Introduction of the bachelor and master system Essay

Globalization and liberalization are two factors that greatly impact on the potential that nations have for generating value. Of the numerous dynamics that affect the society in the current operational environment, globalization comes up as the most influential due to the effect that it has on nearly all sectors of the modern economies (Neal 129). With increase in interaction between different communities a need for standardization has developed due to difference in standards and approaches that are employed across different societies (Lee 43). Electronic standard, wireless protocols, international courts and trading blocks have all come up as a result of the need to standardize approaches that the current societies use. The European which is the largest trading block globally has also come to terms with the fact that there is need for standardization especially in the area of higher education thus the Bologna accord (Loosvelt and Gysen 163). However, the effect of standardization of higher education is viewed differently with some claiming that it impacts positively on the education standards in Europe while some positing to the fact that it could reduce flexibility and therefore relevance of the education system to individual societies (Alesi and RosznyaI, 396). This study employs the aid of existing researches and theories to explore the effects of the Bologna process including its advantage on both employers and employees with the aim of seeking to develop a clear picture of its implication and areas that may need further address to ensure that Europe optimizes gains in its educational and social systems. The Bologna Process The main motivation to the Bologna accord was to ensure increased compatibility of higher education standards across Europe (Van Biesen and Rahier 222). The naming of the Bologna process follows directly from the Italian city in which it was signed (Dobren’kova 46). Though 29 nations were the initial signatories to the process, the number has increased with time. The signing of the Bologna process is considered the end process of numerous processes notably in Germany and Western Europe universities that were aimed at harmonization of the architecture or systems that is used in higher education (Lindblom-Ylanne and Hamalainen 161). Nearly all members of the council of Europe are signatories to the accord through there are nations that despite applying were denied a position to be in the process. The basic approach that is employed by the Bologna process employs three stages or cycles of higher education qualification. The main defining factors of the Bologna process are the qualification and ECTS credits. Bachelor’s degree, masters and doctoral degrees are some of the key variables that are considered under qualification. Most nations in Europe employ the 3-2-3 year cycle to ensure completions of the three levels in higher education as per the Bologna accord (Malan 295). Though the actual naming of the degree course may vary from one nation to the other, an academic year is standardized to 60 ECTS credits (Pusztai and Szabo 102). There is a clear correlation between this new system and the approaches that are employed in North America and even in Japan with many researchers and educators stating that this may be the way forward with respect to global education (Becker 265). A noticeable change that is a result of the Bologna process is more emphasis being awarded to practical training and even research projects. This is in line with developments in education that have generally been geared towards adoption of approaches that are more practice oriented. The credits being a measure of the input that students have in their education is reflective of not just the overall cognitive abilities but also presentation skills (Patricio and Engelsen 601) innovation, hours spent studying and even general skills (Tauch 277). Many education experts are of the view that this development brings educations closer to the society and requirements in practice where theoretical and practical skills are all important in ensuring efficiency and improvement of the nature of practice. The main issues that the Bologna process sought to address arise from responsibility in higher education, governance, research, values, changes in the nature of society and increase in complexity that institutions and organizations face which has led to high qualification needs. With the implementations of the Bologna process educations is provided with higher flexibility that makes it easier for students to move from one institution to the other within Europe (Berner and Richter 251). Other benefits that have come up as result of the Bologna process include increased attractiveness of higher education in Europe, a broader higher education framework that places emphasis on quality and advancement of knowledge base and an increase in the levels of convergence between US and Europe with respect to higher education standards which increases the scope of education and its absorption of European students into mainstream job markets. Like all change processes the Bologna process was criticized from some quarters with some being of the view that the framework adopted favored the UK especially England and Ireland while presenting numerous difficulties to continental Europe nations (Vogel 133). Economic and Academic Background Higher education like all other systems in the current society is affected by increase in cost of operations. Many educators are of the view that the basic factor that underpins a number of plans developed by the EU is economic consideration and this is reflected in the Bologna process. Researchers and education theorists are of the view that the Bologna process is aimed at enlarging the higher education system in Europe with the aim of cutting down on cost and therefore ensuring a Europe wide standardization (Beertsen 107). The changes are cited as being in line strategies that have been proposed by the WTO and GATS in education that have generally been aimed at minimizing and even eliminating the control that political systems have over higher education. The academic aspect is considered central to the numerous differential viewpoints that have been developed of the role of the Bologna process in ensuring that educational goals are met (Moshkin 10). In fact nearly all controversies that surround the Bologna process have their basis on the academic and social impact of the Bologna process rather than the impact that it could have on economies. Continental Europe nations mainly employ a model that was inspired by the German educational system where a clear difference existed between vocational and academic training (Ash 264). This system from the upgrades that it has received was viewed as counter-productive thus the adoption of a system that is in line with the English. The main areas that were of concern under such an educational system which was employed by a majority of continental Europe nations is the fact that vocational training was not developed with the aim of further studies. Masters level education was a minimum level requirement in some fields for instance engineering which limited the applicability of Bachelors level education in some fields (Chuchalin 200). Moreover, the continental approach to Bachelors degree did not prepare the students for employment rather it was aimed at preparing them for master’s level education. This reduced the skills that such students had and the level of efficiency that they display in the workforce. Despite the disparity in level of skills that Bachelors level student displayed with respect to their ability to manage workforce issues, they were awarded the same title as engineers. One of the key implications of the Bologna process is therefore an urgent need for steps that are aimed at harmonization of professional bodies which requires revaluation and in some cases change in qualification (Hibbert 34). Moreover a number of key assumptions that have been made by the Bologna process have been under spotlight for instance 60 ECTS per year requirement is based on the assumption that 1500-1800 hours will be available in a year which presents a complexity in its implementation if it is considered that it does not standardize semesters. Other critics claim that some courses were just redefined with no change in course content or requirement which due to ECTS requirements effectively implies additional demand with little gain (Sanz and van der 34). These are some of the key issues that have been highlighted as being central to controversies surrounding the objectivity in implementation of the Bologna process. However, the fact that it is being employed and nations seek being signatories implies that an understanding of the benefits is critical in determining the areas that it could be lacking in and therefore the development that can be incorporated to ensure that the society gains for it is the future of European education. Implication on Selected Educational Systems A review of selected educational systems shows that the implications of the Bologna accord have had differential effects across Europe. The Finish system of higher education was least affected by the implementation of the Bologna accord. The major changes are the inclusion of engineering and military programs into masters and bachelors systems and increase in adoption of English as the main language. A course that has basically remained the same as it was before the adoption of the Bologna accord is medicine which still runs on a five years program (Cooper 259). The Italian system was based on award of a degree after the first three years of undergraduate level education that had no value in the market unless one went ahead and finished graduate level course has changed considerably. A three plus two year system has been adopted though there are some exceptions to the structure of â€Å"Nuovo ordinamento† (Kilic 319). Medicine and some areas of science have not changed and place a requirement of up to six years of undergraduate level education before one can proceed to master’s level. In UK the implication of the Bologna accord differs with the nations. The educational systems in England, Scotland and Wales display some significant differences due to the nature of their formulation. The England system though relaying some similarities to the Italian system is fundamentally different from others in Europe (Georgantopoulou 13). In Wales it was possible for a student straight from high school to undertake a program that would lead to attainment of a master’s degree without having to undergo undergraduate level education. The Scottish system which is one of a kind due to the flexibility that it offers lower level educational stakeholders like school heads to formulate