Philosophy and Heraclitus Essay Example

Philosophy and Heraclitus Paper Ancient Greek philosopher: Heraclitus Heraclitus was born in Ephesus. He belonged to an aristocratic family but refused to have a political life. His writing style is unusual, in that many of the surviving fragments are written in short and often cryptic phrases. He was known as the weeping philosopher. He was also referred to as the riddler or the obscure one, due to the puzzling nature of his writings, as well as the mocker or the reviler of the mob, due to his dislike for those who were not open-minded. Heraclitus has a huge contempt for humanity and politics. Therefore, towards the end of his life he left the city and went to live in isolation in the mountains in which he fed on plants and herbs. This caused him to contract dropsy which forced him to return to the city for treatment. He asked the doctors in a riddling way if they could change a rainstorm into a draught. When they failed to understand him, he buried himself in a byre, thinking that the dropsy would be vaporized by the heat of the dung. His attempt was not successful and he died at the age of sixty Heraclitus did not belong to a school of thought. We will write a custom essay sample on Philosophy and Heraclitus specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Philosophy and Heraclitus specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Philosophy and Heraclitus specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He had independent thinking and actually criticized many philosophers. He developed many important philosophical ideas that are still admired today. Among his most important ideas are flux and Unity of opposites. Heraclitus is called a monist (because he believes fire is the underlying principle) and an elitist (he believes most people are stupid). Heraclitus is said to have influenced Parmenides, Empedocles, Democritus, Plato, and the Stoics. Heraclitus said: You cannot step into the same river twice, for fresh waters are ever flowing in upon you. This statement is the essence of the concept of flux as it means that the river is always different every time you step into it. He looked at everything being in the state of change and that only change is permanent. He told people that nothing is the same now as it was before, and thus nothing what is now will be the same tomorrow. With this he planted the idea of impermanence into Greek thought, and indeed, after Heraclitus Greek philoso phy was not the same anymore. (Thomas K. ). Another influential idea is the unity of opposites. Heraclitus believed that opposites are the same and cannot exist without each other. He thought that opposites are identical. For instance, to Heraclitus, hot and cold are the same. Heraclitus saw unity as being harmony. To modern people, it seems silly to assume that opposites are identical but to the Greek, it completely makes sense. Hot and cold can both be expressed as a level of temperature, dark and bright as a degree of light. This is why opposites cannot exist without each other because when you say something is hot, it should be hot in comparison with something colder. The ideas of flux and unity of opposites are somehow connected to each other. It is sometimes argued that Heraclitus quote: You cannot step into the same river twice, for fresh waters are ever flowing in upon you. Is actually referring to the unity of opposites because the river is the same but at the same time it is different because new fresh waters flow on it. To conclude, Heraclitus was a very independent thinker and a huge critic of everything around him. His puzzling writings and deviant thoughts made him popular and influential among the later philosophers. His ideas of flux and the unity of opposites are still admired by todays philosophers. Unfortunately, not all his writings survived the years and only fragments of his writings exist. As much as we write about Heraclitus and try to understand him, in the end Much learning does not teach understanding. References: 1. website name and author are unknown, http://home. wlu. edu/~mahonj/Ancient_Philosophers/Heraclitus. htm 2. Thomas Knierim, Heraclitus,http://www. thebigview. com/greeks/heraclitus. html, 3. N. S. Gill, About. com, http://ancienthistory. about. com/od/philosophers/g/Heraclitus. htm

