Social Policy And Society Education Essay

Whose Needs are being met by Scots schooling? Discuss the assorted stakeholders ( kids, parents, society, the province ) , there possible demands and measure how good they are met. The province recognises the demand for kids to be educated. It is recognised as a right, a duty and a necessity. Society no longer relies as to a great extent on the male staff of life victor theoretical account and as a effect parents in the bulk of instances no longer have the option of supplying kid attention and instruction to their kids themselves. As we are come ining an age of hi tech fabrication and developing a high skilled economic system the authorities is besides looking for an educated population and can no longer work with a society of nonreader or ill educated citizens. An uneducated population would besides be less antiphonal to authorities runs and information or counsel and may be unable to carry through their function in society and the democratic procedure. Children themselves, it has been acknowledged, have a right to be educated ; â€Å" No individual shall be denied the right to instruction † ( European Convention on Human Rights ; agenda 1, article 2 ) .That does non nevertheless intend that the instruction provided is what kids want or what they need. Neither does it intend that chief watercourse instruction in Scotland is provided with everyone ‘s best involvements in head. All of the parties mentioned supra will hold unfavorable judgments or be disappointed by what province instruction in Scotland provides to some extent ; nevertheless I wish to do it clear that for the bulk of stakeholders the Scots instruction system provides acceptable results. Besides, in recent old ages important stairss have been taken in Scotland to better the instruction system for those interest holders presently losing out, chiefly kids themselves, and I wish to analyze this in more item. In 2009 there were 676,740 students in publically funded schools in Scotland ( Scots authorities ; pupil Numberss ) and educational outgo was ?4.87 billion in 2007-08 ( Scots authorities ; Expenditure on school instruction in Scotland ) . This amounts to a important proportion of Scotland ‘s population presently in the Scots public instruction system and a important proportion of national disbursement. Spending on instruction sums to a big proportion of public disbursement and must hence be a high precedence for the authorities, denoting that it is a high precedence for society as a whole. Equally good as being a right under the ECHR ( European Convention on Human Rights ) instruction is besides a right under the Universal declaration of human rights enshrined in UK jurisprudence in the Human rights act 1998 ; â€Å" Everyone has the right to instruction. Education shall be free, at least in the simple and cardinal phases. Elementary instruction shall be compulsory†¦ .. † ( Universal declaration of human rights ; article 26 ( 1 ) ) and in the UNCRC ( United nations Convention on the right of the kid ) , â€Å" To guarantee that all sections of society, in peculiar parents and kids, are informed, have entree to instruction and are supported in the usage of basic cognition†¦ † ( UNCRC ; article 24, 2 ( vitamin E ) ) . Few public services are as strongly protected by rights and Acts of the Apostless as those sing entree to instruction. Yet to what extent instruction should be provided and who its chief focal point should be on remains ill-defined. For many old ages statements raged about Scots instruction merely being good to the ‘average ‘ kid and that those who needed extra support demands or who did non work good within formal educational scenes were being left behind or ignored for the greater good. The Scots authorities has hence gone a long manner in recent old ages to try to turn to this. The school course of study in Scotland is non statutory but alternatively the authorities sets out a model which it so expects instructors to work within. The newest model published is the ‘Curriculum for excellence ‘ . This model is built around four Nestor notabilis capacities that the Scots authorities want to instil in every Scots immature individual by the terminal of their clip in instruction. It is besides really to a great extent based on current research that suggests the best manner to prosecute all students in the schoolroom is by utilizing inter disciplinary accomplishments and different acquisition and learning methods such as undertakings, e-learning, talks and peer on equal rating. The Scots authorities claim ; â€Å" The course of study aims to guarantee that all kids and immature people in Scotland develop the properties, cognition and accomplishments they will necessitate to boom in life, larning and work. This is encapsulated in the four capacities – to enable each kid or immature individual to be a successful scholar, a confident person, a responsible citizen and an effectual subscriber † . ( Learning and Teaching Scotland ; Curriculum 3-18 ) However what good are these results if so many immature people find themselves go forthing instruction with no or really few significance makings and no utile trade or work related accomplishments? The benchmark for mensurating pupil attainment in Scotland is the SCQF ( Scots recognition and making model ) mark. At the age of 14 to 15 about every kid in Scotland will sit a set of standard class tests. 5 plus base on ballss at SCQF degree 4 ( standard class general ) is considered the minimal criterion of attainment that could be merited with success and which could take to patterned advance through those makings. School conference tabular arraies are drawn up based on how good pupils did in this quartile and yet 24.4 % of Scots pupils fail to accomplish this benchmark about a one-fourth of all Scots immature people ( Scots authorities ; SQA attainment and school departer makings in Scotland: 2008/09 ) . On top of this 14.53 % of immature people go forthing Scots schools in 2009 were non in instruction employment or preparation and therefore had no positive finish ( Scots authorities ; Destinations of Leavers from Scots Schools: 2008/09 ) . This barely seems like a system which empowers every immature individual to develop accomplishments that will do it possible for them to ever happen a positive finish in society. It may besides demonstrates that there attack has so far failed to convey about touchable consequences which will profit all the stakeholders in the Scots instruction system. The authorities nevertheless may good indicate out that a major component of their reforms of Scots instruction will come in the signifier of alterations to the makings system. These alterations will non be implemented nevertheless until 2016 when the SQA ( Scots Qualifications Authority has drafted, approved and tested the new scrutinies, designed to concentrate on Nestor notabilis accomplishments and development of literacy and numeracy throughout all school topics. There has besides been a important displacement in the attitudes held towards helping kids with acquisition and Behavioural issues or disablements in Scots instruction and in bridging the spread between young person work, schools and less formal educational attacks. The Education ( Additional Support for Learning ) ( Scotland ) Act 2004 was introduced to supply statutory protection to all immature people in Scots instruction who feel they may necessitate more support. Article 1 ( specifying extra support demands ) provinces ; â€Å" A kid or immature individual has extra support demands for the intents of this Act where, for whatever ground, the kid or immature individual is, or is likely to be, unable without the proviso of extra support to profit from school instruction provided or to be provided for the kid or immature individual † This means that any kid in Scotland for whatever ground who feels like they may necessitate extra support are lawfully entitled to it. This jurisprudence has been to a great extent advertised and publicised nevertheless the resources to endorse up this statute law and supply the support are frequently highly over stretched and exhausted. The Bridging the Gap study between young person work and schools was another advanced thought that the Scots authorities hoped would better the instruction system for all interest holders but peculiarly those for whom chief watercourse instruction was non appropriate the study aimed to ; â€Å" Put the policy context and offer illustrations of pattern to promote youth work and school partnerships across Scotland to present more chances to prosecute and animate immature people. â€Å" ( Learning learning Scotland ; bridging the spread study, page5 ) This attack to instruction and presenting young person work and community acquisition in to the school scene shows a willingness to do instruction more accessible and relevant to all pupils and to prosecute everyone in the acquisition procedure. Whether or non this plan will hold any success remains to be seen. Scots instruction hence does present for the bulk of stakeholders most of the clip. It provides a child care option for parents between the kid ‘s age of 5 and 16. It keeps the bulk of the population literate and able to hold on basic numeracy and it gives a high figure of school kids a opportunity to derive accomplishments and addition cognition which will assist them travel in to farther instruction, employment or preparation. It is clear that there is still a proportion of society which the current Scots instruction system is non supplying for nevertheless the Scots authorities has gone a long manner in its efforts to undertake issues with the system and has succeeded in supplying a system which meets most of the demands of most of its stakeholders.

