You have to read the article and follow the uplode this question Assignment

You have to read the article and follow the uplode this question - Assignment Example The reference to the book Prototype of Japanese Architecture, provides fair mean of support to Reynolds’s view of legitimate claim of hierarchy by Japanese modernist. Thus, the association of Shinto shrine in Ise as a symbolic representation of imperial religious place turned into an architectural beauty for meditation; provides relevance when one observes the prevailing atheist culture of Japan. The inaccessibility to sight Shinto Shrine, made it more valuable in the political and cultural circle. Therefore, the exposure of its interior revolutionized its radiance in the political and social context and thus, it became more of a community service institute rather than a spiritual place of sanctuary. The captivating cohesive information engages the reader to read further to unravel the truth behind the change in status of the shrine. The description of modernist claims of discourse and author’s view on them regarding the significance of Japanese architectural standardization, in accord to the emerging traditions is a little confusing to comprehend ( Reynolds, p 316). Visualizing the shrines in terms of historical legacy made the article more interesting and profound. If one reads the article by keeping the past alive in their minds, it’s easy to process the change in prominence of the shrines. These historical monuments embark their significance one way or the other. Some remember them as the place where only elite class was allowed to worship and people were valued on the bases of cast and wealth. And yet, for some it has established foundation of prevailing traditions. Absorbing the details of this meticulous piece of document helped me grasp the true essence of the

Nokia Phones :: Cell Phones Communication Technology Essays

Nokia Phones At the beginning of 2002 when I use to commute from Des Moines , I was driving up I-235 heading to school in the breakdown lane at about 70 mph, with my Donuts coffee, trying to tune in that static filled sports radio channel that never comes in right, while I was trying to look for my friends phone number from an ISU web directory in my hp, and dial that number on my cell phone then I started asked myself â€Å"Have the mobile device geeks integrated all these features in one unit yet?† My search then began. I am a Nokia fan. I have used many Nokia phones my most recent former was a 7160. The 9290 is a logical upgrade. I use the built in cell phone modem feature on the Nokia phones and the interface with Outlook 2000 to turn the Nokia into a PIM, email appliance. I really like being able to receive and send faxes on this phone. It is about the size of cell phones from 3 years ago and I now do not have to carry my laptop on most out of campus short trips. For long trips, I still have to bring the Laptop. If all you need is a phone, this is overkill. If you need a portable office with full communication abilities, this is a great choice. It also has a speaker phone function and you can switch from regular handset held to your ear to speaker phone and back just by opening the clamshell case. The PIM is fully accessible while you are on speaker phone. I just love this Phone. It’s slim and not bulky like I thought. Yes it's larger than most phones, but most phones don't allow for wide screen Internet, voice recording, faxing, emailing, video playback, infra red transfer and the list goes on and on. One of the coolest things is simply the fact that if you have it closed and are on the phone, you can open it and it switches to speaker phone allowing you the option to surf. The battery is amazing too. I can use it for 3 days and still being fully charged. The reception on the phone is awesome. I have been told that people thought I was on a land line. I was torn between the Nokia 6800 because it is small, and flips open to become an Internet surfing phone.

Nazism vs. Fascism Essay

R.Q.: To what extent were the German and Italian regimes under Hitler and Mussolini Totalitarian? i. Why? With this research I want to discover whether Hitler and Mussolini transformed Germany and Italy, respectively into Totalitarian regimes. In my discretion this played a major role when looking at traditions, respectability of countries and reputations of countries. Such â€Å"emotions† can also trigger wars, as we so in WWII. Initially, I feel that Dictatorships having absolute power over a country can cause many inconveniences for the citizens of it. Hence, I want to understand their motives and ambitions. Also, I figure that this is a very important time period in which milestones and new dimensions have been opened. Thirdly, I decided on this topic because I am a German citizen, who is naturally interested in the background and history of ones father country. ii. What? I am going to use a series of books written in different time periods by different writers from different countries. This shows a certain scope of viewpoints, which makes the answer to this question more objective. I am also going to use the Internet as one research option of my internal assessment. iii. I planned my essay. This can be seen in the appendix, 1) Essay Plan. This plan shows how I am going to attempt to accomplish my Task i. Define Nazism a. Nazism is the body of political and economic doctrines held and put into effect by the National Socialist German Workers’ Party in the Third Reich including the totalitarian principle of