Abalytical Toxicology Essay Example | Topics and Well Written Essays - 2000 words

Abalytical Toxicology - Essay Example This still remains a great challenge for analytical chemists and may rely on identification of different target compounds. In the case of precursor drug administration, the parent compounds are usually detectable only for a short time, before being fully metabolised or decomposed. For this reason parent compounds can rarely be used for differentiating. Specific metabolites are usually detectable for a much longer time. Their use as target compounds for differentiating has found little application however, since all metabolites are not extracted together with MA and AM and are additionally fully converted to AM or MA after a certain time post administration. Enantiomeric profiles for methamphetamine and/or amphetamine, metabolically formed from precursors have been described for some medicaments and have been used successfully for differentiating between illicit intake and intake of precursors. Thus a reliable method for the quantitative determination of AM/MA enantiomers is essential for differentiation (Kraemer and Mauer, 2002; Musshof, 2000). A great number of research efforts have focussed on the separation of AM/MA enantiomers particularly from urine or blood matrices. These have been extensively reviewed (e.g. Kraemer and Mauer, 1998; Musshof, 2000). The majority of the methods employed involved enantiomer separation by chromatography, either by HPLC or GC on chiral stationary phases,with or without prior derivatisation with achiral reagents, or by GC on achiral stationary phases, after derivatisation with chiral reagents to the corresponding diastereomers. Detection was commonly by MS to ensure high selectivity and sensitivity. In terms of sample treatment for analyte extraction and concentration, conventional liquid-liquid extraction protocols (Kraemer and Mauer, 1998), solid phase extraction (SPE) on cartridges (Peters et al., 2002) and solid-phase microextraction (SPME - Nagasawa et al., 1996) have been commonly applied. The proposed methods varied in terms of sensitivity, reliability, sample preparation times and analysis times and adaptability to high throughput format. The current trend in the determination of MA/AM enantiomers is towards the substitution of chiral GC/MS protocols by runs on achiral columns of MA/AM diastereomers. This is because MA/AM diastereomerisation has been shown in several cases to improve resolution, to shorten the retention times of analytes and to enhance the response of the detector, i.e. to improve sensitivity (Kraemer and Mauer, 1998; Peters et al., 2002). Furthermore achiral columns are commonly less expensive compared to chiral columns. Different chiral derivatisation reagents have been applied successfully in MA/AM diastereomerisation (Kraemer and Mauer, 1998; Musshof et al., 2002; Peters et al., 2002; Wang, 2005). Recent advances in the field involve a fast SPME-based approach, where absorption and derivatisation are accomplished in a single step by adding the derivatising chiral reagent directly into the urine sample matrix (Wang, 2005) and the application of automated headspace solid-phase dynamic extraction (SP DE) coupled with GC/MS, for the determination of amphetamines and synthetic designer drugs in hair samples (Musshof et al., 2002). The later technique is an innovative GC/MS approach to the enantiomeric determination of amphetamines and will be discussed further. Headspace SPDE constitutes an alternative extraction and concentration method for volatile and semi-volatile organic compounds contained in liquid or gaseous samples. Headspace SPDE is a further development of headspace SPME. In fact, SPDE was developed

Project Finance (Project Management) Essay Example | Topics and Well Written Essays - 1000 words - 1

Project Finance (Project Management) - Essay Example â€Å"Project finance is the financing of long-term infrastructure, industrial projects and public services based upon a non-recourse or limited recourse financial structure where project debt and equity used to finance the project are paid back from the cashflow generated by the project† (Project Finance Definition). Simply speaking, project finance is the process of accumulation of money and its investment in some particular project. Usually, there are two types of project finance – equity financing and debt financing. The debts and an interest rate are paid from the cash flows, generated by a project. Generally, project finance can be called as a part of project management. Project finance is usually a long-term process. The reason for it is that the projects financed are long-term as a rule. This process begins from looking for the ways of a project’s financing and ends with paying dividends to stakeholders and investors. . â€Å"It takes a lot more than a good idea to develop a successful manufacturing venture. You need to know where to find the resources, both financial and technological, and you need to find the right people with the right skills to do the job. Knowing where to look for these resources can save you precious time and money, and earn you some valuable partners in the process† (Sudarkasa). Identification and development of a project – any project should be presented to potential investors in some formal way. They should be able to weigh up all the pros and cons for a project. This information is needed to make a final decision whether to invest or not in a project; Determination the feasibility of the project – the main factor for investors is whether a project is able to bring social and economic benefits or not. That is why a vivid plan how to earn money should be drawn and presented to all the stakeholders. These two stages are among the most important in the process of