Definition and Examples of Multilingualism

Definition and Examples of Multilingualism Multilingualism is the ability of an individual speaker or a community of speakers to communicate effectively in three or more languages. Contrast with monolingualism, the ability to use only one language. A person who can speak multiple languages is known as a polyglot or a multilingual. The original language a person grows up speaking is known as their first language or mother tongue. Someone who is raised speaking two first languages or mother tongues is called a simultaneous bilingual. If they learn a second language later, they are called a sequential bilingual. Examples and Observations Majesty, the Herr Direttore, he has removed uno balletto that would have occurred at this place. - Italian Kapellmeister Bonno in Amadeus Multilingualism as the Norm We estimate that most of the human language users in the world speak more than one language, i.e. they are at least bilingual. In quantitative terms, then, monolingualism may be the exception and multilingualism the norm... - Peter Auer and Li Wei Bilingualism and Multilingualism Current research...begins by emphasizing the quantitative distinction between multilingualism and bilingualism and the greater complexity and diversity of the factors involved in acquisition and use where more than two languages are involved (Cenoz 2000; Hoffmann 2001a; Herdina and Jessner 2002). Thus, it is pointed out that not only do multilinguals have larger overall linguistic repertoires, but the range of the language situations in which multilinguals can participate, making appropriate language choices, is more extensive. Herdina Jessner (2000b:93) refer to this capacity as the multilingual art of balancing communicative requirements with language resources. This wider ability associated with the acquisition of more than two languages has also been argued to distinguish multilinguals in qualitative terms. One . . . qualitative distinction seems to lie in the area of strategies. Kemp (2007), for example, reports that multilingual learners learning strategies differ from those o f monolingual students learning their first foreign language. - Larissa Aronin and David Singleton Are Americans Lazily Monolingual? The celebrated multilingualism of not just Europe but also the rest of the world may be exaggerated. The hand-wringing about America’s supposed linguistic weakness is often accompanied by the claim that monolinguals make up a small worldwide minority. The Oxford linguist Suzanne Romaine has claimed that bilingualism and multilingualism are a normal and unremarkable necessity of everyday life for the majority of the world’s population. - Michael Erard New Multilingualisms [I]n paying attention to the language practices of young people in urban settings, we see new multilingualisms emerging, as the young people create meanings with their diverse linguistic repertoires. We see the young people (and their parents and teachers) using their eclectic array of linguistic resources to create, parody, play, contest, endorse, evaluate, challenge, tease, disrupt, bargain and otherwise negotiate their social worlds. - Adrian Blackledge and Angela Creese Sources Bleichenbacher, Lukas. Multilingualism in the Movies. University of Zurich, 2007.Auer, Peter and Wei, Li. Introduction: Multilingualism as a Problem? Monolingualism as a Problem? Handbook of Multilingualism and Multilingual Communication. Mouton de Gruyter, 2007, Berlin.Aronin, Larissa and Singleton, David. Multilingualism John Benjamins, 2012, Amersterdam.Erard, Michael. Are We Really Monolingual? The New York Times Sunday Review, January 14, 2012.Blackledge, Adrian and Creese, Angela. Multilingualism: A Critical Perspective. Continuum, 2010, London, New York.

Design, synthesis and pharmacological tests of leukotrienes A4 Dissertation

Design, synthesis and pharmacological tests of leukotrienes A4 hydrolase inhibitors as a potential targets of interest in cancer - Dissertation Example Chemical shifts (?) are reported in parts per million (ppm) relative to TMS and the coupling constants (J) are described in hertz. IR spectrums were obtained using Perkin Elmer Spectrum 100 FT-IR spectrometer, wavenumbers (?) in cm-1 Methods 1. Preparation of (Z)-(((5-(2-bromo-2-nitrovinyl)-1,3-phenylene)bis(oxy))bis (methylene))dibenzene (43) Scheme 26 Synthesis of (E)-(((5-(2-nitrovinyl)-1,3-phenylene)bis(oxy))bis(methylene))dibenzene (43). In a 25 ml round bottom flask a solution of 3,5-dibenzyloxy-benzaldexyde (318.4 mg, 1.0 mmol) in xylene (mixture of isomers, 10 ml) were added bromonitromethane (279.9 mg, 2 mmol), dimethylamine bromide (1.134 g, 9 mmol) and potassium fluoride (8.7 mg, 0.15 mmol). The flask was equipped with a Dean-Stark system and the mixture was heated at reflux temperature until the disappearance of the aryl-aldehyde by TLC (usually noted after a reaction time of 4-5 hours). Toluene (10 ml) was added and the reaction was left refluxing for 18 hours. After bei ng cooled at room temperature, the reaction mixture was evaporated under vacuum to remove xylene, then diluted with water and extracted with CH2Cl2 (3?20 mL). In some cases a filtration over Celite ® surface was required in order to remove excess of reagent residues prior to extraction. The organic phase was then washed with water, dried over anhydrous MgSO4, filtered and concentrated under vacuum. Crude product was purified by chromatography on silica gel (40 g) using mixtures of Hexane and AcOEt of increased polarity. The target compound was afforded as a brown oil (45 mg, 10% yield) 2. Preparation of (E)-1-(benzyloxy)-4-(2-nitrovinyl)benzene (50) Scheme 27 Synthesis of (E)-1-(benzyloxy)-4-(2-nitrovinyl)benzene (50). In a round 250 ml bottom flask, a solution of 4-bezyloxybenzaldehyde (6.36 g, 0.03 mol) in toluene (75 ml) was prepared. To this solution, nitromethane (17.7 ml, 0.33 mol), dimethylamine hydrobromide (15.108 g, 0.12 mol) and potassium fluoride (341.5 mg, 4.5 mmol) w ere added. The flask was equipped with a Dean-Stark system and the mixture was heated at reflux temperature until the disappearance of the aryl-aldehyde by TLC. After 3 hours and 45 minutes, the reaction flask was cooled at room temperature and the reaction mixture was evaporated under vacuum to remove toluene, then filtered under Celite surface and the filtrate was diluted with brine, dried over anhydrous MgSO4, filtered and concentrated under vacuum. After, the crude product was purified by chromatography on silica gel (90 ml of pure CH2Cl2) to provide the corresponding (E)-1-(benzyloxy)-4-(2-nitrovinyl) benzene (50) as a solid mass (0.55 g, 7.25% yield), which was later purified by flash column chromatography. IR ?max (KBr): 3109.9, 1687.9, 1625.9, 1596.8, 1509.3, 1490.6, 1463.2, 1455.4, 1425.0, 1384.9, 1336.9, 1307.3, 1245.7, 1167.2, 1122.4, 1080.9, 1031.2, 987.0, 921.2, 869.5, 849.4, 818.6, 751.1, 726.9, 697.1, 654.9, 616.2, 551.6, 528.5, 520.0, 505.3, 463.0, 416.9, 406.0 cm-1. 3. Preparation of 1-(benzyloxy)-4-(2-nitroethyl)benzene (51) Scheme 28 Synthesis of 1-(benzyloxy)-4-(2-nitroethyl)benzene. 200mg of (E)-1-(benzyloxy)-4-(2-nitrovinyl)benzene were added to a flask containing 1.55g of silica gel. Then 2.3 ml of 2-propanol and 12.5 ml of chloroform were added. Then 117mg, 3.1 mmol of NaBH4 was added. The solution was stirred at room tempera