government, state control of all industries, predominance of groups assumed to be racially superior, and supremacy of the Fà ¯Ã‚ ¿Ã‚ ½hrer1. ii. Define Fascism a. Fascism is a political philosophy, movement, or regime (as that of the Fascisti) that exalts nation and often race above the individual and that stands for a centralized autocratic government headed by a dictatorial leader, severe economic and social regimentation, and forcible suppression of opposition2. iii. Define Totalitarian a. Totalitarian is defined as of or relating to centralized control by an autocratic leader or hierarchy. Of or relating to a political regime based on subordination of the individual to the state and strict control of all aspects of the life and productive capacity of the nation especially by coercive measures (as censorship and terrorism)3 iv. All these definitions above are essential in order to understand how totalitarianism is initially linked with Nazism and Fascism. These terms, Nazism Fascism and Totalitarianism have all got the subordination of the individual to the state and the control of mind etc. of the individual in common. The difference between them, however is that Totalitarian is purely a term describing a situation, a current state of something. Nazism and Fascism on the other hand, describe an ideology that developed over centuries and eventually ruled a country. When we are looking at these definitions, we discover, that both ideologies have a feature of totalitarianism innate. Therefore, initially we would say that they the states, Germany and Italy, both are totalitarian because the autocracy by which they are ruled is totalitarian. This must mean that the people believe in it because they elected this system of government, and hence the system must be totalitarian. This, however, is debatable. In the ongoing lines I will question the above statement by looking closer at the two ideologies and how they became elected. i. Discrimination of Minorities a. Germany i. Minorities, such as Jews, Blacks, Gypsies and women were discriminated widely. Anything not of Aryan derivation, was inferior. Women, for example, were expected to behave just like â€Å"K,K,K†-meaning Kinder, Kirche, Kà ¯Ã‚ ¿Ã‚ ½che. Translated, Children, Church, Kitchen. In other words, they were expected to have as many children as possible to expand the Aryan race, support the religion and cook well. Jews, of course, were treated the worst, i.e.: concentration camps. b. Italy i. Fascist Policy towards women was condescending. Women were not put equal to men. It was also anti-urban and anti-consumerist. There was birth control and additional taxes on unmarried. This, in a way, was similar to Nazi Germany, where there were incentives to bear as many children as possible. It aimed to promote the ‘superior’ race. Fascist policy was at the beginning not racially concerned. However, when relations with Germany improved, Mussolini adopted some anti-foreign steps. This aimed to give the people a feeling of superiority over other nations and should promote the will to fight for the cause of the nation. Employment conditions for female workers were restricted. They were excluded from several workplaces. ii. Church a. Germany i. Germany was almost entirely a Christian country. Hitler realised this and did not underestimate the power the church, as a single institution, could have on the peoples’ minds’. Therefore, he knew it would not be wise to attack the church during his campaigns. Hence, he made an agreement with the church, the Concordat, which granted the church religious freedom. This, however was only superficially. In reality, any member of the church speaking bad about Hitler or his party, NSDAP, was prosecuted or sent to a concentration camp. Even Church schools were influenced by Hitler; the bible was replaced by â€Å"Mein Kampf† and the cross by the swastika. b. Italy i. In Italy the church played a more important role than in Germany because of the Pope and the Vatican being situated in Italy. Hence, Mussolini tried, after 1922 when coming to power, to include the church as much as possible in the fascist state in order to stabilise and ensure power for his party, PNF. Catholicism was also seen as a possible threat to the emerging fascist state. Hence, a concordat was attempted to improve church-state relations. Catholicism was considered the religion of most Italians, which was so deeply rooted in Italian life that could directly endanger the position of the fascist might. iii. Education a. Germany i. Education in Germany was largely controlled by the Nazis. The main subjects were history, biology and physical education. All of course indoctrinated and altered to shine a good light on the Nazi party and its style of rule. Special schools were build for the â€Å"most talented†. This meant that from a very young age onwards, children in Germany were focused on the Nazi ideology, similar to the Youths, which I will talk about in the next paragraph. b. Italy i. Education was focused on Fascist ideas and ideology. Children were educated in physical education and military training. These are just examples to illustrate what Mussolini wanted to achieve. iv. Youths a. Germany i. Various youths’ existed in Nazi Germany, all aiming to control the mind of German children. Hitler once described his views concerning the purpose of youths:† When an opponent declares, ‘I will not come your side’, I calmly say: ‘Your child belongs to us already†¦In a short time, they will know nothing else but this community.