curricula was also affected considerably. Under the Bologna accord all this systems can actively seek educational goals and students can easily transfer from one institution to the other without having to worry about the grade that he has attained and even difficulty in integrating into the new system. There is no doubt that the Bologna accord has played an important role in convergence of standards that are used in higher level education which is an important factor in ensuring that the role of the EU in ensuring labor mobility is attained. Employers Advantages Pro Bologna Reform activists are generally of the view that it is the best development that has happened in Europe’s educational systems for a long time (Stallmann 24). This is the same view that is held by computing enthusiasts on the level of development that computing has attained due to the standardization of protocols. Standardization is generally perceived as an avenue through which development within any industry can be molded in a manner that increases the level of interrelationship between existing systems. A melange of degree titles defined the higher education systems in Europe before the implementation of the Bologna accord. The effects of the confused state on European employees were high due to the effect of EU policies that were seeking economic integration (Rauhvargers 341). Employers found it hard to develop an objective measure that could be used in determining the potential of job seekers by objectively assessing their academic credentials. Under such an environment the benefits that European nations sought through economic integration and ensuring workforce mobility was reduced. Business and management education is one of the areas that have been affected by the Bologna accord. Globally employers and HR executives were becoming more confused with the bachelor, Lauren and Diplomkaufmann titles that were held by jobseekers (Verhesschen and Verburgh 134). Complexity in assessing the potential of a job applicant is further brought out if the array of master’s degree programs that were offered is considered. The effects of the Bologna accord are numerous and impact on not just the educational systems or employers but also governments (Sanz 141). Countries that have employed the Bologna accord are more likely to partake in the benefits that it offers especially with respect to reducing the recurring costs of higher education. Moreover, the quality and competitive degree programs that are offered under the Bologna accord present such nations with an edge with respect to attracting students into their institutions. Such students may play a role in ensuring overall development in host nations. The benefits that the Bologna accord present with respect to predictable educational budget, fixed course durations, predictable enrolment and graduation rates which aid in budgeting and educational planning and shorter graduate study will play a role in ensuring that the span of productivity is increased (Giuliano 103). The introduction of shorter masters degree level courses that is pushed for by the Bologna Accord will play an important role in ensuring that education in Europe is compatible to standards that are being employed in other nations. In a global environment where commercialization of education is widespread the international students that pay considerably higher than their domestic counterparts will pave a way for the education systems to gain more revenues. However, a number of issues arise relating the specific details in implementing the strategies. Language is a key issue that has been central in discussions relating to success that can be attained in ensuring integration. Generally English being the most developed and popular language in global circles has been adopted by a number of masters programs. Relaxation of immigration and permit requirements has come up as one of the areas that governments must be wary of to ensure gains from the Bologna process (Griffin 98). Such a process must be carried out in tandem with simplifications of visa conversion from study to employment if Europe to gain the most out of the benefits presented by the Bologna accord. The nature of strategies and even systems that are employed by the education systems is affected by workforce requirements. Employer requirements are cited as critical factors in determining the curricular and even activities that are embedded into school systems especially at higher level of learning. Higher education strategies are highly dependent on the nature of requirements that they are placed on social systems (Sakari 179). Employees are cited as playing a key role in determining the level of success that can be attained in implementing the Bologna accord. Unless employers can actively seek and employ Bachelors level graduates then the value of this level of education will be lost across Europe. Researchers are of the view that though standardization has been achieved with the adoption of the Bologna accord by various stakeholders’ success in its implementations is highly dependent on collaboration between employers, instructors and evens students. Unless higher education seeks to develop critical lifelong learners the benefits that employers stand to gain from the Bologna accord are minimal. This is in line with the fact that employers having realized the role played by critical reflective skills spend consummate funds on development of interpersonal, leadership and communication skills (Widerberg 137). The key challenge that European educational institutions face in ensuring success with the aid of the Bologna accord is to provide students with high transformational potential that will ensure they are easily employed. As the Bologna accord takes root, many will seek graduate level education and therefore employers will be provided with a far much wider pool of experienced job seekers to choose from. This is one of the key goals that were sought in formulating the EU. Moreover, a clear description of the course presents a common approach to assessment that encompasses all areas that employers seek and aid in accurately determining the exact qualifications required for a given job title (Jaschke and Neidhardt 306). Employees have to take steps in ensuring that their requirements and overall HR departments are aware of the differing qualifications that are offered by institutions. Despite initiatives that have sought employment of Bachelors degree holders, it is generally believed that master’s level education will continue being a key prerequisite for entry into mainstream employment (Zgaga 253). However, most researchers are of the view that this condition can be reversed with the input of the public sector which is in fact the largest employer in all European nations. If the public sector seeks bachelor’s level education then there is a high likelihood that other employers with follow suit which will aid in ensuring Bologna accord goals are attained. With time and maturity of the job market, both bachelors and graduate job seekers will be effectively absorbed into the job market thus increased workforce availability. Another benefit that employers stand to gain from business oriented degrees is their ability to offer a platform upon which bachelors degree holders from other fields can seek further studies in business related subjects (Labi A36). Such a process leads to graduates who have diversified skills that are relevant to global operational environment. It is important to note that experience has been highlighted as one of the factors that greatly determines the pay and even suitability of an employee irrespective of the level of education that one has attained. Employees The Bologna accord is considered a platform upon which students are presented with new opportunities that they can effectively use in sidelining the long cycle to seeking graduate level education into stages with increase in platform upon which they can seek further education. Increased student mobility associated with the accord is likely to present the platform upon which employees can seek further their careers. The choice though complicated offers students with the opportunity to either continues with their education or seek employment after undergraduate level which presents a wider platform for decision making. This is further complicated by the multitude of courses that students have in choosing the course or areas of specialization at graduate level. This is likely to lead to an increase in the levels of diversity that is displayed by employees which may directly translate to increase in the level of competition in the job market or reduced competition depending on the qualification that a employees display (Konjic and Sarajlic 219). The Bologna accord is also cited as being a catalyst to increased academic activities across Europe. Employees are under increased pressure to ensure that they update their skills and acquire multiple skills to develop in their areas of professionalism. Another area that employees are likely to benefit from is applicability of their skills. A factor that has for a long time been central to the difficulties that students and even employees face in making the most out of the freedom that they are presented by the EU is language barrier and the differential systems that were used across Europe (Sandstrom 61). The Bologna accord presents a standardized education system that predominantly uses English as the main mode of transmission thus increased availability of jobs in even areas that were least accessed due to language barriers. Another area that the Bologna accord has impacted on is decision making. Most employers often consider their jobs as their source of livelihood. Decision making as one of the most important variable that determine the direction that one’s life will take is complicated by the number of options that one has (Augusti 258). The Bologna accord presented employees and students with multiple options on which to base their professional development each of which impact directly in the quality of education that they can attain. Having such a large basis presents complexity in decision making which may even lead to the development of firms that seeks to guide professionals into their career paths. This is an example of a development and even complexity that is presented with standardization of education across Europe. Employers awareness There is a large potential that has been presented to European employees with respect to seeking suitable candidates by the Bologna accord (Adelman 11). However, surveys across Europe show that the level of awareness that employers have of the potential that is presented by the Bologna accord is low (Jung-Eun 36). Generally the low level of awareness that employers have of the accord is a worrying situation considering the