How sports affect children in a positive way Research Paper

How sports affect children in a positive way - Research Paper Example This research will begin with the statement that to make the man perceive and understand the  true value of positive aspect, God has created negative of everything e.g. good against evil, cold against hot, right against wrong, strong against weak. â€Å"G. W. F. Hegel: Lectures on the History of Philosophy.†, on the subject of â€Å"POSITIVE ASPECT† quoted Robinet: â€Å"The result of his observation is that good and evil balance each other; this equilibrium constitutes the beauty of the world.... it also hints at the deeper idea that there is no activity except through contradiction.† When a man perceives the positive aspect, it brings hope, satisfaction, and happiness. Perception of negative aspects produces doubt, despondency, and unhappiness. A young human being below the age of full physical development is generally termed as â€Å"child†.   If we carefully study and experience a child, we find that there are many characteristics and attributes wh ich are naturally attached to the child behavior. It could be defiant, stubborn, hyperactive, short-tempered, rude, disrespectful, liar, demanding, violent, lazy, or coward. It is not necessary that a child has all these negative attributes, but whatever he has, it is his inheritance. This inheritance depends on many factors.   The parent from whom he is born, the environment in which he is brought up, the education he receives, the family, economic, social and religious conditions in which he grows. All these are the factors that are built into a child’s psyche and character.  ... Any activity by a human being which requires physical exertion or skill and competition is usually identified as â€Å"sport†. It generates interest and enthusiasm in the person who does such activities. Even children with disabilities are encouraged to play sports. Sport is one thing that is not influenced by the character and individuality of a child. In fact, it is the children which are affected and influenced most by the sport. It is one of the most important things in recent times as Sports have changed in the children, their negative psyche in to the positive individuality. Many researches and studies have been conducted on the child psychology. It is now universally accepted that one of the most important things that can create positive attributes in a child is sport. We can find all over the world that sports facilities are always there in schools, whether they are kids’ schools, primary schools or secondary schools, public or private schools. Better the sport facilities at school, higher is its reputation and prestige. â€Å"For many years the United Nations system has acknowledged the importance of sports in society. United Nations bodies have enlisted star athletes and major sporting events in campaigns to promote immunization against childhood diseases and other public health measures, to support the fight against racism and apartheid, and to promote human rights† This self explanatory message is given on â€Å"UN Enable - United Nations, Sports and the Paralympic Games† [4] There are three main elements which can help a sport to leave a positive effect on the children. First element is the kind of sport a child is playing.

National Brands vs. Private Labels Term Paper Example | Topics and Well Written Essays - 250 words

National Brands vs. Private Labels - Term Paper Example Private brands, however, have a great economic value for both the retailer and the customer. They do create customer loyalty that eventually contributes to referrals and effective word of mouth to other customers and thus higher sales for the retailer. In addition, private labels give retailers sole ownership of the product. The retailer will come up with innovative ideas related to pricing and quantity and thus suiting the preferences of the customer (Horowitz, 2000). The main disadvantage of nation-manufacturer brand emanates from the high cost that may discourage some consumers and limit profitability while low unit profit margin that may compromise quality to consumers and motivation among retailers is the major disadvantage of private-label brands. It is quite difficult to determine whether the own-labeled brands are equal in pricing and quantity to national labeled brands. Hence, the customers may be exploited without their knowledge. Unlike the store brands, national brands spend exorbitant amounts of resources in advertising across a wider region and the burden of the cost falls on the customer because of the expenses incurred (Aaker, 1991; Horowitz,