† These programs existed for boys and girls. Boys camps were more physical, preparing for war. Girls’ camps were aiming to make them strong to bear many healthy children. b. Italy i. From 1929 onwards, Mussolini focused more intensely on the control of children in his regime. He wanted to control them by education, which he stated as a right of the leading body in a totalitarian state. The Ministry of Public Instructions was changed to the Ministry of National education (ONB) in 1929. This new organisation provided pre-military training, drill and gym. All measures to convey a more aggressive and disciplined way of live. This program was even integrated into the school curriculum. Recruitment was thus made very easy and numerous. The Fascists wanted to create an Italy were there were young courageous men willing to fight for the cause of the nation. Their motto was: â€Å"Believe, Obey, Fight†. This displays exactly what Mussolini was after. Especially during the great depression, Mussolini tried to give his people a cause to believe in. He created groups or fixed mass meeting so that the people would experience a way of unity. v. Propaganda a. Germany i. Minister of Propaganda in Nazi Germany was Goebbels. He was an able man, with enormous aims. Not only wanted he the people to accept the regime. He wanted them to capitulate to them, grasping the ideology. He, for the first time in history, effectively made use of the radio and press. He seized control over both. By 1932 less then 25% of the population owned a radio. Hence, he made provisions for producing cheap sets of wireless radios. He called it the ‘Volksempfà ¯Ã‚ ¿Ã‚ ½nger’, translated, ‘nation-receptionist’. The press seemed harder to control. The Nazi publisher-‘Eher Verlag’-bought many of the 4,700 existing newspapers. Goebbels held a daily press conference and eventually, the Editors Law, made the seizure of the press complete. Via the radio, the Aryan race was emphasized. Jewish music was not played. People were constantly bombed with Nazi propaganda, their ideology. b. Italy i. Mussolini wanted to create an image of the ‘new’ Italian. This image should be aggressive and patriotic. He also used heroic figurers from the wars to illustrate the alleged superiority of the Italian nation. vi. Police State a. Germany i. The party seemed to be well organized and structured. Hitler himself, however, rejected any document work. Now the question appears, how it was so sufficient? The answer is that a powerful force was acting behind the scenes. This force was the ‘army’. It consisted of the SS, short for â€Å"Schutz-Staffel†, the SA, short for â€Å"Sturm-Abteilung†, the Gestapo, known for its brutality and later the SD, â€Å"Sicherheitsdienst†, the party internal police force. All these acted in order to maintain or restore order. The SS was once created to be Hitler’s personal bodyguard. It evolved to be a unit with incredible power over, economic, political and social matters. It turned out to be an extremely useful tool for Hitler. b. Italy i. The military was also guaranteed a supreme status in Italy. However, the German army had become a political power whereas the Italian had not. After the death of Hindenburg, Hitler was able to benefit from an exclusive oath. Mussolini never had such an opportunity under the still existing Monarchy. The Italian Military acted with divided loyalties. The Italian army did not face any threats form party-army-type organizations, as opposed to the German SS and SA. vii. Power of the Leader a. Germany/Italy i. Both, ‘der Fà ¯Ã‚ ¿Ã‚ ½hrer’ and ‘il duce’, were charismatic and ambitious men. They had a set aim which they wanted to achieve no matter what the cost was. They managed to elate masses so that they would virtually believe anything they said. These are, among others, characteristics a strong Leader must have in order to be successful. Hitler was not only appointed chancellor but became President after Hindenburg’s death. He also appointed himself Chief-Commander of all armed forces. This gave him the mere control over many bodies. i. Weigh factors against each other a. Germany vs. Italy ii. Conclusion a. When looking back at my research and all the information I collected during it, I think it is fair to say that both ideologies and those implementing it, transformed the respective countries to a large extent into totalitarian regimes. Although, I would say that this phenomena did not occur in the conventional way. By definition, a totalitarian regime controls every aspect of life. When looking at the moment they came to power and the day they left, a great difference in many senses can be seen. Especially, when looking at how they controlled the peoples’ minds’. Propaganda, Force, Speeches, youths and discrimination are all factors, which increased their influence. This integrated so quickly into the respective countries roots, so that it was inevitable that people would eventually believe what they heard. They would also obey by it because they the how brutal their measures could be. Power conveyed and achieved by force was one feature in these regimes. The other means was propaganda. New technology, new innovations enabled them to convey their messages and slogans whenever they wanted. They could also reach every member of their â€Å"community†. They not only controlled adults. One of their ideas was to transform the young so that their ideology would be carried further with the next generation. 1 http://www.m-w.com/cgi-bin/dictionary?book=Dictionary&va=Nazism 2 http://www.m-w.com/cgi-bin/dictionary?book=Dictionary&va=fascism 3 http://www.m-w.com/cgi-bin/dictionary?book=Dictionary&va=totalitarian