role that employers have to play in ensuring that its goals are attained. Numerous independent studies have shown that up to 64% of employers are unaware of the existence of Bologna process in the UK (Shearman 177). The same trends are observed in Finland with a far much grim picture painted in Italy where up to 80% of the employers are not aware of the existence of the Bologna process (Guth 331). These statistics paint a grim situation and a clear need for politicians and policy makers to work round the clock to ensure that the state is corrected failure to which the potential benefits that could be attained with the implementation of the accord may never be experienced. A far worse picture is created if research findings on employers that are informed on the internal details of the accord are considered. Basically less than 5% of all employers in Europe are aware of the details relating to the implementation of the accord and the implications that it could have on the nature of the job market (Salzer 656). Awareness is first developing on this poor state in implementation of the accord and has led to a number of taskforces and even researches that have sought to determine corrective measures that can be put in place to ensure that the initial goals of the accord are driven at (Wex 76). The measures not only seek to raise the levels of awareness that employers have of the Bologna accord but are also aimed at devising systems and means through which employers can reduce their transaction costs when seeking new employees (Burnett 287). A systematic exchange of information between parties that are involved in the Bologna accord is one of the recommendations that have been developed to aid address the worrying situation. Sharing experiences between students has also been cited as a possible avenue to ensuring that future employers are aware of the benefits presented by the Bologna accord in the higher education framework in Europe (Witte and van der Wende 217). Increased involvement of employers and career advisers by developing information packages that are targeted at this audience is one of the directions that can be sought in ensuring that career goals are accurately sought. Analysis A deeper analysis of the Bologna accord shows that it has implications that may be further than the current economic effect that it is assessed under. The EU as an economic system is an important factor in determining the level of efficiency that can be attained with the application of the accord and is a critical reference point with respect to its effect on the political, social and organizational systems (Veiga and Amaral 61). From the discussions it is apparent that though the freedom that is presented by the EU in terms of movement serves as an effective platform for the Bologna accord, there are several policy issues that are yet to be addressed that would ensure ease of movement and even transformation of students into active workforce. The effects of globalization and an improved information system together present an effective platform upon which students from different cultural backgrounds can easily interact to ensure gain from the education system (Karran 7). Though there have been some resistance to the implementation of the accord the levels of adoption that it has received is reflective of the growing appreciation of its relevance in consideration of the nature of the modern society. Multiculturalism is fast developing within Europe which presents a suitable avenue to ensuring ease in accessing employees of different background. This diversity that is presented to employers is cited as being a critical ingredient to generating value in competitive business segments (Sall and Ndjaye 47). However, an understanding of the complexity that is associated with management of diversity has to be developed for any value to be generated. Though diversity is associated with generation of value, an understanding of how it can effectively be managed is important in ensuring that this benefit is gained. In general there are a number of strengths and benefits that are associated with the Bologna accord. One of the notable threats is the erosion of the level of awareness that curricula have to issues that are of interest to a particular society (Gaston 17). The implementation of the Bologna accord is based on the assumption that the effects of globalization in Europe is high to the extent that Europe can be considered a single society that is faced with similar educational challenges. The reality is that Europe is diverse and made up of both developed and developing nations that have different needs and are of different perception on what can be considered an effective higher educational system. Recommendations Though the goals and even theory beneath the implementation of the Bologna accord are noble, practical implementation issues pose a threat to the achievement of its objectives. Creating awareness among employees and developing further avenues for employment are some of the issues that have to be addressed in seeking its goals. Incorporation of other nations in the EU is also important in ensuring that overall development of the EU as a region is attained (Petit and Foriers 16). More research ought to be conducted on avenues that can be used in ensuring that challenges that are unique to communities are accurately addressed failure to which the role of higher education in ensuring address of social and even communal issues may be lost. Works Cited Adelman, Clifford. â€Å"Accountability â€Å"Light†: Our Version Is Going the Way of the Dollar vs. the Euro†. Liberal Education, 94. 4(2008): 6-13. Alesi, Bettina and RosznyaI, Christina. â€Å"The Implementation of Bachelor and Master Programmes in Hungary†. European Journal of Education, 42. 3(2007): 395-409. Ash, Mitchell. â€Å"Bachelor of What, Master of Whom? The Humboldt Myth and Historical Transformations of Higher Education in German-Speaking Europe and the US†. European Journal of Education, 41. 2(2006): 245-267. Augusti, Giuliano. â€Å"Transnational recognition and accreditation of engineering educational programmes in Europe: perspectives in a global framework†. European Journal of Engineering Education, 31. 3(2006): 249-260. Becker, Frank. â€Å"Globalization, curricula reform and the consequences for engineers working in an international company†. European Journal of Engineering Education, 31. 3(2006): 261-272. Beertsen, Wendy. â€Å"PhD Programmes†. European Journal of Dental Education, 10. 2(2006): 107 Berner, Heike and Richter, Roland. â€Å"Accreditation of Degree Programmes in Germany†. Quality in Higher Education, 7. 3(2001): 247-257. Burnett, John. â€Å"Tilling the soil of the European higher education area†. Educational Action Research, 15. 2(2007): 283-293 Chuchalin, Boev. â€Å"The Russian system of higher education in view of the Bologna process†. International Journal of Electrical Engineering Education, 44. 2(2007): 109-225. Cooper, David. â€Å"International restructuring of higher education: comments on implications of global trends, for restructuring of Sociology in South Africa†. South African Review of Sociology, 37. 2(2006): 260-292. Dobren’kova, Erick. â€Å"Problems of Russia’s Entry into the Bologna Process†. Russian Education & Society, 50. 4(2008): 42-51. Gaston, Paul. â€Å"Bologna: A Challenge for Liberal Education and an Exceptional Opportunity†. Liberal Education, 94. 4(2008): 14-19 Georgantopoulou, Catherine. â€Å"Medical education in Greece†. Medical Teacher, 31. 1(2009): 13-17 Giuliano, Augusti. â€Å"Accreditation of engineering programmes at European level†. International Journal of Electrical Engineering Education, 44. 2(2007): 101-208 Griffin, Gabriele. â€Å"Women’s/Gender Studies,1 Professionalization and the Bologna Process—Cross European Reflections†. NORA: Nordic Journal of Women’s Studies, 14. 2(2006): 87-102 Guth, Jessica. â€Å"The Bologna Process: The Impact of Higher Education Reform on the Structure and Organisation of Doctoral Programmes in Germany†. Higher Education in Europe, 31. 3 (2006): 327-338 Hibbert, Lee. â€Å"Time serving†. Professional Engineering, 20. 7(2007): 33-34. Jaschke, Hans-Gerd and Neidhardt, Klaus. â€Å"A Modern Police Science as an Integrated Academic Discipline: A Contribution to the Debate on its Fundamentals†. Policing & Society, 17. 4(2007): 303-320. Jung-Eun Oh. â€Å"Equity of the Bologna System†. European Education, 40. 1(2008): 35-50. Karran, Terence. â€Å"Pan-European Grading Scales: Lessons from National Systems and the ECTS†. Higher Education in Europe, 30. 1(2005): 5-22. Kilic, Puljak. â€Å"Studying electrical engineering and information technology at the University of Split, Croatia†. International Journal of Electrical Engineering Education, 44. 2(2007): 175-357. Konjic, Tatjana and Sarajlic, Nermin. â€Å"Higher education structure at the Faculty of Electrical Engineering, University of Tuzla: Influence of the Bologna agreement†. International Journal of Electrical Engineering Education, 44. 2(2007): 166-339. Labi, Aisha. â€Å"Bologna Conference Highlights Progress and Limits of Europe’s New Degree Cycles†. Chronicle of Higher Education, 53. 39(2007): A36 Lee, Hibbert. â€Å"Degrees of separation†. Professional Engineering, 21. 6(2008): p43-44. Lindblom-Ylanne, Sari and Hamalainen, Kauko. â€Å"The Bologna Declaration as a Tool to Enhance Learning and Instruction at the University of Helsinki†. International Journal for Academic Development, 9. 2(2004): 153-165. Loosvelt, Hugo and Gysen, Marleen. â€Å"Engineering education at the Association K. U. Leuven: A changing higher education landscape†. International Journal of Electrical Engineering Education, 44. 2(2007): 146-300. Malan, Thierry. â€Å" Implementing the Bologna Process in France. † European Journal of Education, 39. 3(2004): 289-297. Moshkin, Mikhail. â€Å" EMOTIONS RUN HIGH OVER BOLOGNA†. Current Digest of the Post-Soviet Press, 59. 43(2007): 9-10. Neal, Sturgess. â€Å"Clive Bologna and the MEng: ‘Sleepwalking into unknown and unpredictable territory’†. International Journal of Electrical Engineering Education, 44. 2(2007): 129-266. Patricio, Madalena and Engelsen, Corine. â€Å"Implementation of the Bologna two-cycle system in medical education: Where do we stand in 2007? -Results of an AMEE-MEDINE survey†. Medical Teacher, 30. 6(2008): 597-605. Petit, Pascale and Foriers, Andre. â€Å"The introduction of new teaching methods in pharmacy education—I. Lessons learned from history†. Pharmacy Education, 8. 1(2008): 13-18. Pusztai, Gabriella and Szabo, Peter. â€Å"The Bologna Process as a Trojan Horse. † European Education, 40. 2(2008): 85-103. Rauhvargers, Andrejs. â€Å"Improving the Recognition of Qualifications in the Framework of the Bologna Process†. European Journal of Education, 39. 3(2004): 331-347. Sakari, Ahola. â€Å"From ‘Different but Equal’ to ‘Equal but Different’: Fi