My Personal and Professional Development Plan Essay

It is a journey of the self to contemplate all the happenings going on around. I can say that I have reached the middle of the road with regard to my journey in life. I am now entering a new phase of my life. My graduation is almost near. I have to face the new world in order for me to continue my journey on this earth. I remember when I first entered this university. I do not have friends before; I also remember the times when I am longing for my parents. I miss them so much but because of my determination to study here, I managed to cope up with my new environment. I remember how I felt whenever I’m alone. I also remember the hard times during my first day here. The way of life, the attitudes of the students and of course, the expectations from my instructors and professors gave me some intense feeling of being new to this university. But as days passed I learned how to mingle with them and cope with my new environment. Now, the time is near to end my journey in this stage of my life. My journey in college is coming to an end. I am so excited to face a new period in my life. As I move on to my journey, I want to spend time with my family and catch up with my friends. I want to go out on a vacation where I can loosen up a bit. I am planning to go to a place where I can relax and think of nothing but myself. By the time I graduate, I will visit my family back in Brazil and I will visit all the places that I’ve been. This will give me time to think about my future; on what path would I take. I will also visit my old friends to reconnect with them, and try to enjoy my vacation there. By the time I go back to work, I will see to it that I will be promoted after five months. I will instill in mind that I need to be promoted, this is my way in motivating myself to achieve what I have planned. I will also enroll in a university to get a Master’s degree. I plan to get a management degree because I want to have a managerial position in my workplace. We know for a fact that having a greater education gives you a chance to compete in the market that is, having a higher position in a company. I believe that the adult tasks, unique to each period and era of the adult life are intertwined with the issues and problems inherited from our childhood, and are mediated by dynamic pressure from socioeconomic and historical aspects of life from within the cultures and societies where we live. Helping put our adult lives back in balance with our inner resources, and understanding the contradictions and conflicts built into our life patterns — between who we are and who we want to be, between what we love and what we must do, between our often clashing commitments — this is often the task that underlies the resolution of psychological symptoms and suffering. With these challenges in life, an individual learn to know himself/herself better and try to do something about it. Each and every one of us has experienced this kind of situation and we try to solve it as soon as the problem arises. Going back to my previous papers I mentioned that I have been into sorrow but I think of positive thoughts to divert my attention and see to it that these challenges in my life will help me grow. I am grateful for the incidents in my life that I have experienced. It made me who I am— a stronger woman. Forgetting and learning from your experiences, makes you more knowledgeable about realities of life. As human being, we have differences and similarities. Thus, according to Levinson, â€Å"human life cycle is universal, yet each life is different†; that both sexes have developmental histories to some extent unique to their own gender, but the overall pattern in the adult development. This follows the same structure of eras and alternating periods. Adult Development Theory helps us see more of our connectedness to the rest of life, primarily through our experience of living within the limits of a relatively invariant, species-specific life cycle, containing nevertheless within it, the creative potential of individual variability (Kitrrell, 1998). My plan in achieving my goals: personal and professional I mentioned earlier that I first planned to graduate for me to get a decent job. In order for me to get a high grades I would have to keep in mind that nothing is more important than finishing all the requirements needed for me to graduate. One of my mottos this school year was to graduate and find a job that will help me enhance my knowledge about my course. And time is near for me to accomplish my goal with regard to my education. One of my personal goals is to develop my profession and apply the knowledge that I have learned during my stay here at the University. I want to help others in building their own dreams. I want to have smooth relationships with my co-workers. I want them to know me better. In helping them with their tasks, they will also help me with mine. thus, my growth with regard to personal and professional life go hand in hand, that is, i can develop my relationship with others by making them my friends and at the same time, they help me enhance my professional growth—making good at my job. Doing your job is not good enough to say that you are growing professionally. An individual needs a harmonious relationship with people surrounding him/her to understand and do his/her work better. In it, the individual will not have any conflicts with his/her co-workers. S/he will be happy and enjoys his/her tasks in the office. Adjustment is the key in making a harmonious relationship with others. It is very important in work and also with personal life, rather than likability, meaning it is more important to interact within your co-workers than to impress them. If a person wants to impress others, s/he must communicate will with others s/he must mingle with them. In this way, s/he will be understood by them and they may help him/her in his/her endeavor in work. Being friends with your co-workers makes your work load more fun and you will not feel the pressure in doing your assigned tasks. So, I must adjust to the people in my workplace and in the society that I belong. I will see to it that I will not have any conflict with them. I will befriend them to help me cope with the new environment that I enter. I will share my thoughts to them for them to understand me better and try to use it as an instrument in accepting me as part of their company. I also want promotion, so I am planning to have a higher education, I will enroll for masteral and at the same time do good in my work. I will attend conferences if necessary to help me gain more credentials for the promotion that I want. I just want to achieve this in my first two years of work. After attending masterals, I plan to have my PhD to have a higher position in my recent workplace or maybe I can have a career move where I can improve my ability and skills with regard to what I have studied. But before I achieve these goals, I will develop a clear and highly specific career goals and objectives for myself. I believe in the goodness and attainability of my goals— I being accountable for the consequences that may occur. I will strive towards reaching my goals and dreams one day at a time. I see my career as a vehicle that will help me take my goals. I