Labor Reallocation in The Transition Economics Essay

Labor Reallocation in The Transition Economics - Essay Example Some important failures of the capitalist system like the Great Depression serve as the reasons on why the event should be remembered. Capitalism has not tested success on everywhere it was implemented (Aslund, n.d.). Transition Economies The economy which experiences change from a centrally planned economy to free market is defined as transition economies. In this type of economies the central planning organization is not entrusted with the task of setting the price. The market forces tend to determine the prices. There is no restriction to trade and the economy witness economic liberalization. There is tendency towards privatization and the financial sector takes the responsibility in facilitating stability in the economy. The change and creation of institutions characterizes the process of transition. The private enterprises have a major role to play (Atkeson, Andrew and Patrick, 1996, p. 377). The process of transition changes the role of the state. The process encourages the cre ation of different institutions and promotes state owned enterprises and financial institutions which can act independently. The role of the state in the transition transforms from being the provider of growth to an enabler. The private sector serves as the engine of growth in the transition economies. ... China and Vietnam followed the gradual transition mode while Russia and some East-European countries followed the aggressive model of transition. The main indicators of the process of transition include liberalization, macroeconomic stabilization, restructuring and privatization and legal and institution reforms (Boeri and Terrell, n.d. p. 2). A rapid change was expected in the configurations of institutions that structured the transition countries after the collapse of the Soviet Union. Almost all transition economies were expecting to face the twin impacts of recession and income inequality. In order to shift to an economy where wage is determined by the market transitional unemployment is necessary. Structural challenges like shortage of labor demand can result because of long periods of unemployment. The market should set the appropriate price of labor taking into account free mobility of labor and a supportive institutional framework (Nickel, n.d. p. 96). Labor Reallocation in T ransitional Economies The process of transition involves substantial reallocation of labor. Employment in the planned economies is concentrated on the heavy industries. There was absence of small business sector and private initiatives concentrated almost solely in agriculture. The economic planners used to determine the pattern of foreign trade. The Council for Mutual Economic Assistance was used to govern the trade flows in what are now regarded as the transition economies. In the process of transition, employment is concentrated in the small scale business sector. Actually shifting of employment from the state owned industries to these units take place. The success of transaction depends on how efficiently the reallocation of labor has been handled. Comparison of the modification

Rapid Growth of Christianity in the First Centuries Essay Example for Free

Rapid Growth of Christianity in the First Centuries Essay Account for the rapid growth of Christianity in the first centuries. Christianity spread rapidly from C.E for three hundred years until it was legalized. The fact that this religion spread so quickly is one of the most amazing feats in history – in just 300 years Christianity went from one person preaching about a God, to a legalized religion. One of the main reasons for this rapid growth is that Christianity was open to anyone, in Judaism, you were not automatically a Jew and some synagogues did not allow people to convert. The great thing about Christianity was that anybody could become a Christian. People often thought of Christianity as Judaism lite. This was because Christianity descended from Judaism and had a lot of the same beliefs – it was just easier to become a Christian and the rules were not quite as strict. Both Judaism and Christianity are monotheistic religions so they only believe in one god. The Jewish religion was attractive to gentiles because of its monotheistic beliefs and moral code – who were tired of worshiping the Greek and Roman pantheons (Gods Goddesses). It got to the point when Jewish Synagogues would no longer allow Christians in them so the Christians Christianity is said to have the highest standard of love to god and to man. Christianity often appealed to poor people who felt alienated by mainstream religions. Back then, most people would be able to speak fluent Greek, the fact that Christianity was written and mostly spoken in Greek made it appeal to the majority of the people because they could read it. Judaism however was spoken in Hebrew, so only people that could speak Hebrew could understand it. This is why the new testament was written in Greek. The Roman Empire had a weak religion, so it was very easy to get people to convert to Christianity. After a group of people converted, others often followed behind. So many people converted to Christianity that Rome became the ‘base’ of the religion. That Is why the Pope lives in Rome – this is where Christianity was ‘properly’ formed.