Ketone Reduction Using Sodium Borohydride

Experiment 5B: Ketone Reduction Objective: Using sodium borohydride as a reducing agent, the ketone 4-tert-butylcyclohexane is reduced to its corresponding alcohol. It is purified through extraction techniques to give the cis and trans diasteromer products. Procedure: The procedure was followed as outlined in Mayo’s book for Experiment 5B with the following modifications: 1. Reagents and Equipment – The reaction will be on a scale of 2X what is described in the text. 2. Reagents and Equipment – The progress of the reaction will be followed by TLC as directed in the Reaction Conditions section.Glass backed TLC plates will be created with the following three spots: Ketone Standard/Co-Spot/Crude Reaction Mixture. Prepare the TLC plate while the reaction is being set up. To the initial solution of 4-tert-butylcyclohexane in methanol, before adding the reducing solution, insert a TLC capillary. Use this sample as your ketone standard. Do NOT stop the reaction before c hecking the progress by TLC. If the reaction is not complete, add another portion of the reducing solution. 3. Isolation of Product – All other amounts specified in this section should be followed without doubling. . Isolation of Product – Substitute 1. 0 mL of cold 3. 0 M HCl for 1. 0 mL of cold 0. 1 M HCl. 5. Purification and Characterization – Will not obtain an NMR spectrum. Reaction Scheme: Data and Results: CompoundMW (g/mol)AmountMmolMp (degrees C)Bp (degrees C) 4-tert-butylcylcohexane154. 25103 mg0. 6747 – 50 Methanol32. 04100  µL65 Sodium Borohydride reducing solution37. 83200  µL *NOTE: As I was condensing my product in the sand bath it â€Å"popped† and there was no more final product in my vial. Therefore I was not able to do a final analysis and I am using Mike Mariani’s data in my report.Observations: 1. Crude product was solid and white in color. 2. TLC spots were dark purple for both the ketone standard and co-spot. The s pot for the crude reaction mixture was barely visible. 3. Melting point of product started at 62. 5 degrees Celsius. Calculations: 1. TLC was done in an elution solvent system of ethyl acetate: hexane (1:4). QQ did not have us record Rf values. The color of the spots was as indicated in the observations section above. 2. Yield of Crude Product = Vial and product – Vial: 4. 233 g – 4. 141 = 0. 092 g = 92 mg 3. Percent Yield of Crude Product:

Fundamentals of Leadership Mindmap

Semiotics Symbols are a means of communication – can include authority and process. A symbol is something which signifies something else. The purpose of symbols is to convey meaning. Semiotics Symbols are a means of communication – can include authority and process. A symbol is something which signifies something else. The purpose of symbols is to convey meaning. Ideology Coherent set of ideas and their underpinning logic, which inform action, preferences. It is the framework we use to make sense of the world.It is only visible to those who can look beyond the message, it lures people into forgetting that meaning is always socially constructed. Ideology Coherent set of ideas and their underpinning logic, which inform action, preferences. It is the framework we use to make sense of the world. It is only visible to those who can look beyond the message, it lures people into forgetting that meaning is always socially constructed. Hegemony The rule or influence of one count ry over others. The dominance or leadership of one social group over others.Gramsci developed this 20th century Marxism – where hegemony tries to explain the control of the dominance class in capitalism. Hegemony The rule or influence of one country over others. The dominance or leadership of one social group over others. Gramsci developed this 20th century Marxism – where hegemony tries to explain the control of the dominance class in capitalism. Managerialism Organisations have more similarities than differences so the performance of all organisations can be optimised by the application of generic management skills and theory.Managerialism Organisations have more similarities than differences so the performance of all organisations can be optimised by the application of generic management skills and theory. Key points 1)Co-founder of Marxism. 2)critique against capitalism 3)communist manifesto (1848) capital (1867-94) 4)focus on alienation and exploitation of the wor king class Key points 1)Co-founder of Marxism. 2)critique against capitalism 3)communist manifesto (1848) capital (1867-94) 4)focus on alienation and exploitation of the working class Habermas’ contributionsHis major contribution is his development of a theory of rationality. He criticises industrial democracies in the west for equating humanity with economic efficiency. A possibility for community through communicative action that strives for agreement between others. The importance of ‘ideal speech’ where you are able to raise moral and political concern and defend them by rationality only. Habermas’ contributions His major contribution is his development of a theory of rationality. He criticises industrial democracies in the west for equating humanity with economic efficiency.A possibility for community through communicative action that strives for agreement between others. The importance of ‘ideal speech’ where you are able to raise moral and political concern and defend them by rationality only. Karl Marx 1818-1883 Karl Marx 1818-1883 Critique of Capitalism As a mode of production with 2 key features: goods and services produced as commodities. Individuals labour power is also a commodity and can be bought and sold in the labour market. Wage slaves – Capitalism involves free exchange rather than pressure, but must sell their labour power to a capitalist to survive.Value added – machines, tools and innovations are used to help in production, this helps to gain abnormal profits or reduce turnover times etc. however these practices are adopted by competitors and workers productivity and wages become crucial thus only labour power can add value. Fundamental basis of economical class struggle in capitalism by increasing productivity by longer working day, intensifying effort during working hours, boosting output by cost effective and labour cutting techniques. Critique of CapitalismAs a mode of production w ith 2 key features: goods and services produced as commodities. Individuals labour power is also a commodity and can be bought and sold in the labour market. Wage slaves – Capitalism involves free exchange rather than pressure, but must sell their labour power to a capitalist to survive. Value added – machines, tools and innovations are used to help in production, this helps to gain abnormal profits or reduce turnover times etc. however these practices are adopted by competitors and workers productivity and wages become crucial thus only labour power can add value.Fundamental basis of economical class struggle in capitalism by increasing productivity by longer working day, intensifying effort during working hours, boosting output by cost effective and labour cutting techniques. Modernism Modernism Max Weber 1864-1920 Max Weber 1864-1920 Jurgen Habermas 1929 – Jurgen Habermas 1929 – Key points 1)major work – rationalisation and disenchantment associ ated with capitalism and modernity. 2)strong relationship between protestant morality and successful western capitalism. 3)3 different types of authority: traditional, charismatic and legal rational. )defined rationalisation 5)developed a theory of bureaucracy. Key points 1)major work – rationalisation and disenchantment associated with capitalism and modernity. 2)strong relationship between protestant morality and successful western capitalism. 3)3 different types of authority: traditional, charismatic and legal rational. 4)defined rationalisation 5)developed a theory of bureaucracy. Critical Management studies Is a movement that questions the authority and relevance if mainstream thinking and practice. Its focus is management as a pervasive institution that is entrenched within capitalist economic formations.Critical Management studies Is a movement that questions the authority and relevance if mainstream thinking and practice. Its focus is management as a pervasive institu tion that is entrenched within capitalist economic formations. Habermas on communication A model of communicative rationality that takes into account the effect power has on the situation and opposes the traditional idea of an objective and functionalist reason. He wanted to construct a non-oppressive, inclusive and universalist moral framework for discourse – where all speech acts are for mutual understanding. Habermas on communicationA model of communicative rationality that takes into account the effect power has on the situation and opposes the traditional idea of an objective and functionalist reason. He wanted to construct a non-oppressive, inclusive and universalist moral framework for discourse – where all speech acts are for mutual understanding. Post Modernism Post Modernism Michel Foucault 1926-1984 Michel Foucault 1926-1984 Critical Theory To develop a more rational, enlightened society through a process of critical reflection. To mobilise the potentials of critical reasoning in order to question and transform oppressive features of the modern world.Critical Theory To develop a more rational, enlightened society through a process of critical reflection. To mobilise the potentials of critical reasoning in order to question and transform oppressive features of the modern world. 1979 Discipline and punish: The birth of the prison. The privatisation of property activated the privatisation of power. Compares 18th century torture and execution to 19th century prison and disciplinary prisons used- showing power. 