnificent detail represented in this relief. The wall was left bare, not painted as there was no indication of paint or color. The head of the human figure was about double of a normal persons head, therefore the figure must have been very large. According to the museum, when the figure was part of the original wall it stood approximately 8 Â ½ ft tall. This piece belongs to the Assyrian culture in the Late Period of the Ancient Near East (1000 to 330 b.c.). When I first saw this piece I automatically thought of the lamassu that we looked at in class. The shape of the beard, wings on the persons back, horns on the headdress, and the hyperrealism depicted in each part gave me the indication of where and when this piece was created. Nothing in this piece seems unusual for this culture. The horns on the headdress of this man (Assunasirpal II, King of the Assyrians) resembles that of the Babylon culture. The Stela of Hammurabi of the previous Babylon Empire shows this same horned crown and shows how this past culture influenced the Assyrian art. This was an artistic convention used by artists in this area to depict a man or god of great importance. The museum information indicated this piece was from the Neo-Assyrian Era. According to our book, this period is referred to differently, so I would have to disagree with the museum s description on time period. The time period this piece belongs to is the Late...

History of world migrations-kindle chapter 3 Essay

History of world migrations-kindle chapter 3 - Essay Example In the early modern duration, migrations again connected the continents by the process of colonization and also coerced migration of people or communities. Political issues such as citizen and alien were also introduced during the early modern migration period. Migrations changed pattern during recent history. The nation states together with the transnational federations identified new approaches of controlling individuals who migrated through their borders (Fisher 76). The migration process is illustrated chronologically and at different levels. For example, the migration involving individual communities, to the bigger migration patterns that entails collective movements of the big ethnic groups. The human movement processes involved; emigration, immigration and also migration. Emigration entails human movement away from a given locality like a state. Immigration involves movement into a place or territory like nation or town, Migration is the human movement from one place to another; for example, from one country to another. Migration process contributed directly to the diversity of the human population, because people adapted to different social, physical and natural environments. Human migration has been historically shaped by three factors; polities, environment and technology. Political factors like colonization lead to the migration of Africans to Europe and the Americas as providers of cheap or slave labor (Fisher 73). Technological developm ents in the telecommunication and transport sectors have enhanced movement of people; for example, from rural areas to urban areas in search of economic opportunities. Environmental issues like floods and droughts forced human populations to move to safer areas like the

Data Communication assignment - 4G Essay Example | Topics and Well Written Essays - 1000 words

Data Communication assignment - 4G - Essay Example It all started with 1st generation mobile communications that were focused on analogue means of communication, this was followed by 2nd generation which resulted in a total shift of medium from analogue to digital(Palanivelu & Nakkeeran 2009). Ever since the introduction of digital sources of communication there has been no looking back, and the current standings are at 3rd, 4th generation and beyond. Furtherance and change being natural phenomena, mobile communications have seen a revolution in the manner in which they are operate today. State of the art technology exists in the field of mobile communication that has made the once impossible, possible. 4G is a generic term that represents a family of number of standards that are around in use. The family encompasses all those elements that are beyond 3G, namely Wimax, L.T.E, Wimax 2.0, HSDPA, Advanced L.T.E and all other standards that fulfill the demands and specifications being presented by International Telecommunication Union (W ang, Kondi & Luthra 2009). 4G standards provide data rates nearly ten times higher 3G (Aktas & Ismail 2004) with focus on resolving the last mile issues once for all by reaching to even the most remote of areas across the globe. The most prevalent of 4G family is Wimax. It has been around for 6 to 7 years now and has made inroads into the market on commercial scale. More promise is being shown by L.T.E which is termed as the true representation of 4th generation technologies that will set the platform for coming generations in telecommunication world. The journey towards 4th generation technologies started with Wimax in early 21st century. Wimax is an acronym for World Wide Interoperability Microwave Access. It is another name for ubiquitous internet connection, be it on the go or under the roof. Work was in place for last few years and it was first introduced on commercial scale for public use in South Korea. Many more countries have joined the caravan and have implemented 4G on co mmercial scale. The recently published requirements for a true 4G system specified by I.T.U, demand more than Wimax and L.T.E initial versions offered, Wimax 2.0 and L.T.E Advanced fulfill the requirements being stated by I.T.U as the just members of 4th generation(Cox 2012). Wimax has made rapid progress in last few years and has a cluster scattered in various parts of the world already. Few of the companies that have implemented Wimax include Sprint, Etisalat, and Nexter to name a few. T-Mobile is aiming at L.T.E implementation on fully commercial scale in coming days. 802.16d vs. 802.16e: Improvements have been made in the Wimax technology periodically, the initially launched version was 802.16d which provided limited or no mobility. In order to capture large scale market and attract customers to itself, a new version 802.16e was introduced later in 2005 which provided ease of movement and had focus on mobility Features of Wimax: Wimax provides large number of features compared t o its predecessors and few of them are: OFDMA (Orthogonal Frequency Division Multiplexing Access): An interface aimed to overcome the short comings of OFDM, provides the feature of entertaining multiple users at the same time and brings about more stability and reliability in the network. The use of Fast Fourier Transform (F.F.T) by the incumbent allows increased number of bits being transformed from one source to another (spectral efficiency) .802.16d made use of OFDM while the later version (802.16e)