Drug â€excipient Interaction of Anti-tubercular Drugs

Drug –excipient Interaction of Anti-tubercular Drugs Drug –excipient interaction of anti-tubercular drugs and its in-silico evaluation Abstract Isoniazid and Pyrazinamide are the first line anti tubercular drugs. Lactose is mainly used as the excipient in solid dosage forms of isoniazid and pyrazinamide. These drugs contains primary and secondary amino functional group which interacts with lactose by maillard reaction and form adduct. The maillard reaction adducts of isoniazid and pyrazinamide with lactose were synthesized at 60oC in alkaline borate buffer pH 9.2 and characterized by UV, FT-IR, DSC, HPLC and MS. Docking study for in-sillico evaluation of isoniazid-lactose adduct and pyrazinamide-lactose adduct was performed to study its effect on pharmacological activity. The present study shows the presence of incompatibility between isoniazid and pyazinamidewith lactose which leads to loss the therapeutic effect of isoniazid and pyrazinamide. Keywords: isoniazid, pyrazinamide, lactose, maillard reaction, excipient, incompatibility, dosage form. Introduction Excipients are traditionally better known as promoters of degradation than as stabilizers of drug substances (Crowley 1999). Physicochemical and physiological process e.g. stability, physiological pH, gastrointestinal transit time, disintegration, dissolution, permeability and bioavailability can be altered by drug excipient interaction (Jackson, Young et al. 2000). The interactions of drug with excipients can leads to changes in the chemical, physical and therapeutic properties can be termed as incompatibilities (Chadha and Bhandari 2014) and it may cause the drug degradation (Narang, Desai et al. 2012) and loss of pharmacological activity (Patil and Patil 2013). Lactose is most widely used as the excipient in the solid dosage forms. Lactose is available in different form and different grade with different physical characteristics. Lactose is very popular excipient because of low cost and inertness but in other hand lactose have interaction drug with amino functional group i.e. lact ose undergoes maillard [Monajjemzadeh, 2009]The maillard reaction is named Louis Maillard who reported over 80 years ago that some amine and reducing sugars interact each other and forms brown pigments. The first product of this reaction is simple glycosamine (Wirth, Baertschi et al. 1998). In this study, we attempted to explore the modes of interaction and energy binding of the different isomers of isoniazid adduct, pyrazinamide adduct and also study the biological activity of isoniazid adduct and pyrazinamide adduct compare with the help of various molecular modelling techniques. In treatment of tuberculosis, isoniazid and pyrazinamide are key components of first line regimen (Hemanth, Sudha et al. 2012). Isoniazid is chemically isonicotohydrazide and pyrazinamide is chemically pyrazine-2-carboxamide. Isoniazid and pyrazinamide is susceptible for hydrolysis and oxidation interact with excipient particularly carbohydrate and reducing sugars to form hydrazones. The hydrazone is mainly form by the interaction of isoniazid with lactose. There are also reported incompatibilities between lactose and other drugs containing primary and secondary amino functional group (Haywood, Mangan et al. 2005). In this study we were investigated the interaction between lactose with isoniazid and pyrazinamide for that different analytical technique were used and also done the in-sillico evaluation of isoniazid and pyrazinamide. Materials and methods Materials Isoniazid and Pyrazinamide was generously supplied as a gift sample by Macleods Pharmaceuticals Ltd., Wapi (Gujarat), India. Lactose monohydrate was purchased from Merck, Merck specialtiesPvt.Ltd. Mumbai, India. All other chemicals were of high-performance liquid chromatography (HPLC) and analytical grade. Methods Analytical methods UV-visible spectrophotometry The Ultraviolet-visible spectra of Isoniazid, Pyrazinamide and the Isoniazid–lactose adduct, Pyrazinamide-lactose adductwere recorded on a double beam UV-visible spectrophotometer (UV-1700; Shimadzu, Japan). An accurately weighed quantity of about 10 mg of isoniazid, 10 mg of pyrazinamide, 11.66 mg isoniazid-lactose adduct (equivalent to 10 mg isoniazid), 13.33 mg of pyrazinamide-lactose adduct (equivalent to 10 mg pyrazinamide) each dissolved separately in 100 ml of distilled water. From this, one ml of solution was diluted to 10.0 mL with of distilled water to obtain concentration of 10 ppm. All solutionswere scanned in UV-Visible range at 420 and 490 nm (Yates, Jones et al. 2003). Fourier-Transform infrared spectroscopy The Fourier-transform infrared spectroscopy (FTIR) spectra of isoniazid, pyrazinamide, lactose, a isoniazid–lactose physical mixture, pyrazinamide-lactose physical mixture and the isoniazid–lactose adduct, pyrazinamide-lactose were recorded. The spectra were obtained using the diffuse reflectance scan method using KBr on an FT-IR spectrophotometer (IR Affinity 1; Shimadzu, Japan). The scanning range was 400–4000 cm-1. Each sample was scanned 45 times consecutively to obtain FT-IR spectrum. HPLC analysis The HPLC (Gradient) system used for analysis consisted of Agilent Technologies 1200 series equipment, a G1315D quaternary pump, a G1315D diode array detector and a rheodyne injector fitted with a 20  µL loop. Data were recorded and evaluated using the EZChrome Elite software package. Samples were analyzed using LunaC18 column (250 Ãâ€" 4.6 mm i.d. Ãâ€" 5  µm) (Phenomenex) as stationary phase. The mobile phase was water: methanol (95:05, v/v), flow rate of 0.8 mL/min with detection at 266 nm for isoniazid and 269 nm for pyrazinamide. Differential scanning calorimetry Thermal analysis of Isoniazid, pyrazinamide, isoniazid–lactose adduct and pyrazinamide-lactose was performed by differential scanning calorimetry (DSC) using a TA 6000 Mettler toledo thermal analyzer. Individual samples as well as the Maillard adduct (about 2 