1979 Discipline and punish: The birth of the prison. The privatisation of property activated the privatisation of power.Compares 18th century torture and execution to 19th century prison and disciplinary prisons used- showing power. Weber and Bureaucracy The iron cage – the high reliance on machine production determines our lives that threatens to confine us within an ‘iron cage’ Clear division of labour. Standard s of impersonality govern interpersonal relations. People do not act as people but as a role of an office. Rules are carried out without any regard for people. Weber and Bureaucracy The iron cage – the high reliance on machine production determines our lives that threatens to confine us within an ‘iron cage’ Clear division of labour.Standards of impersonality govern interpersonal relations. People do not act as people but as a role of an office. Rules are carried out without any regard for people. Habermas and ideal speech When communication and dialogue are free of distortions an ‘ideal speech’ situation can be said to exist. To attain this lies in a specific form of knowledge, based on self- reflection. Habermas on communicative action Meaningful interaction between persons. Action that is couched in ordinary language and saying something. A way of doing something by conveying a message, establish social relationships.Express opinions and feelings and expressing self-identity. Habermas and ideal speech When communication and dialogue are free of distortions an ‘ideal speech’ situation can be said to exist. To attain this lies in a specific form of knowledge, based on self- reflection. Habermas on communicative action Meaningful interaction between persons. Action that is couched in ordinary language and saying something. A way of doing something by conveying a message, establish social relationships. Express opinions and feelings and expressing self-identity.Foucault : power and control Classical and system theory: organisations as logical, functional, impersonal passionless entities – neutral rules of efficiency and economy. Brought to life and maintained through: language, conversation and experience. Talking and arguing, reinforce structures of membership, acceptance and decision making. Political forces. Organisations as social constructions: legal and emotional ownership, membership and control. Skill , ability and learning capacity. Human frailty, willingness, passion and self-centredness. Foucault : power and controlClassical and system theory: organisations as logical, functional, impersonal passionless entities – neutral rules of efficiency and economy. Brought to life and maintained through: language, conversation and experience. Talking and arguing, reinforce structures of membership, acceptance and decision making. Political forces. Organisations as social constructions: legal and emotional ownership, membership and control. Skill, ability and learning capacity. Human frailty, willingness, passion and self-centredness. Foucault and Discipline Discipline is a series of techniques of observation, training and the direction of individuals.Where one is subjected to the will of another. Foucault wanted to understand the disciplinary power that is diffused throughout society. Our reliance and acceptance of certain norms circulates through our language and politics. Foucau lt and Discipline Discipline is a series of techniques of observation, training and the direction of individuals. Where one is subjected to the will of another. Foucault wanted to understand the disciplinary power that is diffused throughout society. Our reliance and acceptance of certain norms circulates through our language and politics.Organisational control Organizational structures hierarchy, influence tactics such as: compliance, surveillance, technology, pay and rewards, power to set the agenda and power to execute. Organisational control Organizational structures hierarchy, influence tactics such as: compliance, surveillance, technology, pay and rewards, power to set the agenda and power to execute. Weber and Rationalisation The process by which nature, society and individual action are mastered to orientation to planning, technical procedure and rational action Weber and RationalisationThe process by which nature, society and individual action are mastered to orientation to planning, technical procedure and rational action Weber’s thoughts Spread of bureaucracy to all areas of life would imprison us in an ‘iron cage’ with no escape. It could crush the human spirit by regulating all spheres of social life. Bureaucracy has potential to suffocate and dehumanise people. Bureaucracy excludes public from decision making and participation in the production of consensus, which leads to loss of democracy. Weber’s thoughtsSpread of bureaucracy to all areas of life would imprison us in an ‘iron cage’ with no escape. It could crush the human spirit by regulating all spheres of social life. Bureaucracy has potential to suffocate and dehumanise people. Bureaucracy excludes public from decision making and participation in the production of consensus, which leads to loss of democracy. The Frankfurt school (Institute of social research) ( The Frankfurt school (Institute of social research) ( Founded to interpret critique and ref rame the relevance of Marxist thought for contemporary industrial society.Founded to interpret critique and reframe the relevance of Marxist thought for contemporary industrial society. They gathered together dissident Marxists – severe criticisms of capitalism who opposed Marx’s thought of economic determinism and special role of communist party. They selected parts of Marxist thought that they fitted in with the modern world – influenced especially by the failure of working class revolutions and advanced German nation. Looked at Max Weber and Sigmund Freud to fill Marx’s perceived omissions – attempt to overcome the limits of positivism, crude materialism and phenomenology.They gathered together dissident Marxists – severe criticisms of capitalism who opposed Marx’s thought of economic determinism and special role of communist party. They selected parts of Marxist thought that they fitted in with the modern world – influenced especially by the failure of working class revolutions and advanced German nation. Looked at Max Weber and Sigmund Freud to fill Marx’s perceived omissions – attempt to overcome the limits of positivism, crude materialism and phenomenology. Marx and ExploitationThe exchange value of a product is determined by the quantity of labour necessary to produce it. Marx’s position is that while it is labour that determines the exchange value of commodities, the exchange of labour for wages is not reciprocally balanced. What is exchanged is labour power: the capacity to work. Marx and Exploitation The exchange value of a product is determined by the quantity of labour necessary to produce it. Marx’s position is that while it is labour that determines the exchange value of commodities, the exchange of labour for wages is not reciprocally balanced.What is exchanged is labour power: the capacity to work. Marx and alienation Marx identifies 4 types of worker alienatio n under capitalism: 1) self-estrangement 2) estrangement from the product of their labour. 3) Estrangement from their species being 4) estrangement from others. 1)Alienation of the worker from the work he produces, from the product of his labour – the absence of control by the producer over the product. The product reduces, rather than expresses the producer’s humanity, and sustains alienation by buttressing capitalism. )Alienation of the worker from working, from the act of producing itself – increasing division of labour. This fragments the productive process into meaningless, and ostensibly unrelated tasks such that the general orientation of labour to work is not one of the creative liberation but instrumental and forced labour. 3)Alienation of the worker from other workers or producers – turn every productive group into competitors, setting individual against individual and reducing the social relations between people to economic exchanges or commodi ties. ) Alienation of the worker from himself as a producer, from his or her species being – objects designed for use by humans are transformed via the capitalist mode of production into commodities that dominate humans. Marx and alienation Marx identifies 4 types of worker alienation under capitalism: 1) self-estrangement 2) estrangement from the product of their labour. 3) Estrangement from their species being 4) estrangement from others. )Alienation of the worker from the work he produces, from the product of his labour – the absence of control by the producer over the product. The product reduces, rather than expresses the producer’s humanity, and sustains alienation by buttressing capitalism. 2)Alienation of the worker from working, from the act of producing itself – increasing division of labour. This fragments the productive process into meaningless, and ostensibly unrelated tasks such that the general orientation of labour to work is not one of th e creative liberation but instrumental and forced labour. )Alienation of the worker from other workers or producers – turn every productive group into competitors, setting individual against individual and reducing the social relations between people to economic exchanges or commodities. 4) Alienation of the worker from himself as a producer, from his or her species being – objects designed for use by humans are transformed via the capitalist mode of production into commodities that dominate humans.