Prescription Drugs And The Competitive Market Offers A...

Prescription drugs in the competitive market offers a starting point allusion, which certain characteristics of medications and healthcare goods and services can be compared to unique goods and services. According to Carter, A, Pharm D Healthline.com say’s â€Å"By not taking care of your diabetes may damage your heart, kidneys, nervous system, and your eyes†. Such as, eating foods with a high content of sugar will extremely increase your blood sugar, or not taking medication to treat diabetes. He also states â€Å"metformin may need to be used with other medications to help regulate your blood sugar. Some patients with type 2 diabetes may have complications with hypertension as well. This leads us into an example of many prescription drugs to treat diseases. Such as, diabetes, and hypertension. According to Younossi, Z. M., et.al. (2013).authors of Alimentary Pharmacology Therapeutics, wrote â€Å"Explanations for metabolic situations that have been used in the st udy have been formerly described. Briefly, type 2 diabetes was determined as fasting blood sugar level that is greater than 125 mg/dL , and hypertension was determined as blood pressure level that is greater than 140/90 mmHg .† With this being said the supply and demand of medications to treat diabetes and hypertension depends on the prescribing doctor and the incentives provided by the pharmaceutical company. Medications to help treat hypertension according to (Badii,C)(Overview1) â€Å"Different types of water pills helpShow MoreRelatedExploring Corporate Strategy - Case164366 Words   |  658 Pagesthe book) this increases the reader’s and tutor’s choice. For example, when deciding on material for Chapter 2, the case example, Global Forces and the European Brewing Industry, tests a reader’s understanding of the main issues inï ¬â€šuencing the competitive position of a number of organisations in the same industry with a relatively short case. For a case that permits a more comprehensive industry analysis The Pharmaceutical Industry could be used. However, if the purpose is more focused – illustratingRead MoreRastafarian79520 Words   |  319 Pagesalso that in Jamaica at that time the privileging of lighter-skinned people was standard practice. Rastas were confronting so many of these long-held notions and so were bound to face a great deal of resistance. What Edmonds manages to do here is offer us a way to appreciate the importance of Rastafarianism as a religious phenomenon that is consistent with much of what happens when religious groups and movements grow and develop. Indeed, there is a remarkable logic to the development of Rasta that

Post Traumatic Stress Disorder ( Ptsd ) Essay - 1991 Words

Post-Traumatic Stress Disorder is a disorder that is the result of a traumatic event. According to the national PTSD center in the U.S Department of Veterans Affairs, about 50% of women experience at least one trauma in their lives, traumas like Rape or child abuse are more common in women than in men. About 60% of men experience a trauma in their lives, traumas more related to physical assault, combat, disaster or witnessing a death. Post-Traumatic stress disorder can happen to anyone. In the United States about 8% of the population will have Post-Traumatic Stress Disorder at some point in their lives. A disorder similar to Post-Traumatic Stress disorder is Acute Stress Disorder the only difference is that a diagnosis for Acute Stress Disorder has to be given in the month following the traumatic event, for Post-Traumatic Stress Disorder to be diagnosed the symptoms have to be recurrent for at least a month after the traumatic event. Good examples are some cases of Post-Traumatic Str ess Disorder like Maria and Joe a rape victim and a veteran both diagnosed with Post-Traumatic Stress disorder their symptoms and treatment. Also a case study for suicides involving veterans from the Vietnam war and Somalia peace keeping conflict, 4 veterans diagnosed with PTSD that committed suicide analyzing their major life events and the psychological factors that could have contributed to the suicide. Post-Traumatic Stress disorder can happen to anyone, it isn’t rare. In the UnitedShow MoreRelatedPost Traumatic Stress Disorder ( Ptsd )990 Words   |  4 PagesPost-Traumatic Stress Disorder Post-traumatic stress disorder is a common anxiety disorder characterized by chronic physical arousal, recurrent unwanted thoughts and images of the traumatic event, and avoidance of things that can call the traumatic event into mind (Schacter, Gilbert, Wegner, Nock, 2014). About 7 percent of Americans suffer from PTSD. Family members of victims can also develop PTSD and it can occur in people of any age. The diagnosis for PTSD requires one or more symptoms to beRead MorePost Traumatic Stress Disorder ( Ptsd )1471 Words   |  6 PagesRunning head: POST-TRAUMATIC STRESS DISORDER 1 Post-Traumatic Stress Disorder Student’s Name Course Title School Name April 12, 2017  Post-Traumatic Stress Disorder Post-traumatic stress disorder is a mental disorder that many people are facing every day, and it appears to become more prevalent. This disorder is mainly caused by going through or experiencing a traumatic event, and its risk of may be increased by issuesRead MorePost Traumatic Stress Disorder ( Ptsd ) Essay1401 Words   |  6 PagesAccording to the Mayo-Clinic Post Traumatic Stress Disorder, commonly known as