mg) were weighed in the DSC aluminum pan and were scanned in the temperature range of 25–300 °C. A heating rate of 10 °C/min was used. The thermograms were reviewed for evidence of interaction. Mass Spectrometry The Mass spectrometry was performed using 410 Prostar binary LC with 500 MS with Electro spray Positive ionization and Negative Ionization mode and Mass range is 50-2000 amu. The Isoniazid-lactose, Pyrazinamide-lactose adduct solution dissolved in mobile phase to obtain concentration about 100 µg/mL. In the positive ion mode with electrospray ionization technique, the sample was analyzed. Determination of lactose in pharmaceutical tablet dosage forms The presence of lactose in DOTs tablets was initially examined according to Indian Pharmacopoeia 2007 by taking 5ml saturated solution of tablet powder and then add 5ml 1 M NaOH, Heat and cool at room temperature finally add potassium cupri tatatarate the solution becomes red color shows presence of lactose. Preparation of adduct Sample Prepared in alkaline borate buffer Accurately weighed quantity of Isoniazid 300 mg (equivalent to dose of isoniazid) and 50 mg lactose monohydrate dissolve in alkaline borate buffer pH 9.2 by stirring and ultrasound in 100 ml round bottom flask. In similar way 750 mg pyrazinamide (equivalent to dose of pyrazinamide) was dissolve with 250 mg lactose monohydrate in alkaline borate buffer pH 9.2 in 100 ml round bottom flask. The cleared solutions were refluxed at 600C for 12 hour on water bath. The reaction mixture filtered was diluted with menthol: water (1:1). The adduct was subjected to HPLC analysis (gradient and isocratic run) and Mass spectrometry (LC-MS) analysis. The intensity of brown color was determined was spectrophotometrically after dissolving weighed quantity in distilled water. Docking study The molecular docking tool, GLIDE (Schrodinger Inc., USA) (2006) was used for ligand docking study. The protein preparation was carried out using ‘protein preparation wizard’ in Maestro 9.0. Result UV-Visible spectroscopy The UV-visible absorption spectrum of the isoniazid–lactose adduct and pyrazinamide–lactose adduct had shown an increase in absorption in the visible range as compared with isoniazid and pyrazinamide in distilled water as the solvent. The increased absorption the visible region (brown color) is due to Melanoidins production as the end products of the Maillard reaction as reported earlier (Shen, Tseng et al. 2007). FT-IR spectroscopy The FT-IR absorption patterns of Isoniazid, Pyrazinamide, lactose, Isoniazid–lactose physical mixture immediately after mixing and pyrazinamide-lactose physical mixture immediately after mixing as well as Isoniazid–lactose adduct, Pyrazinamide-lactose adduct were recorded. The peak at 1678 cm−1 in the IR spectrum of Isoniazid-lactose adduct, 1614 cm−1 Pyrazinamide-lactose adduct can be attributed to the imines formation. The peak of N–H bending is present at 1552 cm−1 and 1583 cm-1 in the IR spectrum of Isonizid and Pyrazinamide and its physical mixture respectively. The peak present in spectrum of Isonizid and Pyrazinamide and its physical mixture are absent in Isoniazid-lactose adduct and Pyrazinamide-lactose adduct both these observations support the formation of adduct. The N–H stretching band of secondary amine appears at 3302 cm−1 and at 3292 cm-1 for Isonizid and Pyrazinamide respectively. The peak for the lactose O–H appears at 3522 cm−1 in the infrared spectra of lactose. The peaks for N–H and O–H stretching appear in the spectrum of the physical mixture, but the peak for N–H disappears in the spectrum of the adduct. This may indicate the reaction of the amine with the red ucing sugar, or it may be due overlapping of N–H stretching peak with that of O–H. The FTIR spectra of Isoniazid, Pyrazinamide, Lactose physical mixture, Isoniazid-lactose adduct and Pyrazinamide-lactose adduct shows an interaction between Isoniazid and Pyrazinamide with lactose leading to the formation of a Maillard product (Pavia et al 2009). Differential scanning calorimetry The DSC thermograms show the presence of melting points for isoniazid and pyrazinamide at 171.61ÃŽ ¿C and 189.55 ÃŽ ¿C. The DSC thermogram of lactose shows the peak at 209.83 ÃŽ ¿C. The adduct shows the disappearance of the melting point peak of isoniazid, pyrazinamide, paracetamol and vildagliptine in adduct samples confirms the formation of adduct. Gradient HPLC analysis Initially a gradient run of water and methanol was performed to obtain preliminary information regarding the unknown peaks in maillard reaction products (Shen, Tseng et al. 2007). The mobile phase was optimized to separate the Isoniazid-lactose adduct and Pyrazinamide-lactose adduct was water: methanol (95:05, v/v) with a flow rate 0.8ml/min at ambient temperature. The Isoniazid-lactose adduct and Pyrazinamide-lactose adduct elutes at 3.833min and 1.613 min respectively. The control samples for isoniazid and pyrazinamide (without lactose) were also analyzed which proves method selectivity. Isocratic HPLC analysis The optimized isocratic HPLC analysis of the Isoniazid-lactose adduct and Pyrazinamide-lactose revealed one extra peak that eluted before Isoniazid and Pyrazinamide elution respectively. Performing analysis under same chromatographic parameters, no another peak was observed in control samples. Mass spectrometry The Isoniazid-lactose and Pyrazinamide-lactose adduct dissolve in mobile phase to obtain drug concentration about 100 µg/ml. In the positive ion mode with electrospray ionization technique, the sample was analyzed. The MS spectra show the precursor ion for Isoniazid-lactose adduct and Pyrazinamide-lactose adduct was protonated molecule ([M+H]+) m/z 463.3 and 448.1 respectively. The Isoniazid-lactose adduct and Pyrazinamide-lactose adduct molecular mass was consistent with Isoniazid-lactose adduct and Pyrazinamide-lactose adduct condensation product respectively. The loss of one water molecule from parent leads to maillard-type condensation product. Docking