Fairy tales re-telling Coursework Example | Topics and Well Written Essays - 500 words

Fairy tales re-telling - Coursework Example He knew for the stories of other travelers that the west had the best markets for doing trade, hence he decided to head west. On his way he found a big tree which had a rocking bed fixed under it, a board said: â€Å"sleep at your own risk†. James couldn’t figure out a reason why a bed would be provided for not sleeping. As he was travelling for quite a few hours he relaxed, tied his bag with his legs and slept. The moment he woke up, he knew something was wrong, he checked for his wallet which was present. The moment he realized what had happened, his heart skipped a beat. His bag was opened and no sign of any cap. He looked here and there and suddenly he realized the importance of that sign board. He saw families and families of monkeys in the trees wearing his specially hand crafted caps. His whole life suddenly flashed before his eyes as without the caps he was ruined, both financially and mentally. After a while he observed that his every movement and gesture is being copied by the monkeys. He suddenly had an idea and tried his luck with it. He clapped, the monkeys capped. He shook his h ead, the monkeys did too; he put a piece of cloth on his head, all monkeys followed suit by wearing their caps. He then threw the cloth on the ground with an instant jerk, seeing all that the monkeys did that too. Hence he got all the caps on the ground, collected them and went west-wards where he started his quest for a better and successful future. All these years â€Å"James and Co.† went out to be the world’s best cap making company smashing all sales record every years. The business ran in the family and so did the story about the great James and his encounter with the monkeys. The legacy was told to every new child in the family. Jacob was one similar child who was brought up on the legendary stories of his great grandfather. Before he took over the company as the new head he wanted to make the

Art of The Huichol - Yarn Paintings Research Paper

Art of The Huichol - Yarn Paintings - Research Paper Example To the rest of the world they are known as huicol but in reality they are called huicol (pronounced wee-chol) or more appropriately wixaritari (pronounced wiraritari). This tribe lives in the Sierra Madre Occidental and specifically Jalisco, Nayarit, zacateas and durango. The huicol are approximately 20,000 people and have lived in the Mexican mountains for around fifteen thousand years when approximated by the ashes they used in their daily sacrifices in their worship. The huicol speak a language called uto-aztecan and have been known to have been once hunters and gatherers but now are turned to trading. This is because they live near tourist towns and do not rely on tobacco farming as before. Since the huicol are very religious and conserved they have a ritual that is called the deer-maize-peyote ritual. These rituals are intense and emotional as they consist of loud shouting’s and wailings even weeping and singing. The peyote is a plant called biologically as lophophora wil liamsi that is numerous in Mexico . This plant when ingested makes one intoxicated and sees visions in colors. These are the components that make the peyote a must ingredient in the huicol rituals and prayers. The symbolic meaning of the deer-maize –peyote ritual is unification of the huicol and the bringing back of the original huicol way of life. That is, the ritual brings together the contradictions in life like societal, historical and ideological since the deer is seen as a god and maize is spiritual.