PTSD is defined as â€Å"Post-traumatic stress disorder (PTSD) is a mental health condition that s triggered by a terrifying event — either experiencing it or witnessing it. Symptoms may include flashbacks, nightmares and severe anxiety, as well as uncontrollable thoughts about the event† (Mayo Clinic Staff, 2014). Post Traumatic Stress disorder can prevent one from living a normal, healthy life. In 2014, Chris Kyle playedRead MorePost Traumatic Stress Disorder ( Ptsd )1198 Words   |  5 Pages Post-traumatic stress disorder(PTSD) is a mental illness that is triggered by witnessing or experiencing a traumatic event. â€Å"PTSD was first brought to public attention in relation to war veterans, but it can result from a variety of traumatic incidents, such as mugging, rape, torture, being kidnapped or held captive, child abuse, car accidents, train wrecks, plane crashes, bombings, or natural disasters such as floods or earthquakes(NIMH,2015).† PTSD is recognized as a psychobiological mentalRead MorePost Traumatic Stress Disorder ( Ptsd )1423 Words   |  6 Pages Mental diseases and disorders have been around since humans have been inhabiting earth. The field of science tasked with diagnosing and treating these disorders is something that is always evolving. One of the most prevalent disorders in our society but has only recently been acknowledged is Post Traumatic Stress Disorder (PTSD). Proper and professional diagnosis and definitions of PTSD was first introduced by the American Psychiatric Association(APA) in the third edition of the Diagnostic andRead MorePost Traumatic Stress Disorder ( Ptsd ) Essay1162 Words   |  5 PagesSocial Identity, Groups, and PTSD In 1980, Post Traumatic Stress Disorder (PTSD,) was officially categorized as a mental disorder even though after three decades it is still seen as controversial. The controversy is mainly founded around the relationship between post-traumatic stress (PTS) and politics. The author believes that a group level analysis will assist in understanding the contradictory positions in the debate of whether or not PTSD is a true disorder. The literature regarding this topicRead MorePost Traumatic Stress Disorder ( Ptsd ) Essay1550 Words   |  7 PagesPost Traumatic Stress Disorder â€Å"PTSD is a disorder that develops in certain people who have experienced a shocking, traumatic, or dangerous event† (National Institute of Mental Health). Post Traumatic Stress Disorder (PTSD) has always existed, PTSD was once considered a psychological condition of combat veterans who were â€Å"shocked† by and unable to face their experiences on the battlefield. Much of the general public and many mental health professionals doubted whether PTSD was a true disorder (NIMH)Read MorePost Traumatic Stress Disorder ( Ptsd )944 Words   |  4 Pageswith Post-traumatic stress disorder (PTSD Stats). Post-Traumatic Stress Disorder is a mental disorder common found in veterans who came back from war. We can express our appreciation to our veterans by creating more support programs, help them go back to what they enjoy the most, and let them know we view them as a human not a disgrace. According to the National Care of PTSD, a government created program, published an article and provides the basic definition and common symptoms of PTSD. Post-traumaticRead MorePost Traumatic Stress Disorder ( Ptsd )1780 Words   |  8 Pagesmental illnesses. One such illness is post-traumatic stress disorder (PTSD). Post-traumatic stress disorder is a mental illness that affects a person’s sympathetic nervous system response. A more common name for this response is the fight or flight response. In a person not affected by post-traumatic stress disorder this response activates only in times of great stress or life threatening situations. â€Å"If the fight or flight is successful, the traumatic stress will usually be released or dissipatedRead MorePost Traumatic Stress Disorder ( Ptsd )1444 Words   |  6 PagesYim – Human Stress 2 December 2014 PTSD in War Veterans Post Traumatic Stress Disorder (PTSD) is a condition that is fairly common with individuals that have experienced trauma, especially war veterans. One in five war veterans that have done service in the Iraq or Afghanistan war are diagnosed with PTSD. My group decided to focus on PTSD in war veterans because it is still a controversial part of stressful circumstances that needs further discussion. The lifetime prevalence of PTSD amongst war

Essay about Analysis of Food Inc. - 944 Words

Food Inc. and the Media use the tools of social psychology to persuade and make its point. Documentary films are influential media tools that can be used to inform, persuade, and convict the public on many social topics on a continuous spectrum of troubles and struggle of the world. Some well-made documentaries have made impacts on people who watch them, and this is what the movies are they meant to do. The filmmakers have done their job if the movie has given a voice to a problem and a face to the issue that needs to be known. Eric Schlosser one of the film’s co-producer said it best in Food Inc., â€Å"The industry doesn’t want you to know the truth about what you’re eating, because if you knew, you might not want to eat†¦show more content†¦I learn so much about a subject that I may have heard about from the television or radio news, a newspaper, in a conversation or even in the classroom. I have spent hours on a subject matter that I may have n ever heard about. This is a part of my self-concept of finding me. The factor that influences my self-concept is, the