will commit myself emotionally and psychologically to turn my dreams into reality. But first, I need to focus on what I want to do, that is, to have a vacation for myself. I will plan my goals base on its attainability—short- and long-term goals. Second, I need to eliminate excuses for not moving forward toward my goals. I will put my career plan that maps out specific moves I can make toward my goals on a daily basis. From what I have found on my assessments, I now develop an awareness of what I want to do. Two years from now, I want to finish my Master’s degree. Five years from now, I want to have a child and have a beautiful family of my own. And ten years from now I want to have a top position in a company and make a name in the business industry. My ideal job would enable me to grow personally and professionally. This job will help me enhance my ability and skills in communicating with others. As I graduate from this university, I will step-up for more formal education in order for me to attain my goal. We all know that having a higher education will give you a chance to compete on the job market. This way, I can improve my personality. Having a good job is not enough. I want to get more than what I have. At my recent job, I will try my best to do my job for me to be promoted. Being a CSR, I won’t try arguing with unhappy customers. If I can’t handle them, I better call my manager. I also want to receive feedback about my performance at work once a week. I will use these feedbacks to improve my work, and to be more efficient employee. I will use my resources to my advantage. Performance is a very important factor for every individual. It is created to assess individual action with regard to how s/he conducted his/her own acts. Interacting with others help someone assess his/her action on how and what should s/he do to act accordingly, that is, behaving in a manner where s/he is supposed to act. Each and every one of us is expected to act in every situation we encounter. An individual could maintain an ideal role within the situation. As a student, I must study hard and do all my assignments to conform to the rules and regulations of the school. I must act as a student in order for me to perform my role as a student. By doing this, I learned how to assess my work according to the standards of the University. The road to success Happiness is connected to personal effectiveness wherein you feel contentment within yourself. For me, personal effectiveness is doing what you want, getting yourself from where you are to where you want to be, that is, achieving what you want in life. Thus, it takes a lot of effort to say that an individual is successful in doing the things that s/he wants. Defining personal effectiveness is the same as how we define success. We individuals seek success being intertwined with happiness. We can say that success is having the things that you want—earning money for yourself and your family, getting the highest paying job in town, having all the things that the world offers, and the likes. We define success with regard to tangible and intangible factors— the materials that we use in determining success and the feeling that we feel inside in getting that success. As I mentioned in my previous paper, I defined happiness as a pleasurable satisfaction, a state of well-being and contentment—being happy of what you have. Regret is a way of depressing yourself of not getting what you want or doing what you should have done. Seeing my mistakes and my weaknesses enables me to improve my worth as an individual. This made me more effective citizen, student, daughter, friend and a partner. And I try to live one day at a time in order for me to achieve my goals in life. In this way, I can avoid myself of feeling too overwhelmed with my limits and emotions. I will be entering a new page in my life, as I go on with this great transition, I realized that my experiences and the people around me have a great impact of who I am today and what will I be tomorrow. My future depends on how I plan to go on with my life—my future! I can say that I am contented of what I have right now but I am not satisfied of where I am today. I want to explore more of my world. I want to excel from my job and I plan to have a very good life, that is, being successful and all the people around me are happy with what they have, especially my family. Prior to graduation, I plan to have good, if not better grades. I want to make it better for me to land a job that will help me earn enough money that is salary that will enhance my way of living. I don’t want to have a failing mark. This will reflect my personality as individual. Failing mark means I didn’t do my best to pass my course. In order for me to achieve this, I will read all my reading assignments and complete all the requirements that are needed to be submitted. I will see to it that I will pass my entire exam. I will love and enjoy my course and look at every single test as a challenge in making me more responsible individual. Taking responsibility in all your actions make an individual is more assertive of what s/he wants to achieve. My family is very important to my life, I want them to be happy with their own life and be successful with their chosen field. I want my mother to be more understanding and I will see to it that she is happy right now. I want her to feel that we, her children love her very much. I want my family to be complete and witness my graduation. I want to share my achievement with them. They are my strength and joy. Without them, I cannot overcome all the obstacles that came my way. They are the one whom I run to whenever I have a problem. They gave me good advices on how to handle my problems. Even though they are not with me, they are always here in my heart. Daniel Levinson’s theory of adult development Adult development theory presents a vivid understanding of life cycle. Daniel Levinson worked out his theories of adult development in two landmark studies, Seasons of a Man’s Life and Seasons of a Woman’s Life. He argues essentially that the adult portion of the human life span is divided into three eras: early, middle, and late adulthood. Each of these broad eras are themselves divided between entry or initial stages and ending or more-or-less stable stages. Think of the difference and quality of the life structure and goals of a 24 year old as compared with a 34 year old, and you will get a sense of the internal changes that occur within otherwise specific eras, i. e. , both a 24 year old and a 34 year old would be considered young adults within the Levinsonian perspective. The divisions between the life eras are marked by significant transitional periods that can last for some years. Life during these shifts can be seen as rocky or smooth, noisy or quiet, but the quality and significance of one’s life commitments often change between the beginning and end of such periods. I chose this theory to plan my future because it enables me to think of the differences and similarities of characteristics between the two sexes and also to compare the experience of the adulthood with the late-adulthood stage and the other stages of life as discussed by Levinson. This theory reflects essential changes that adults undergo. Thus, it provides a clearer view of