curriculum Theory and Practice

curriculum Theory and Practice PHILOSOPHICAL FOUNDATIONS OF CURRICULUM THEORIZING Curriculum theory is the manner in which the philosophy of certain approaches to advancement and enactment of curriculum is described. Within the wider field of curriculum studies, it is both the analysis of the curriculum historically and a way of viewing contemporary educational curriculum and policy decision. However, a very useful starting point here is the definition of the word â€Å"curriculum.† According to John Kerr’s definition which was adopted by Vic Kelly in his typical work on the topic, curriculum entails planned and guided learning by the school. It is carried on in either groups or on individuals, within or without the school. There are four manners in which to approach curriculum theory and practice. They are as follows: Curriculum is seen as a body of knowledge to be transmitted. In this sense I cannot equate the curriculum with a syllabus. In essence the syllabus is simply a summarized assertion of the heads of a dissertation, the gist of a discourse, and the subjects of a series of lectures. It is attached to courses directed to examination. This view of the curriculum limits planning to a contemplation of the content or the body of knowledge that may be transmitted. Curriculum as a product, i.e., an effort to attain definite ends in students. However varied human life may appear to be, it consists in the performance of specific activities. Therefore, education should prepare a student for life, i.e., preparing definitely and adequately for such activities. Despite being copious and varied they can be exposed for any social class. This obliges one to go out into the world of affairs and find out the specifics of which his/her affairs consist. And as such it would be easy to show the abilities, forms, habits, appreciation and attitudes that people need. These have to be the objectives of the curriculum, thus making it (curriculum) a progression of know-how that learners at all levels must have by way of obtaining those objectives. Curriculum as process. Looking at curriculum as a process implies how teachers, students and knowledge interact. That is, curriculum has to be seen in terms of what essentially takes place in the classroom set up and what people do to prepare and evaluate. Curriculum as praxis. Whereas the process model is impelled by broader principles and emphasizes on judgment and meaning making, it does not formulate unequivocal statements about the interests it serves. The praxis model on the other hand, conveys these to the centre of the course and makes an unequivocal dedication to emancipation. Therefore, action is not merely informed, it is also committed. That is, curriculum is not merely a set of plans to be implemented, but somewhat is composed through a dynamic process in which planning, acting and evaluating are all mutually related and incorporated into the process. Therefore, curriculum should in due course produce students who are able to deal efficiently with the contemporary world. It should not be presented as finished concept, but should instead include the learner’s preconception and should amalgamate how the learner views his/her own world. In this perspective four instincts are used, to describe how to characterize the behavior of children. They consist of social, constructive, expressive, and artistic. The curriculum should then build a logical sense of the world in which the child lives. As a curriculum designer I have to use livelihoods to connect diminutive account of fundamental activities of life classroom activities. This could be accomplished by combining subject areas and resources. It means I have to make connections between subject matter and the child’s life. Teaching methods should focus on hands-on problem solving, experimenting, and projects, often having students work in groups. Curriculum should bring the disciplines together to focus on resolving problems in an interdisciplinary way. Rather than passing down organized bodies of knowledge to new learners, they (learners) should apply their knowledge to real situations through experimental inquiry. This prepares students for citizenship, daily living, and future careers. I have to acknowledge the fact that humans are social beings and do learn best in real-life activities with each other. Therefore education must be based on this principle. As a curriculum designer I will have to depend on the paramount scientific theories of learning available. I may borrow from John Deweys model of learning where learners behave as if they were scientists. That is, Be perceptive of the problem. Be able to delineate the problem. Suggest the hypothesis to solve it. Weigh up the consequences of the hypotheses from one’s past experiences. Test the most likely solution. With this view on human nature, it is my genuine concern that students should be provided with real-life experiences and activities that center on their real life. This is in comparison to a distinctive progressivism slogan which states, Learn by Doing! According to NCLB Act of 2001, assessments of students is supposed to be criterion-referenced tests where a student is tested on his knowledge of the required content or if he/she can do the required skill as outlined in the states standards. Unlike the norm-referenced tests, where student’s performance is based on how he/she is ranks compared to other students, the curriculum has to provide a substitute to the test-oriented instruction as stated by the NCLB Act 2001 on funding. This will enable the student, at the end of his course of study, to apply the knowledge he acquired to real-life situation in his/her daily life. As contrasted to the traditional curriculum of the 19th century, that is ingrained in conventional preparation for the university and strongly discriminated by socioeconomic level, I strongly propose a type of curriculum which finds its roots in the current experiences, is more autonomous in outlook and looks forward. The quality of this curriculum should: Emphasize on learning by doing, i.e., hands-on projects, experiential learning Integrate curriculum that is focused on thematic elements Strongly emphasize on problem solving and critical thinking Encourage group work and growth of social skills Understanding and action should be the objective of learning as contrasted to rote knowledge. Accentuate collaborative and cooperative learning projects Emphasize education for social responsibility and democracy Integrate service learning projects and community service into the daily curriculum. Select the content of the subject by looking forward to ask over what skills will be desirable in the prospective society. Discourage emphasize on textbooks as only learning resources in favor of other varied learning resources. Emphasize on life-long learning and social proficiencies. Assessment based on evaluation of the learner’s projects and productions. In conclusion an acceptable curriculum should be that which makes a learner to be creative, self-reliant and make him excel in all aspects of life that suite his desires. It would be unfair to have a curriculum which ignores the social aspect of a child because he/she lives in a society that is ever social. The curriculum should also enable the student to apply that which he/she learns in the classroom in real life experience. References: http://oregonstate.edu/instruct/ed416/module1.html, (2008) Module One: History and Philosophy of Education Stenhouse, L. (1975) An Introduction to Curriculum research and Development, London: Heinemann. Kliebard, H. M. (1987) The Struggle for the American Curriculum 1893 – 1958, New York: Routledge. Taba, H. (1962) Curriculum Development: Theory and Practice, New York: Harcourt Brace and World. Blenkin, G. M. et al (1992) Change and the Curriculum, London: Paul Chapman