social identity I am forming (Myers, 2010). I am searching for a more educated identity that cares about where my food comes from, who grew it, and what was used to help it grow. Food Inc. was made I trust to inform the public about a social dilemma in our country, which the government and â€Å"a small group of multinational corporations who control our entire food system from seed to the supermarket; they’re gaining the control of food† (Roush, 2008). Farmers who are contracted with these corporations are raising chickens in coops with no windows, no room to move they are being raised in half the time due to growth hormones. Scientists have changed the chicken’s bodies to have bigger breasts. These animals barely exist to produce food for disengaged and uninformed people. This film was a hard film to watch, because I can no longer claim t o live in my ignorant bliss. The person that I am, the self I have been looking for has to make a change, for me, and my family. I need to respond toShow MoreRelatedAnalysis of Food Inc.1594 Words   |  7 PagesStudies have shown that many people all over the world are unaware of where their food comes from. When an individual goes to consume a food product, he or she could be completely oblivious to the methods of manufacture, processing, packaging or transportation gone into the production of the food item. It is often said that ‘ignorance is bliss’ – perhaps this rings true in the case of food, its origins and its consumption as well. In such a scenario, eating well could seem like an unlikely prospectRead MoreAnalysis of Kraft Foods Inc.4016 Words   |  17 PagesAnalysis of Kraft Foods Inc. Executive Summary The following report is an evaluation of Kraft Foods Inc. from both an internal and external perspective using fundamental and technical analysis. Kraft Foods Inc. is a worldwide food company operating within the Packaged Foods industry. With annual revenues in excess of $49 billion they are the second largest firm in the industry, controlling 8% of the total market. Fundamental analysis reveals that Kraft is a healthy company with growing revenuesRead MoreAnalysis Of Conagra Foods, Inc.2169 Words   |  9 PagesConAgra Foods, Inc. has owned and operated the subsidiary Watts Brothers Farms for approximately 8 years. Watts Brothers Farms consists of a 20,000 acre farm producing rotational vegetable crops, a 2,750 head dairy farm, a 150 million pound frozen vegetable processing facility, and a cold storage/custom packaging center. Watts Brothers Farms is a vertically integrated sustainable farming operation. The farm unit is primarily focused on the production of potatoes, sweet corn, peas, and carrotsRead MoreMovie Analysis : Food Inc1897 Words   |  8 PagesFilm Analysis Paper- Food Inc Food Inc is a documentary directed and written by Robert Kenner along with co-writers Elise Pearlstein and Kim Roberts in 2008 to discuss the current origin of food production in the United States. This film takes viewers inside the slaughter houses, farms and factories that produce American food to show how food in the 21st century is no longer organically grown and raised for healthy eating. Instead it is now controlled, mutilated, and produced in large quantitiesRead MoreEssay on Food Inc - Rhetorical Analysis1329 Words   |  6 PagesRhetorical Analysis – Food Inc. ‘Food Inc’, is an informative, albeit slightly biased, documentary that attempts to expose the commercialisation and monopolisation of the greater food industry. The film attempts to show the unintended consequences resulting from this, and for the most part this technique is very effective; however there is an overreliance on pathos in lieu of facts and statistics at times. ‘Food Inc’ starts off with a camera moving slowly through supermarket shelves withRead MoreAnalysis Of Watching Food Inc.1396 Words   |  6 PagesWatching Food Inc. movie was a deception and a horrifying experience on what is happening in the food industry in the U.S. After spending time on some of resources like The U.S. Food and Drug Administration on food safety, The National Food Processors’ Association that are in place to protect farmer’s industry and food consumers, to find out these agencies like are not protecting farmers nor are protecting food consumers in the U.S; and to learn about big corporations like Tyson Foods, Monsanto thatRead MoreMarketing Analysis : Food Inc.1637 Words   |  7 Pagesthey need to do to stay ahead of the competition. So unfortunately exchanges like this come with the territory and it happens across all industries including the food industry. In the 2008 documentary Food Inc. examples of duped exchanges within the f ood industry are on display, and while I believe there is no place for them within the food industry or the market for that matter it happens anyway due to consumers being led astray by companies. When consumers walk into the grocery store it is difficultRead MoreFood Inc Film Analysis1365 Words   |  6 PagesThe way we eat has changed more in the last 50 years than in the previous than in the previous 10 thousand. - Michael Pollan (Food Inc). The film entitled Food Inc is a documentary piece by Robert Kenner on the Food industry in America and the History which Lead the industry to where it is now and everyone who is affected by these changes. As a 22 year old college athlete it has never been at a more crucial time to keep track of my meals throughout the day. After a two hour training session the clockRead MoreSwot Analysis Fist in Show Pet Food Inc1492 Words   |  6 PagesRunning