what reality is. This theory can be applied in planning on with your life. It will make you aware of the things that you don’t bother to know. This will help you analyze your work and performances as part of the society. This will enhance your knowledge about your role in the society. This will enable you to view things in a broader way, i. e. , having a positive outlook in life in entering the new phase of your life. This theory also presents a good foundation for understanding goal setting of individuals entering into particular adult stages (Minter & Samuel, 1998). If you know your goals, probably you will know where you are heading to. This perspective on adult development is important for us, adults to understand. This will enable us to resolve important transitional issues during the vital periods in our lives. Thus, each transitional period is needed so that changes in individuation and relationships are attained by concerned individuals (Wheeler-Scruggs, 2008). This model is created to promote individuation and build relationships among individuals that they may use in getting what they want in life. These changes bring greater sense of autonomy and give a greater expression and achievement of one’s self-potential (Wheeler-Scruggs, 2008). Thus, individuals go through the various stages and transitions in order for them to become more self-reliant. Its nature is focused on building characteristics that would help the individual attain his/her personal and professional goals. It is also used to create rapport with each and every individual concerned. This would help the individuals reach their goals. Building rapport is very important in making your goals attainable. If you communicate well with other, they will help you achieve your goals by giving you information that you need. For instance, as a CSR I need to build rapport to the customers for them to give a positive feedback in which they will be nice to me thus, making my work easy. And with regard to my co-workers, I need to build rapport for them to help me in my job, giving some advices if I experience some difficulties in my job. Thus, this will help each and every one to improve their work and at the same time develop personal relationships. As I have mentioned earlier, we need each other in order for us to grow. With the help of others, we will achieve the set goals we planned for ourselves. As I assess my performance, I see my potentials to be growing. These potentials include my leadership ability and interpersonal skills which I can use in communicating at work. I will try to develop my weaknesses into strengths for me to improve myself, personally and professionally. This will also be of help to us in communicating with each other. Every student must know that they need their teachers for them to gain knowledge and improve their way of thinking. The teachers may help their students in developing their potentials and skills which they will use in communicating with others, most especially with regard to their work. Conclusion After planning all my walks in life, I would like to slowly acquire my goal. I will stick to my plan. As I have said earlier, I want to achieve my goal one step at a time. I believe that all my plans are reachable. I divided my plans into two: long-term goal and short-term goal. I would focus first on short-term goal: to be promoted in my work, to have a vacation with my family in Brazil, to visit my friends, to extend my family by having a new French bulldog in my house, and to graduate; and then work on to my long-term goals: having a good life with my own family and for my mom to be happy with what we, her children have achieved in life, and be one of the best Psychologist in town. This assignment enables me to reflect on how I manage my life after graduation. I have learned that in order to succeed in life, an individual must look at all the aspects of life before planning his/her future, that is, reflecting on the experiences s/he had and planning the future. Thus, development means assessing your own life and making all the necessary steps to achieve my goals. I learned that in order to achieve your dreams, you must decide to for Utopia, which means going beyond the reach of the society until we overcome the obstacles that stand in our way. These obstacles include negativism, fear, depression, and the problems they create— discouragement, economic stagnation, crime, drug dependency, family distrust, etc. At this moment in my life, I can say that I have achieved something for myself—overcoming the obstacles that came my way. This helped me have a positive outlook in life. Thus, I will prioritize myself, of what I want to do and where I want to go. Through this process I will know that I will be a successful psychologist someday. References Kitrrell, D. (1998). A Comparison of the Evolution of Men’s and Women’s Dreams in Daniel Levinson’s Theory of Adult Development. Journal of Adult Development, 5(2), 105-115. Minter, L. E. & Samuel, C. A. (1998). The Impact of ‘the Dream’ on Women’s Experience of the Midlife Transition. Journal of Adult Development, 5(1), 31-43. Wheeler-Scruggs, K. S. (2008). Do Lesbians Differ from Heterosexual Men and Women in Levinsonian Phases of Adult Development? Journal of Counseling & Development, 86(1), 39-46.

Synthesis of Salicylic Acid and Potentiometric Determination of Its Purity and Dissociation Constant

Synthesis of Salicylic Acid and Potentiometric Determination of its Purity and Dissociation Constant ————————————————- Abstract The purpose of the study is to synthesize salicylic acid from the ester, methyl salicylate, and determine the acid’s dissociation constant and purity. The ester was converted to salicylic acid by base hydrolysis. The products were refluxed and recrystallized, to ensure maximum purity, and filtered, dried, and weighed. The melting point of the product was determined using a Fischer-Johns melting point apparatus. The acid then dissolved in separate beakers with 95% ethanol and water and titrated with 0. 050 M NaOH, previously standardized with potassium hydrogen phthalate, through potentiometric titration. The pH after addition of base was measured and plotted against the volume of titrant added using three different plots. Results show a 61. 0% yield and the melting point differed from the theoretical by a range of 3. 11-6. 83%. The pKa calculated was 2. 865, differing from the literature value of 2. 98, by 3. 86%. The theoretical purity of the sample was 100. 0%, which differed with the experimental one by 1. %; the experimental purity is 101. 