Women, the Hammurabi Code Essay Example | Topics and Well Written Essays - 1000 words

Women, the Hammurabi Code - Essay Example he following rules might broadly be challenged these days but their legitimacy in the distant past was considered as obvious (The Code of Hammurabi, 2010): (1) the sexuality of women should be given up to guarantee legality; (2) the assets of the family should be managed by the male members; and (3) women, particularly divorcees and widows needed the help of society (http://www.wsu.edu/~dee/MESO/CODE.HTM). Most women were supposed to marry and raise a family. A reasonable set of love poems would indicate that women did enjoy some authority, but marriage, theoretically, was fixed by their brothers or fathers. As stated in the Hammurabi Code, an agreement was required to perform a marriage. According to the few that exist, the agreements stated primarily what would occur if the matrimony ended through abandonment or divorce, or death, but other passages might let off each from the prenuptial obligations of the other or even oblige the bride to work as a slave to her husband’s mother (Meyers, 1991). The major article to be discussed was the amount of the bride price: If a woman who lived in a man’s house made an agreement with her husband, that no creditor can arrest her, and has given a document therefore: if that man, before he married that woman, has a debt, the creditor cannot hold the woman for it. But if the woman, before she entered the man’s house, had contracted a debt, her creditor cannot arrest her husband therefore (151). It is well-known that unsophisticated societies made use of bride price to pay off the family of the bride for labor loss and Israelite culture limited it to a symbolic amount as a sign of engagement. The bride price in Babylonia constantly became piece of the dowry (Meyer, 1991). The bride price, depending on socioeconomic standing, could embody a considerable wealth transfer, possibly several hectares of land and house—however, at the lower socioeconomic hierarchy it might have been little more than a piece of home decoration

Gender Discrimination Term Paper Example | Topics and Well Written Essays - 1250 words

Gender Discrimination - Term Paper Example There are different contexts that sexual  discrimination  may  arise  (Ayres, p 65). For example, an employee attending an  interview  may be asked discriminatory questions, or an  employer  wrongfully terminated or did not  promote  an employee based on their sexual affiliations, an employer failing to hire an employee, or an employer pays  unequal  remunerations based on gender. Another instance is in an educational  setting  whereby there might be claims of a student  being left  out on  educational  institution, opportunity, program, student loan, scholarship, or student  group  due to their gender. In a housing setting, instances may be declined the right to negotiate on seeking a  house, leasing or contracting a  house  based on their sex. In a bank setting, an individual may be offered  unequal  loan terms or their  plea  for loans rejected based on their gender. Whereas there may be assertions of non-physical disparity bet ween men and women, academic  literature  based on gender find only a limited  amount  of characteristics that are similar psychological differentials, between women and men, these are directly in relation to experiences pegged on biological discrepancies (Gunderson, p129). There are  psychological  variations regarding to how problems, emotional reactions and perceptions relating to hormones, and the relevant characteristics of each sex during the long-term  function  in  historic  primitive  lifestyles. According to the United Nations, women more often than not  face  a â€Å"glass ceiling† and that no societies are available whereby women enjoy equal opportunities as men (Gregory, p82). The term describes a  distinguished  barrier  to progress in employment based on sex discrimination. In 1995, the Glass Ceiling Commission, a United Sates government financially funded group regardless of the fact that women  are awarded  over 50% of all masters degrees, 95% of senior managers, of over 1000  industrial  and 500 service companies are of the male gender. The  commission  recommended affirmative action in their report which considers employee’s race and gender.  while hiring and promoting employees, This is to  eradicate  this discrimination (Gregory p83).  In 2008, as a result of this move, 51% of all workers in well- paying professional, management, and related occupations were women. They were a larger number than men in occupations such as  financial  managers, public relations managers, and human resource managers. Transgender individuals, both female to male and male to female face difficulties which  eventually  result  to underachievement, dismissals,  difficulty  in job searching, social isolation, and sometimes violent attacks (Cohn, p74). However, gender discrimination is not only revealing itself with women or in transgender individuals. Men are also sometimes victimized on the basis of sex in certain fields of  employment  such as office administration and childcare settings conventionally assumed to be â€Å"women’s jobs†. Other ways in which gender  discrimination  may reveal itself is through an employee claims that a manager or another individual in power makes statements or jokes that are  insulting, demeaning, or offensive to women (McLean, Sheila, and Noreen, p68). Another instance is a  case  of a  manager  who clarifies through his words or actions that he has

GENETIC & Molecular BIOLOGY Essay Example | Topics and Well Written Essays - 750 words

GENETIC & Molecular BIOLOGY - Essay Example The female horse has 64 diploid chromosomes and 32 chromosomes in her haploid gametes. This results in two gametes, male (31 haploids) + female (32 haploids) equals 63 diploid chromosomes in the offspring. It is important to note that the mule (generation 1 hybrid offspring of horse and ass) is not able to produce offspring. The reason for this is that the horse has 18 acrocentric autosomes while the ass has 11. This vast difference in number of acrocentric and met centric chromosomes causes a synapsis in of homologues during prophase 1 of meiosis, rendering the mule species infertile and sterile as no viable gametes can be formed. (b) This particular diagram is representative of interphase G2 (right before prophase takes place) of mitosis. This diagram shows the newly developed centrioles, and the beginning of spindle fibers. It also shows the chromosomes just beginning to line up. ( c) This diagram illustrates telophase of mitosis as it shows the beginning of cytokinesis resulting in two daughter cells. The chromosomes are also moving to opposite poles within their respective daughter cells. (1.8) The number of different gametic chromosomal combinations possible in the garden pea (male versus female) where 2n = 14 is . When n=7, one can find the number of possible combinations by using the formula 2^n or in this case 2^7, which is equal to 128. Thus, there are 128 possible different gametic chromosomal combinations in the garden pea. (1.12) In humans, there are 46 pairs of homologous chromosomes. In a human secondary spermatocyte, there are 23 chromosomes. Also in humans, spermatotids contain 23 chromosomes, spermatozoa contain 23 chromosomes and spermatagonia contain 46 chromosomes. (1.14) When looking at corn, we see that corn has a diploid number of 20 and thus a haploid number of 10 or 2n=20( as corn has diploid cells). The first meiotic product would result in a haploid cell with 10