head: SWOT ANALYSIS - FIST IN SHOW PET FOOD INC SWOT Analysis - Fist in Show Pet Food Inc Marketing Strategies SWOT Analysis - Fist in Show Pet Food Inc Fist in Show Pet Food Inc SWOT Analysis Internal Strengths and Weaknesses SWOT | Sales Force | Marketing Mix | Advertising | R/D | Segmentation | Offerings | Internal Strengths | Administrators and sales personnel at First in Show Pet Foods, Inc have acquired the necessary knowledge and experience from being a majorRead MoreRhetorical Analysis Of The Documentary Food, Inc, By Robert Kenner1040 Words   |  5 PagesRhetorical Analysis of The Documentary Food, Inc. Food Inc, is a documentary made by Robert Kenner, based on the book Fast Food Nation, written by Eric Schlosser. Kenner uses a variety of strategies in order to convey the message that our food system harms our health, workers, animals, and the environment, and expresses that a great deal of information is hidden from consumers. The filmmaker uses juxtaposition and emotional imagery, personal interviews, as well as particular cinematic techniques

Ch 18 Free Essays

Chapter 18 Ethers Epoxides; Thiols and Sulfides Assigned Reading from McMurry: Read Sections 18. 1 through 18. 9; not responsible for â€Å"Focus on †¦ Epoxy Resins Adhesives, pp. We will write a custom essay sample on Ch 18 or any similar topic only for you Order Now 697-698). Recommended Problems from McMurry: 18. 1a-e;18. 18. 2;18. 3a-d; 18. 4; 18. 5a-d; 18. 6a-b; 18. 7a-b; 18. 8; 18. 9; 18. 10; 18. 11; 18. 12a,b; 18. 13a,b; 18. 14a-c; 18. 16a-f; 18. 17; 18. 18; 18. 19a-c; 18. 20; 18. 21; 18. 22; 18. 23a-e; 18. 24a-I; 18. 25a-f; 18. 26a-d; 18. 27; 18. 28; 18. 29ad; 18. 30a-e; 18. 31; 18. 32; 18. 33; 18. 34; 18. 35a-d; 18. 36; 18. 37; 18. 38; 18. 39; 18. 40a,b; 18. 41a-d; 18. 2; 18. 43; 18. 44; 18. 45; 18. 45; 18. 46; 18. 47; 18. 48; 18. 49; 18. 51; 18. 52; 18. 53; 18. 54; 18. 551-e; 18. 56; 18. 57; 18. 58a-b; 18. 59a-b; 18. 60; 18. 61. 18. 1 Names and Properties of Ethers Method A: Simple ethers; alphabetize if two organic substituents. CH3–CH2–O–CH2–CH3 Diethyl ether Methyl propyl ether O CH3–CH2–CH2–O–CH3 CH3 Methyl phenyl ether SP 18. 01 Provide systematic names for the following ethers. CH3–CH2–O–CH2–CH2–CH2–CH3 O SP 18. 02 Provide structures for the following systematic names. Systematic name: Isopropyl phenyl ether Systematic name: Cyclohexyl ethyl ether Method B: Other functional groups present, ether component is an â€Å"alkoxy† substituent. Alkoxy examples: methoxy -OCH3, ethoxy -OCH2CH3, propoxy -OCH2CH2CH3, etc. O C H3 O CH3 O C H3 para-Dimethoxybenzene 3-Methoxy-1-cyclopentene SP 18. 03 Provide systematic names for the following complex ethers. OCH3 O CH2CH3 Cl SP 18. 04 Provide structures for the following systematic names. Systematic name: meta-Bromopropoxybenzene Systematic name: 1-Isopropoxycyclopentene 18. 2 Synthesis of Ethers The Williamson Ether Synthesis R + O an alkoxide C X R SN2 an alkyl halide methyl 1o best; X = Cl, Br, I, OTos O C ether product Example: O Na + Sodium phenoxide CH3 Br O CH3 Phenyl methyl ether (anisole) + Na Br + X SP 18. 05 Complete the following reactions. CH3 CH3 C O Na + CH3 I + Na I CH3 CH3 CH3 C CH3 I + Na O CH3 + Na I SP 18. 06 Provide the suitable alkoxide and alkyl halide necessary to produce 2-ethoxy-2-methyl butane in good yield. CH3 CH3 CH2 C O CH3 CH2 CH3 + Na Br 8. 4 Oxymercuration Intermediates †¢ For laboratory-scale hydration of an alkene †¢ †¢ Use mercuric acetate in THF followed by sodium borohydride Markovnikov orientation – via mercurinium ion Alkoxymercuration of Alkenes General Reaction: R C C 2) NaBH4 H C R Ether Alkene RO Step #1 RO C 1) Hg(OAc)2, ROH H g OA c C C Step #2 R + HOAc Markovnikov addition SP 18. 07 Complete the following reactions by displaying the final major organic product. H C 1) Hg(OAc)2, CH3OH H C 2) NaBH4 H CH3 CH3 C C H CH3 1) Hg(OAc)2, CH3OH 2) NaBH4 SP 18. 08 Specify the alkene and alcohol needed to produce the following ether. Alcohol OCH2CH3 1) Hg(OAc)2, CH3 2) NaBH4 Alkene 18. 3 Reactions of Ethers: Acidic Ether Cleavage General Reaction: HX C O C C OH + X C (strong acid) Ether Alcohol Alkyl halide SP 18. 09 Predict the product for the following ether-cleavage reaction. CH3 CH3 C O CH3 HBr CH2CH3 8. 4 Reactions of Ethers: Claisen Rearrangement O OH 1,3 O to C shift Thermodynamically more stable o 250 Allyl phenyl ether C9H10O ortho-Allyl phenol C9H10O Mechanism (involves six-membered transition state): 1 O TS 2 3 1 O 2 H keto-enol tautomerization 3 O H SP 18. 10 Predict the structure for the following Claisen rearrangement. O o 250 2-Butenyl phenyl ether C10H12O 18. 5 Cyclic Ethers: Epoxides (2 methods) General Reaction 1: O C C + R Alkene C O O O O C H A peracid C An epoxide R C O A carboxylic acid Specific Example 1: O Cl C O O H m-CPBA o H O O + CH2Cl2, 25 C H 1,2-Epoxycycloheptane Cl H C O H 18. Cyclic Ethers: Epoxides (2 methods) General Reaction 2: C OH X2, H2O C C C X A halohydrin Alkene O NaOH H2O C + H2O + NaX C An epoxide Review Section 7. 3 Specific Example 2: H CH3 C C H CH3 cis-2-Butene Br2 H2O H CH3 Br C OH C H CH3 NaOH H2O O HC CH3 C H + H2O + NaBr CH3 meso-2,3-Dimethyl-oxirane (or cis-2,3-epoxybutane) SP 18. 11 Fill in the appropriate intermediates showing the correct stereochemistry. H CH3 C C CH3 Br2 NaOH H H2O H2O trans-2-Butene + H2O + NaBr 18. 6 Reactions of Epoxides: Ring-Opening General epoxide structure: O C Since each atom is sp3 there is considerable angle strain in the epoxide ring-system. C Acidic Conditions: Epoxide opening under acidic conditions (aqueous acid) yields 1,2-diols General Reaction: H H O O C H C HO C H2O An epoxide C OH A 1,2-diol (glycol) H O C H C + O H H O C + C H O H H O H Specific Example (using symmetrical epoxide): H + H H3O OH H2O OH O H H trans-1,2-Cyclohexanediol SP 18. 