7%. Potentiometric titration proves to be adequate in the determination of the acid dissociation constant and purity of a sample. Aside from that, the synthesis proved adequate given the high purity of the product. ————————————————- Keywords : acid dissociation constant purity melting point ester INTRODUCTION Potentiometric methods of analysis are based on measuring the potential of electrochemical cells without drawing much, appreciable current. For centuries, potentiometry has been used to locate the endpoint in most titration set-ups. Skoog, et al. , 2004). Potentiometric methods offer a myriad of advantages, its main advantage being its low operational costs. Voltmeters and electrodes are, generally, far cheaper than most modern scientific instruments. Models suitable for direct potentiometry in field work, away from the laboratory, are inexpensive, compact, and easy to use. Essentially nondestructive of the sample, i. e. , insertion of the electrode does not drastically change the composition of the test solution (except for the slight leakage of electrolytes from the reference electrode), electrodes are relatively free from interferences. Stable potential readings are attained fairly rapidly and voltages are easily recorded as functions of time. Finally, the wide range of analyte activities, over which some of the available indicator electrodes exhibit stable, nearly Nernstian responses, represents an important advantage (Day and Underwood, 1991). Potentiometric titrations involve measurement of the potential of a suitable indicator electrode as a function of titrant volume. This indicator electrode is speecific to the hydronium ion, H3O+. It offers adavantages over direct potentiometry in that it is not dependent on measuring absolute values of Ecell. This is due to having the measurement based on the titrant volume that causes a rapid change in potential near the equivalence point. This makes the process relatively free from the juction potential uncertainties as this potential remains approximately constant during the titration process. Instead, the titration results depend heavily on having a titrant with accurately known concentration. The instrument merely signals the endpoint and behaves like a regular chemical indicator. Aside from that, the reference electrode potential need not be known. Most importantly, ionic strength effects are not important in the titration procedure because the result is analyte concentration, even if the electrode responds to activities. The dissociation of a weak monoprotic acid is given by the equation HA – H+ + A– (1) [H+][A–] [HA] where HA is the monoprotic acid, and A– is its conjugate base. The corresponding equilibrium constant for this acid dissociation is defined as Ka = (2) Ka[HA] [A–] which, when seeking to find [H+], rearranges to [H+] = (3) Prior to the equivalence point, before any titrant was added and the analyte is the only species present in solution, the pH of the system is calculated from the concentration of that analyte and its dissociation constant. In the case where a weak monoprotic acid is being titrated with a strong base, subsequent addition of the titrant will cause a reaction to occur between the acid and the base. HA + OH– > H2O + A– (4) The presence of the acid and its conjugate base in solution will cause the formation of a buffer solution, which are solutions that resist a drastic change in pH, should a strong acid or base be added to the system. At these points, the slope of a constructed titration curve is at its minimum. This is the pre-equivalence point. There is a point during the pre-equivalence point region wherein both the acid and its conjugate base are present in equal amounts. This occurs when half of the acid has been neutralized, or when the titration is at the half-equivalence point. At this point, the buffering capacity of the system is at its maximum. Aside from that, simplifying Eq. 3 at this point by inspection, the [H+] is equal to that of the Ka. Taking the negative of the logarithm of both sides, one will be able to get the relation pH = pKa (Skoog, et al. , 2004). Thus, the dissociation constant may be computed through determining the pH at half-equivalence point. This experiment will use salicylic acid as the analyte. Salicylic acid, Fig. 1. Salicylic acid is a weak monoprotic acid, capable of releasing the acidic hydrogen connected to the –COOH group. The hydrogen of the phenol group is hard to release because the oxygen is stabilized by resonance. Salicylic acid is a naturally occuring substance, usually produced by plants. It is found mainly in the willow's leaves and bark. The pure acid possesses several useful medicinal properties. It is an antipyretic (fever reducer), analgesic (pain reliever) and anti-inflammatory (swelling reducer). However, pure salicylic acid makes for an extremely unpleasant medicine. Salicylic acid contains two acidic functional groups, the phenolic (C6H5OH) and the carboxylic acid (RCOOH) groups. These groups cause the acid to be an irritating substance that burns the delicate lining of the mouth, throat, and stomach, hence its esterification to acetylsalicylic acid or aspirin, before ingestion as analgesic (Reed College, 2009). Esterificaton is the process by which a carboxylic acid is transformed to an ester. Esters are organic compounds that are derived usually by reacting a carboxylic acid and an alcohol. The general formula for esters is with the RC=O group derived from the parent carboxylic acid, and the –OR’ group from the parent alcohol. The mechanism for the reaction of the alcohol and carboxylic acid to form the ester is as follows: Fig. 2. Mechanism of Esterification from a Carboxylic acid RCOOH and alcohol R’OH Esters may also be synthesized by reacting the carboxylic acid with other reagents such as SOCl2 to form the acyl chloride, which will then be treated with an alcohol in pyridine, to esterify it. Esters are among the most widespread of all naturally occuring compounds. Many esters are pleasant-smelling liquids that are responsible for the fragrant odor of fruits and flowers. For example, methyl butanoate is found n pineapple oil and isopentyl acetate is a constituent of banana oil. The ester linkage is also present in animal fats and other biologically important molecules. The chemical industry also uses esters for a variety of purposes. Ethyl acetate, for example, is commonly used as a solvent while many dialkyl phthalates are used as plasticizers to keep polymers from being brittle (McMurry, 2004) . Methyl salicylate is produced by many plants. It was first isolated from wintergreen leaves, Gaulthea procumbens, and is commonly known as oil of wintergreen. Fig. 3. Methyl salicylate An ester of salicylic acid and methanol, it masks one of the acidic hydrogens in salicylic acid by replacing it with a methyl (CH3–) group. Hence, it is a relatively unreactive compound that does not release salicylic acid efficiently into the body. It is, therefore, not an effective analgesic, or pain-killer. However, it is added to many products, notably for its fragrance, especially root beer and liniments. In order for it to be activated, methyl salicylate must be converted to salicylic acid by organic synthesis, specifically through saponification, a process not unlike that undergone by animal fats to become soaps (McMurry, 2004). In this experiment, salicylic acid will be synthesized from methyl salicylate by base hydrolysis. Its dissociation constant will also be measured through potentiometric titration. Likewise, the percentage of purity the salicylic acid used in the reaction will be likewise determined. METHODOLOGY In synthesizing salicylic acid, 1. 2 g of sodium hydroxide (NaOH) were dissolved in 7 mL water in a round bottom flask.. Half of a milliliter (0. 5 mL) of methyl salicylate was added to this mixture. The mixture was then efluxed for 15 minutes and cooled to room temperature. One-milliliter increments of 3 M sulfuric acid (H2SO4) were added until the formation of a white precipitate, salicylic acid. Half of a milliliter (0. 