study Isoniazid In docking study, isoniazid shows binding with ARG-38 amino acid in the selected structure of protein (PDB code: 3I6N) and isoniazid-lactose adduct shows binding with ASN-72, SER-69, SER-173, ALA-134 and PRO-132 amino acid in the selected structure of protein (PDB code: 3I6N) as shown in Table No. 1.1. Pyrazinamide Pyrazinamide shows binding with ALA-131 amino acid in the selected structure of protein (PDB code: 3PL1) and pyrazinamide-lactose adduct shows binding with ASP-133 and LEU-131 amino acid in the selected structure of protein (PDB code: 3PL1). Discussion On the above observation difficulties in the formulating a new pharmaceutical dosage form have often experienced because of the interaction between the lactose and active ingredients itself i.e. isoniazid and pyrazinamide. Although the nature and intensity of this interaction may alter the stability, dissolution rate and consequently absorption of the drug and also affect the pharmacological effect. it indicates that such interactions involving in the formation of the complexes and it studied by different analytical techniques. The UV results shows increased absorption in the visible region (brown color) is due to Melanoidins production as the end products of the Maillard reaction as reported earlier in Shen, Tseng et al. 2007. The FTIR spectra of Isoniazid, Pyrazinamide, Lactose physical mixture, Isoniazid-lactose adduct and Pyrazinamide-lactose adduct shows peak of C=N it shows that formation of a Maillard product. HPLC analysis of the Isoniazid-lactose adduct and Pyrazinamide-lactose revealed one extra peak of impurity or maillard reaction product that eluted before Isoniazid and Pyrazinamide elution respectively. The MS spectra show the precursor ion for Isoniazid-lactose adduct and Pyrazinamide-lactose adduct and it has same molecular weight related to maillard-type condensation product. In the docking study of isoniazid adduct and pyrazinamide adduct shows more binding than isoniazid and pyrazinamide but this is pseudo results because this binding present at hydroxyl group and hydroxyl group are responsible for the increase excretion of the isoniazid and pyrazinamide and it may be reduces the therapeutic effect of isoniazid and pyrazinamide. In spite of that analytical study confirm the occurrence of maillard reaction product in lactose containing solid dosage forms of amino functional group containing drugs but lactose is still preferred as excipient in the isoniazid and pyrazinamide containing anti-tubercular formulation i.e. DOT’s. Conclusion The present study reports that antitubercular drugs i.e. isoniazid and pyrazinamide undergoes maillard reaction and that confirmed by UV, FT-IR, HPLC and MS. The docking study of isoniazid adduct and pyrazinamide adduct more binding than isoniazid and pyrazinamide but it is pseudo results pharmacologically the excretion of isoniazid and pyrazinamide increase and it ultimately reduces the therapeutic activity. A drugs- excipient interaction study can be actively used to the advantage of the formulator to increase the bioavailability of the drug. By compiling the data the use of lactose in the formulation of isoniazid and pyrazinamide, secondary amines needs to reconsideration. References: Chadha, R. and S. Bhandari (2014). Drug–excipient compatibility screening—Role of thermoanalytical and spectroscopic techniques. Journal of pharmaceutical and biomedical analysis87: 82-97. Crowley, P. J. (1999). Excipients as stabilizers. Pharmaceutical science technology today2(6): 237-243. Haywood, A., et al. (2005). Extemporaneous isoniazid mixture: stability implications. Journal of Pharmacy Practice and Research35(3): 181. Hemanth, A. K., et al. (2012). Simple and rapid liquid chromatography method for simultaneous determination of isoniazid and pyrazinamide in plasma. SAARC Journal of Tuberculosis, Lung Diseases and HIV/AIDS9(1): 13-18. Indian Pharmacopoeia, (2007). Government of India, Ministry of health and family walefare, published by the Indian Pharmacopoeia Commission, Gaziabad; vol. II III, pp. 658, 478, 628, 1009, 1008. Jackson, K., et al. (2000). Drug–excipient interactions and their affect on absorption. Pharmaceutical science technology today3(10): 336-345. MONAJJEMZADEH, F., HASSANZADEH, D., VALIZADEH, H., SIAHI-SHADBAD, M. R., MOJARRAD, J. S., ROBERTSON, T. A. ROBERTS, M. S. 2009b. Compatibility studies of acyclovir and lactose in physical mixtures and commercial tablets. European Journal of Pharmaceutics and Biopharmaceutics, 73, 404-413. Narang, A. S., et al. (2012). Impact of excipient interactions on solid dosage form stability. Pharmaceutical research29(10): 2660-2683. PAVIA, D. L. 2009. Introduction to spectroscopy, CengageBrain. com Patil, D. D. and C. R. Patil (2013). Modification of pharmacological activity of nebivolol due to Maillard reaction. Pharmaceutical development and technology18(4): 844-851. Petrella, Stà ©phanie Gelus-Ziental, Nathalie Maudry, Arnaud Laurans, Caroline Boudjelloul, RachidSougakoff, Wladimir(2011).Crystal structure of the pyrazinamidase of Mycobacterium tuberculosis: insights into natural and acquired resistance to pyrazinamide.PLoS One,6(1):e15785. Singh, Amit K Kumar, Ramasamy P Pandey, Nisha Singh, Nagendra Sinha, Mau Bhushan, AshaKaur, PunitSharma, SujataSingh, Tej P (2010). Mode of Binding of the Tuberculosis Prodrug Isoniazid to Heme Peroxidases BINDING STUDIES AND CRYSTAL STRUCTURE OF BOVINE LACTOPEROXIDASE WITH ISONIAZID AT 2.7 Ã… RESOLUTION.Journal of biological chemistry, 285(2): 1569-1576. Shen, S.-C., et al. (2007). An analysis of Maillard reaction products in ethanolic glucose–glycine solution. Food chemistry102(1): 281-287. Wirth, D. D., et al. (1998). Maillard reaction of lactose and fluoxetine hydrochloride, a secondary amine. Journal of pharmaceutical sciences87(1): 31-39. Yates, E. A., et al. (2003). Microwave enhanced reaction of carbohydrates with amino-derivatised labels and glass surfaces. Journal of Materials Chemistry13(9): 2061-2063.