12 Predict the correct structure of the product diol showing the correct stereochemistry. O H CH3 C C CH3 H trans-2,3-epoxybutane H3O+ H2O Note: Epoxide opening under anhydrous acidic conditions yields halohydrins. Specific Example (2 ° and 1 ° carbons): o 1 carbon o 2 carbon O CH3 H C C H H 1,2-Epoxypropane OH HCl Et2O CH3 C Cl CH2 Cl + CH3 H 1-Chloro-2-propanol (90%) C CH2 OH H 2-Chloro-1-propanol (10%) SP 18. 13 Using the above model predict the major halohydrin. O H C H C HCl H Et2O O H C C H H HCl OH C Et2O H Cl CH2 Cl + C CH2 OH H Explanation: In cases where a 2 ° carbon and a 1 ° carbon form the epoxide ring, the major halohydrin product will be the one where the incipient alcohol is 2 ° and the halide is 1 °. Upon protonation of the epoxide oxygen the halide ion simple attacks the less-hindered 1 ° carbon with a greater frequency to give the major regioisomer. Specific Example (3 ° and 1 ° carbons): SP 18. 4 Using the above model predict the major halohydrin. Circle one. O C C H H HCl OH C Et2O + C H Cl Cl H C OH C H H Explanation: In cases where a 3 ° carbon and a 1 ° carbon form the epoxide ring, the major halohydrin product will be the one where the incipient alcohol is 1 ° and the halide is 3 °. Upon protonation of the epoxide oxygen the halogen attacks the more-stabilized (same as moresubstituted) carbon atom to give the major regioisomer described. Basic Conditions: Note: Nucleophile will always attack least-hindered position. Specific Example: o 3 carbon 1o carbon O CH3 CH3 C C H H OH NaOH H2O, ? CH3 C CH2 OH CH3 -Methyl-1,2-propanediol SP 18. 15 Predict the structure of the 1,2-diol from the following reaction. O C C H H NaOH H2O, ? Reaction with Grignard Reagents: O CH3 CH3 C C H H OH 1) CH3CH2MgBr, Et2O 2) (aq) NH4Cl CH3 C CH2 CH3 CH2 CH3 SP 18. 16 Predict the structure of the organic product from the following Grignardepoxide reaction. O H C C H H 1) CH3MgBr, Et2O 2) (aq) NH4Cl Reaction with a 1 ° amine: O H C OH CH2 H H2NCH2CH2CH3 C CH2 N CH2 CH2 H Reaction with a 2 ° amine: O H C OH H H3C CH2 + N H3C H C CH2 N CH3 CH3 CH3 SP 18. 17 Predict the structure of the epoxide and amine needed to generate the amino alcohol shown to the right. OH + CH3 C CH3 Epoxide Amine CH2 N H 18. 7 Crown Ethers †¢ Large rings consisting of repeating (-OCH2CH2-) or similar units †¢ Named as x-crown-y – x is the total number of atoms in the ring – y is the number of oxygen atoms – 18-crown-6 ether: 18-membered ring containing 6 oxygen atoms †¢ Central cavity is electronegative and attracts cations 18. 8 Thiols and Sulfides †¢ Thiols (RSH), are sulfur analogues of alcohols – Named with the suffix -thiol – SH group is called â€Å"mercapto group† (â€Å"capturer of mercury†) Thiols: Formation and Reaction †¢ From alkyl halides by displacement with a sulfur nucleophile such as –SH The alkylthiol product can undergo further reaction with the alkyl halide to give a symmetrical sulfide, giving a poorer yield of the thiol Sulfides †¢ Sulfides (RSR? ), are sulfur analogues of ethers – Named by rules used for ethers, with sulfide in place of ether for sim ple compounds and alkylthio in place of alkoxy Using Thiourea to Form Alkylthiols †¢ Thiols can undergo further reaction with the alkyl halide to give dialkyl sulfides †¢ For a pure alkylthiol use thiourea (NH2(C=S)NH2) as the nucleophile †¢ This gives an intermediate alkylisothiourea salt, which is hydrolyzed cleanly to the alkyl thiourea Oxidation of Thiols to Disulfides Reaction of an alkyl thiol (RSH) with bromine or iodine gives a disulfide (RSSR) †¢ The thiol is oxidized in the process and the halogen is reduced Sulfides †¢ Thiolates (RS? ) are formed by the reaction of a thiol with a base †¢ Thiolates react with primary or secondary alkyl halide to give sulfides (RSR’) †¢ Thiolates are excellent nucleophiles and react with many electrophiles Sulfides as Nucleophiles †¢ Sulfur compounds are more nucleophilic than their oxygen-compound analogues – 3p valence electrons (on S) are less tightly held than 2p electrons (on O) â⠂¬ ¢ Sulfides react with primary alkyl halides (SN2) to give rialkylsulfonium salts (R3S+) Oxidation of Sulfides †¢ Sulfides are easily oxidized with H2O2 to the sulfoxide (R2SO) †¢ Oxidation of a sulfoxide with a peroxyacid yields a sulfone (R2SO2) †¢ Dimethyl sulfoxide (DMSO) is often used as a polar aprotic solvent 18. 9 Spectroscopy of Ethers †¢ Infrared: C–O single-bond stretching 1050 to 1150 cm? 1 overlaps many other absorptions. †¢ Proton NMR: H on a C next to ether O is shifted downfield to ? 3. 4 to ? 4. 5 – The 1H NMR spectrum of dipropyl ether shows this signal at ? 3. 4 – In epoxides, these H’s absorb at ? 2. 5 to ? 3. 5 in their 1H NMR spectra Carbon NMR: C’s in ethers exhibit a downfield shift to ? 50 to ? 80 Let’s Work a Problem When 2-methyl-2,5-pentanediol is treated with sulfuric acid, dehydration occurs and 2,2dimethyltetrahydrofuran is formed. Suggest a mechanism for this reaction. Which of the t wo oxygen atoms is most likely to be eliminated and why? Answer First, there is protonation of the 3? –OH group, then a 3? carbocation is formed via loss of H2O. Then there is a nucleophilic attack of the carbocation by the 2nd –OH group. The 3? OH group is the one eliminated in all likelihood because its removal involves the formation of the more stable 3? carbocation. How to cite Ch 18, Papers