5 mL) of the acid was added to ensure complete precipitation of the product. The mixture was then cooled in an ice water bath with a temperature of at most 5 °C for the reaction to subside. The product was then filtered and rinsed with cold water, and recrystallized in wat er. The solids were then filtered on a pre-weighed filter paper and air-dried in the locker. When dried, the solids, along with the filter paper, were weighed and the melting point determined. Two hundred and fifty milliliters (250 mL) of 0. 50 M stock sodium hydroxide (NaOH) solution was then prepared. From this solution, 250 mL of 0. 050 M standard solution was prepared for the titration. This solution was then standardized with 0. 2000 g 99. 95% potassium hydrogen phthalate (KHP) and phenolphthalein as indicator to the pale pink endpoint. Two more trials were done. Three samples of pure salicylic acid were weighed at approximately 0. 000 g and placed in three separate 250-mL beakers. A minimum amount of 95% ethanol was then added to dissolve the acid, and was diluted with 50. 00 mL distilled water. The electrode was first calibrated such that it would relate the developed potential to the pH. At this point, the potential would be measured as pH when increments of the titrant are successively added. The base burette, pH meter, and magnetic stirrer were set up according to Fig. 6. Fig. 6. Potentiometric titration set-up A spin bar was place inside the beaker with the sample solution. The electrode was also positioned such that it would not get hit with the spin bar. The pH of the set-up was first measured prior to addition of base. For the first trial, 1. 00 mL of the titrant was added to the analyte and the pH recorded. This was done until the pH was 11. 50. From there, the equivalence point was approximated based on the volume of the titrant that caused a large change in pH. For the two succeeding trials, 1. 00 mL of the titrant was added to the analyte. At  ±5. 00 mL of the equivalence point, the volume of titrant added was reduced to 0. 0 mL increments. At  ±3. 00 mL and  ±2. 00 mL of the equivalence point, it was further reduced to 0. 20 mL and 0. 10 mL, respectively. The titration contnued beyond 5. 00 mL of the equivalence point using 0. 50 mL of titrant until the pH registered was 11. 00. RESULTS AND DISCUSSION Methyl salicylate reacts with a strong base in the following manner: Fig. 4. Base hydrolysis of methyl salicylate The methoxy group of the e ster is substituted by the hydroxide ion through nucleophilic acyl substitution. The hydroxide attaches itself to the carboxylic carbon. A fast proton transfer from the hydroxide to the methoxy group occurs such that the methoxy gets protonated and leaves the substrate. The sodium ions stabilize the negative charge of the salicylate ion predominantly found near the two oxygens of the ion. The solution was then refluxed to prevent loss of material and to prevent the inclusion of impurities in the product. After cooling to room temperature, 1. 00 mL of 3M sulfuric acid (H2SO4) until salicylic acid starts precipitating as a white solid. To complete the precipitation, 0. 50 mL of the strong acid was added to the mixture. At this point, the salicylate ion is protonated and the final product, salicylic acid, forms through the reaction: Fig. 5. Protonation of the phenolate and carboxylate groups of the salicylate ion The flask containing the precipitate was then doused in cold water to stop the reaction. Cold water was used in rinsing the solid after filtration to wash out impurities that were insoluble in the solvent. The solid was recrystallized in hot water. Dissolving the solids in hot water generally increases the solubility of the substances, hence the solids dissolve along with the soluble impurities. The mixture was then allowed to cool slowly. As the solution cools, the solubility of the compound (and of the soluble impurities) decreases, the solution becomes saturated with the desired compound, and the compound begins to crystallize. Because formation of crystals is a highly selective process that usually excludes foreign molecules, only crystals of the desired compound form. Because the soluble impurities are present in smaller amounts, the solution never becomes saturated with the impurities, so the impurities remain in solution even after the solution has cooled. Removing the solution from the crystals thus removes the solvent and the soluble impurities from the desired crystals. A final rinse of minimum ice water ensures the displacement of the impurities still clinging on the surface of the product (â€Å"Recrystallization,† accessed 6 Sept 2010). After it was recystallized, the solid was filtered again in a pre-weighed filter paper. The filter paper used in filtering the solid weighed 1. 0349  ± 0. 0002 g. The mass of the dried product and the filter paper was 1. 3610  ± 0. 0002 g; this means that 0. 3261  ± 0. 0003 g was synthesized. Theoretically, with methyl salicylate as the limiting reagent, the mass of salicylic acid should be 0. 5400 g. Computing for the %yield, would give 61. 0%. In the determination of the melting point, the observed range of the melting point was 150-156 °C. Comparing with the theoretical value, 161 °C, the relative error lies within the range 3. 11-6. 83%. Therefore, the synthesized salicylic acid has a high purity as exhibited by the magnitude of the relative error. This could justify the %yield given that recrystallization might have caused a loss of material due to the increase of the number of steps involved. It should be noted that in organic synthesis, steps leading to the target molecule do not give 100% yield, hence, increasing the number of steps would decrease the %yield. Aside from that, the low yield could be attributed to the accidental rapid cooling that occurred during the recrystallization process. In a titration curve, there are three important regions: pre-equivalence point, equivalence point, and post-equivalence point. For the titration of salicylic acid with NaOH, the pre-equivalence point is characterized by the dependence of pH on the concentration of salicylic acid. Let salicylic acid be HA; prior to addition of the base, the pH can be calculated by the concentration of HA and its acid dissociation constant, Ka. When the base is added, HA reacts with the hydroxide ion (OH– ) according to the Eq. 4 stated above. Therefore, one has a buffer solution comprised of salicylic acid and salicylate. At equivalence point, all of the acid has been converted into its conjugate base. This base will hydrolyze with water through the reaction A– + H2O > HA + OH– (6) reforming a small portion of the acid. At the equivalence point, the slope of the titration curve is at its steepest. The pH at this point is dependent upon the conjugate base formed and its base dissociation constant, Kb. Beyond the equivalence point, the post-equivalence point, the pH is dependent on the concentration of the excess titrant added. This is because the contribution of the conjugate base is very small and, therefore, negligible compared to that of sodium hydroxide. However, salicylate is still the dominant species of salicylic acid present in solution. A distinction between equivalence point and endpoint should be established when