The Joy of Winning Essay -- Narrative Memoir Essays

The Joy of Winning   Ã‚  Ã‚  Ã‚  Ã‚   "Oh my God!" was exclaimed into my right ear and resonated above everyone in the room. My heart was thumping because I wasn't exactly sure what was happening. I wasn't excited to be going or even pleased. All I could think about was, "What did I get myself into? I shouldn't be here, I don't deserve this."   Ã‚  Ã‚  Ã‚  Ã‚   It all began on one of the most disastrous bus rides I have ever experienced that doesn't include a wreck. I was going to Grand Junction for the Western Slope Science Fair. I didn't even care about what I was about to do. I knew my information well enough just to get through the day. Then the storm hit us. I looked out the front window of the bus and peered out into the ferocious blizzard. The heater was not working on the right side window. On top of not being able to see, we had just hit a construction area where I wasn't sure what could be on the road.   Ã‚  Ã‚  Ã‚  Ã‚   An hour later than expected, we got out of the bus and headed for the auditorium where we were to set up our projects. After sprinting inside to keep my board protected from the elements, I walked with my fellow participants and set up my project. I didn't care at all about how good my project appeared in the eyes of the judges.   Ã‚  Ã‚  Ã‚  Ã‚   After I had set up, I got ready to go to lunch, since most of my companions were ready to eat. We all went down to Mesa Mall's Food Court where I had sausage pizza that had grease dripping down onto the plate. After I was finished eating, my friend Jimmy had to buy a CD, so we flew down to the FYE Music Emporium. As we ran out to the bus to go back, a hailstorm picked up. The hail felt like a thousand needles striking me at the same time and there was no way that I could open my eyes completely.... ...fifth, but when that went by, I knew it was not meant to be. Third place went to the guy next to me that the judges liked so much.   Ã‚  Ã‚  Ã‚  Ã‚   The announcer then went through a long speech explaining what the top two places meant. He said how they got to go to the International Science and Engineering fair in Louisville, Kentucky. He called my name to go up to receive second place for going to the International Science and Engineering Fair, but I received first at the Western Slope Science Fair.   Ã‚  Ã‚  Ã‚  Ã‚   "Oh my God!" was echoed through the room and I couldn't believe that I was walking up to the stage. This wasn't right because I shouldn't get the award, or should I? I knew the answer as soon as it was placed in my hand. It was going to be a long ride, but I deserved every bit of it. I had shown the judges that I knew what I was doing and was confident at all times.