King Lear Essay Lear?s descent into madness and his subsequent recognit

In the play King Lear, Madness occupies a central place and is associated with both disorder and insanity. Madness intertwines itself within the thoughts of suicide of many characters that undergo hardships. It is deep within all the characters and is shown in many ways. In Lear’s mind, madness reflects the chaos that has descended upon his kingdom. He is affected by the wheel of fortune as he is stripped of his royalty, to become nothing more than a mad commoner. Lear then learns humility as he is joined by Edgar. Edgar’s artificial insanity contains wisdom for the king to discover along the way.   Ã‚  Ã‚  Ã‚  Ã‚  Madness is first introduced in Act 2, when Goneril begins her first stage in demolishing her father’s royal status. She makes him go through what Shakespeare calls the â€Å"Wheel of Fortune† by demanding Lear to cut down his knight count by half from 100 to 50. Lear then attempts to seek refuge from this problem and goes to live with his other daughter, Regan. The conniving sisters take sides with each other in attempts to ruin Lear. Regan conforms with Goneril and orders Lear to deplete his knight count to zero. This gives Lear the opportunity to foreshadow himself going mad in the future. â€Å"O fool, I shall go mad!† (II.iv.287)   Ã‚  Ã‚  Ã‚  Ã‚  The theme of madness is explored in depth in Act 3, as many forms of madness in different characters are found. King Lear in particular is driven to a mad state and is followed by others who have gone ...

Exploring the Theme of Love in Sonnets 57 and 58 Essay -- Shakespeare’

Shakespeare’s sonnets are numbered in a sequential order and adjacent sonnets often have similar content. Throughout Shakespeare’s sonnets, he covers many subjects, such as interest in the life of a young man, his love for a young man, and his love for a dark haired woman. In sonnets 57 and 58, Shakespeare discusses how love is like slavery in its different manifestations. The object of the narrator’s love has a dominating power over the narrator, which controls him and guides his actions. Shakespeare shows in sonnets 57 and 58 that love can be displayed by using many different routes such as viewing love as a controlling force, exploring the theme of time and waiting in regards to love, and the question of the physical state of being of love. Throughout both sonnets there is a sense that the narrator has resigned himself to the slavery of love. In sonnet 57, the narrator asserts in the first two lines that all he (we will assume the narrator is a "he") can do is wait until the lover needs something. This blind devotion to the lover seems to come without any reservations on behalf of the narrator and seems to be a natural inclination to give of one’s self whole-heartedly and unconditionally ("unconditional love"). In sonnet 58, line 13, "though waiting so be hell" shows the pain that the narrator is going through while he is waiting on the lover. In sonnet 58, line five, "let me suffer, being at your beck" again constitutes this devotion of the narrator to the recipient of the love without any reservations. The narrator is willingly accepting suffering, hell, and sadness, as seen in the phrase "sad slave" (sonnet 57, line 11), in order to be a slave to love. This devotion to loving servitude is admirable and the bon d formed... ... that love thinks no ill. Shakespeare uses many different methods of discourse to examine this theme of love. In both sonnets the lover is exerting his control over the narrator, but the narrator does not really mind being controlled in either sonnet. Both sonnets include many elements and references to time and waiting and all of these references relate to love by showing love’s long lifespan and varying strengths over time. The only major difference between the two sonnets lies in their addressing love. Sonnet 57 talks directly to it in a personifying manner, whereas sonnet 58 merely refers to it through other means. Through this variety of explorations of the theme of love, Shakespeare shows that love has many faces and ways of expressing itself. Â   Works Cited McCurry, Justin. Absence Makes the Heart Grow Fonder: Shakespeare’s Sonnets 57 and 58.