titrating. Skoog, (2004), states that the equivalence point is the point in titration where the amount of titrant added is chemically equivalent to that of the analyte in solution. The endpoint is a point during titration wherein an observable change signals that the amount of titrant added is chemically equivalent with that of the analyte. The endpoint may not necessarily coincide with the equivalence point, especially in neutralization titrations. It may come earlier or later than the equivalence point, depending on the indicator used. This difference pf volume at equivalent and endpoint is known as titration error. In potentiometric titration, no chemical indicator is required. Instead, the endpoint is characterized by the drastic change in pX, measured by the electrode. X may be H3O+, OH–, a cation or anion, or any substance participating in the titrimetric reaction (Day and Underwood, 1991). In this case, the volume of titrant that contributes to the greatest change in pH is the volume required to completely titrate the salicylic acid in solution. Thus, the increments of addition of titrant are narrowed down as the equivalence point is reached because that way, the equivalence point will not be missed. Aside from that, the exact volume of titrant required for complete reaction of the analyte would be detected. Prior to titration and dilution with water, the salicylic acid was dissolved with a minimal amount of 95% ethanol. Salicylic acid is sparingly soluble in water, a polar solvent that can hydrogen-bond with solutes that can hydrogen-bond with its molecules. This is due to the acid having more than 6 carbons increasing its non-polarity, although it has oxygen that can form hydrogen bonds with water (McMurry, 2004). Adding ethanol reduces the polarity of the solvent, facilitating dissolution of the acid. It was noted that some of the acid reprecipitated upon addition of water. Thus, a minimum amount of 95% ethanol was again added to dissolve the acid. In the experiment, the electrode was also not lowered while the bar was spinning as air bubbles would adhere on its surface causing an error in the measurement of pH. Constant stirring is important in potentiometric titrations, as in other types of titrimetric analyses. Stirring is done because it will cause the titrant to react not just with the surface of the analyte where it dropped but with the entirety of the analyte solution. This way, the reaction will go to completion and minimal error will be observed. The volumes used for standardization of NaOH with KHP as primary standard are tabulated in Table 2 in the Appendix. Standardization of sodium hydroxide gave 0. 04633 M NaOH. This value was used in the determination of the percentage of purity (%purity) of the salicylic acid sample. For the determination of the equivalence point volume, three plots were done for each trial. The first plot is the graph between pH vs. volume of titrant. The second is the first derivative plot with which ? pH/? V was plotted against V’, where ? pH and ? V are the change in pH and the volume added between two consecutive readings, respectively, and V’ is the average volume between two consecutive readings. The third plot is the second derivative plot between ? 2pH/? V2 and V†. The ordinate of the graph, ? 2pH/? V2, was obtained by taking the quotient of the difference between two consecutive readings of ? pH/? V, and ? V, whereas V† is the average of the two consecutive readings of V’. Only two trials were done because of the inadequacy of the time. The graphs for the first trial are: a) (b) (c) Fig. 7. Titration Curves for the First Trial. (a) pH vs Vtitrant; (b) ? pH/? V vs V’; (c) ? 2pH/? V2 vs V† MNaOHVNaOH at eq ptFWsalicylic acid Gsample The graph for the second trial may be found at the Appendix. Either of the three graphs of Figs. 7 and 8 may be used in the determination of %purity for each trial. The equation used for determining the %pu rity, specifically for this experiment is %purity = x 100 (7) Thus, the volume of titrant used at equivalence point is required for the calculation. The interpolated values of the volume at equivalence point are tabulated in Table 3 in the Appendix. Calculation of the mean %purity is 101. 7%, having an error of 1. 7%, as the theoretical value is 100. 0%. The pKa is based on the pH at half-equivalence point by virtue of the derivation of Eq. 3. Onle Figs. 7a and 8a may be used for the determination of pKa as the other four do not directly give the pH at each point. The interpolated values for the pH at half-equivalence point is tabulated at Table 3 in the Appendix. The experimental pKa is 2. 865. Therefore, the Ka of the acid, given Ka = –log[Ka] (7) or Ka = 10–pKa (8) is 1. 3646 x 10–3. The theoretical pKa is equal to 2. 98. Thus, the pKa value gave rise to a 3. 86% error. Statistical analysis of the results shows the following results: Table 1. Statistical Analysis of the Results | Range| Standard Deviation| %purity| 15. 7%| 11. 1%| pKa| 0. 21| 0. 148| | Relative Standard Deviation (RSD), ppt| Confidence Int ervals (95% confidence)| %purity| 109. 1| 101. 7  ± 99. 7 %| pKa| 51. 8| 2. 865  ± 1. 334| The RSD of %purity is relatively large such that the values have low precision. Aside from that, the confidence intervals for the mean is also large such that it almost has the same order of magnitude as that of the mean. This means that the mean exhibits very low accuracy. With regards to the pKa, the RSD showed a low value, only 51. 8 ppt, implying high precision amongst the values. On the other hand, the mean value shows low accuracy because of the magnitude of the confidence intervals. These errors could be attributed to the number of trials. Due to inadequate time, the group was only able to do 2 trials, one less than the prescribed number of trials. CONCLUSIONS The experiment aimed at synthesizing salicylic acid from methyl salicylate and determining the acid dissociation constant Ka of the acid along with its purity. Organic synthesis provided a 61% yield of the acid, a relatively low yield. However, the purity of the acid can be classified as high due to the observed melting point range’s precision with the theoretical one; the %differenceis only 3. 11-6. 38%. The results of the potentiometric titration show that the salicylic acid used was 101. 7% pure, a value greater than the purity, which is 100%. The Ka, expressed as pKa, obtained was 2. 865, 0. 035 units less than the theoretical value, which is 2. 98. Though the %differences are low, the accuracy of the computed values is questionable given that the confidence intervals for the %purity and pKa are  ± 99. 7 and  ± 1. 334, respectively. These errors can be attributed to the number of trials done, which is two, due to the slow stabilization of the pH meter readings that resulted in a long period of titration. Thus, it can be concluded that potentiometric titration is an effective way of determining the acid dissociation constant of a sample. It is recommended that a better pH meter be used in the measurement of the pH and that solutions used be titrated immediately. REFERENCES [1] Day, R. A. and A. L. Underwood. (1991). Quantitative Analysis. Sixth Edition. Prentice Hall, Inc. , USA. [2] â€Å"Experiment 3: Synthesis of Salicylic Acid from Oil of Wintergreen (Methyl Salicylate). † Laboratory Reference Manual Chemistry 201/202. Reed College. Accessed 6 September 2010 ;http://academic. reed. edu/chemistry/alan/ 201_202/lab_manual/Expt_salicylic_acid/background. html; [3] McMurry, J. (2004). Organic Chemistry. Sixth Edition. Brooks/Cole – Thomson Learning, CA, USA. [4] †Recrystallization. † University of Massachussetts. Accessed 6 September 2010 ;http:// www. chem. umass. edu/~samal/269/ cryst1. pdf; [5] Skoog, D. A. , D. M. West, F. J. Holler, S. R. Crouch. (2004). Fundamentals of Analytical Chemistry. Eighth Edition. Brooks/Cole – Thomson Learning, CA, USA. APPENDIX Gfilter paper = 1. 0349  ± 0. 0002 g Gfilter paper and dried product = 1. 3610  ± 0. 0002 g Gdried product = 0. 3261  ± 0. 0003 g %yield = 61. 0% Observed melting point range: 150-156 °C %difference = 3. 11-6. 83% 1 ° standard used;: potassium hydrogen phthalate (KHP) purity = 99. 95% Table 2. Standardization of NaOH Trial| Mass of KHP, g| Vtitrant, mL| Molarity, M| 1| 0. 2030| 21. 30| 0. 04664| 2| 0. 2175| 23. 00| 0. 04628| 3| 0. 2043| 21. 70| 0. 04608| Average Molarity, M| 0. 04633| Table 3. Sample Analysis Trial| Gsalicylic acid, g| Vtitrant at eq. pt. , mL| % purity| pH at half-eq. pt. (pKa)| 1| 0. 11 25| 16. 50| 93. 86| 2. 76| 2| 0. 1031| 17. 65| 109. 6| 2. 97| 3| -| -| -| -| Average pKa = 2. 865 Average %purity = 101. 7% Plot of the Second Trial: (a) (b) (c) Fig. 8. Titration Curves for the Second Trial. (a) pH vs Vtitrant; (b) ? pH/? V vs V’; (c) ? 2pH/? V2 vs V†

Ethical obligations Essay Example | Topics and Well Written Essays - 750 words

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Struggle of the Spanish Armada Assignment Example | Topics and Well Written Essays - 500 words

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E-crime investigation. Security breach on a Linux Operation System Assignment

E-crime investigation. Security breach on a Linux Operation System - Assignment Example If we elaborate these further, the first time stamp named as ‘modify’ or the ‘mtime’ is updated when there is some change or modification. Likewise, in case of a directory, the time stamp is updated when there are changes / modifications or deletion occurs within the file in that particular directory. The second time stamp known as the ‘atime’ is updated for a file when it is executed or accessed. The third time stamp Change that is called as ‘ctime’ is updated when the data structure enclosing metadata of a file is accessed by the file system to define information of a file including owner, group name, access rights etc. are modified. However, during a forensic investigation, MAC times can provide a comprehensive clues if remains unchanged. Likewise, it illustrates the changes that occurred on the file system. Andy will use the TCT mactime program that is a part of the TCT tool kit for printing the MACtimes for a series of files to get an in depth view of what actually happened and how the hacker has compromised the system. Likewise, the mactime program develops a database of time stamps linked with the files of the system (Nemeth, Snyder et al. 2007). It was detected that on September 20 i.e. few days after the initial compromise of the system, the hacker entered in the system via a telnet command and started manipulating file system and server. The command below demonstrates evidence: Sep 20 00 15:46:05 31376 .a. -rwxr-xr-x root root/mount/usr/sbin/in.telnetd Sep 20 00 15:46:39 20452 .c -rwxr-xr-x root root/mount/bin/login ... -rwxr-xr-x root root/mount/usr/sbin/in.telnetd Sep 20 00 15:46:39 20452 .c -rwxr-xr-x root root/mount/bin/login After one hour of the system being compromised, a directory was established named as /dev/ttypq/ on the file system and soon a distrustful and unknown file starts appearing and modified on the file system. The most suspicious files were named as ipv6.0, rpc.status and rc.local. Sep 20 00 16:49:47 949 ..c -rwxr-xr-x root root /mount/etc/rc.d/rc.local 209 ..c -rwx------ root root /mount/usr/sbin/initd Sep 20 00 16:50:11 4096 .a. drwxr-xr-x operator 11 /mount/dev/ttypq/... Sep 20 00 16:52:12 7704 .a. -rw-r--r-- root root /mount/lib/modules/2.2.16-3/net/ipv6.o 209 .a. -rwx------ root root /mount/usr/sbin/initd 222068 .a. -rwxr-xr-x root root /mount/usr/sbin/rpc.status Andy’s investigation addressed the ipv6.0 file that was a modular visible string related to the suspected sockets of the network i.e. TCP port 32411 and TCP port 3457, more than one user account names, ille gitimate use of the Ethernet interface to relay all the traffic visible on the network. prover# strings ipv6.o check_logfilter kernel_version=2.2.16-3 my_atoi :32411 my_find_task :3457 is_invisible :6667 is_secret :6664 iget :6663 iput :6662 hide_process :6661 hide_file :irc __mark_inode_dirty :6660 unhide_file :6668 n_getdents nobody o_getdents telnet n_fork operator o_fork Proxy n_clone proxy o_clone undernet.org n_kill Undernet.org o_kill netstat n_ioctl syslogd dev_get klogd boot_cpu_data promiscuous mode __verify_write . . . o_ioctl adore.c n_write gcc2_compiled. o_write __module_kernel_version n_setuid we_did_promisc cleanup_module netfilter_table o_setuid check_netfilter init_module strstr __this_module logfilter_table sys_call_table In the above strings, a string named as adore.c

Which is the true story from the life of pi Essay

Which is the true story from the life of pi - Essay Example After sometimes, only the strong animals seem to survive in the jungle. Pi watches helplessly as the spotted hyena kills the zebra. The tiger nonetheless is amused by the act of hyena. The tiger, Richard Parker, due to his friendly nature, subsequently dispatches the orang-utan before it. Secondly, the tiger is a naturally interdependent animal in habit (Baker & Margaret 85). Pi, through his book, sets about conditioning the tiger through his appealing and rewarding behaviour. He offers the tiger food and fresh water so that the two can co-exist in the boat. Tiger and Pi remain on the verge of starvation for a few months. This was not until they realized an uncharted island, which is packed with bountiful meerkat population and fresh vegetation. After a little survival on fresh vegetables, Tiger and Pi got their way out of starvation by identifying carnivore’s algae along the island (Martel 342). These algae nonetheless were acidic hence would consume them when the storm comes. Pi and tiger, therefore, took fresh vegetables and sailed away in fear of being consumed by the island’s acidity. They were in Mexican coast when their lifeboat made a landfall again. These two friends were malnourished and starved at that moment. As Pi collapses on the beach, Pe ter Parker (Bengal Tiger) ungratefully walks into the jungle without glancing back at his malnourished friend. Perhaps this was in fear of the Mexican authorities or maybe a theme portraying the ungrateful nature of human beings after being helped in the times of dire needs (Martel 53). In the human story version, two different natures of tiger’s habits emerge. These characteristics include self-preservation and revenge. In the human version of Pi’s tale, the cargo ship still sinks. In this scenario, the animalistic version changes when Pi’s mother (Gita), an injured Japanese sailor, and the ship’s overwhelming cook join him in the boat (Martel 135). After some time, survival for the