Emma by Jane Austen Essay

The comic novel â€Å"Emma† by Jane Austen tells about smooth and roughs of a young lady Emma who is intelligent, but has nothing to do. Actually, the author ironically shows how Emma is trying to change her position in life. Nevertheless, the novel differs fro others Austen’s writings as Emma is financially independent and, therefore, she doesn’t want to marry because of money and better position in society. The author departs from her primary theme as in other works she focuses mostly on the quest for marriage. Therefore, â€Å"Emma† is lighter and more humorous than other writings. Emma is twenty one. She lives with her father who takes too much care of her. Emma’s live is comfortable as she has loving family and money, though she considers her life rather dull and empty. She is presented as determined young lady and throughout the novel we see that she mutedly protests against such life of wealthy lady. She is disappointed as she has no one to love and she is still childless. However, instead of marrying unpleasant man she prefers matchmaking. Firstly, she tries to match her friend Harriet Smith. The novel turns interesting when Frank Churchill arrives with Jane Fairfax. Emma starts thinking that she has to find something to do and to change her dull life. She sees that many young ladies have handsome couple and she tries to fall in love with Frank, but her old friend Mr. Knightly loves her. Harriet thinks that he is in love with her and Emma feels jealousy about that fact. Finally, she understands Mr. Knightly is her true love. When she makes her a proposal to marry him, she agrees. Harriet marries young farmer. Actually, the novel is provided with happy ending. As for me, I enjoy reading Austen’s novels as they raise important theme: to marry a person whom you love or who is wealthy. I think that it is still a matter of debates. Austen’s heroines are vividly shown leading us into new word of adventures, secret engagements and mysteries.

SAT Prep

How to Beat Procrastination in Your ACT/SAT Prep SAT / ACT Prep Online Guides and Tips Not on our watch. To do well on the SAT/ACT, you need to commit to a certain amount of study hours. The higher the score you want, or the more points you need to improve, the more hours you need to put in. (Read more about how long exactly you need to study for the SAT or ACT here.) If total hours is your main goal for studying, then procrastination is what you need to defeat to be successful. So we’ll talk a bit about why procrastination happens, and then give actionable advice for fighting it. Read in to conquer procrastination once and for all! Why Do We Procrastinate? Before we can discuss how to fight procrastination, it's helpful to understand why we do it. You may be surprised what causes you to put off important work like studying for the ACT/SAT! The common wisdom is that procrastination happens due to a lack of time management skills. According to this theory, students don’t realize how much time a task will take, so they don’t start it until it’s too late. This might explain some students who frantically cram for the SAT or ACT the week before the test. Another theory is that procrastinators underestimate the importance of a task in the long term (say, a high SAT/ACT score) versus the importance of tasks in the short term (homework, extracurricular activities, friends, sleep, etc). This could explain why a well-meaning student keeps avoiding studying for the ACT/SAT, because other tasks, like homework and social events, keep distracting them. But are these the only reasons we procrastinate? After all, most teenagers understand that the SAT/ACT is important – in fact, as colleges get more competitive each year, you could argue teenagers have never been more aware. So why procrastinate on SAT/ACT studying? Another theory, as reported in The Atlantic, explains why even highly motivated students could procrastinate on their SAT/ACT studying: â€Å"Scientists have begun to think that procrastination might have less to do with time than emotion†¦ Instead, Ferrari and others think procrastination happens for two basic reasons: (1) Wedelay action because we feel like we're in thewrongmood to complete a task, and (2) We assume that our mood will change in the near future.† Procrastination: more about your mood than your time management skills. And that, in turn, leads to a vicious cycle: â€Å"Putting off an importanttask makes us feel anxious, guilty, and even ashamed, Eric Jaffe wrote. Anxiety, guilt, and shamemake us less likely to have the emotional and cognitive energy to be productive.That makes us even less likely to begin the task, in the first place. Which makes us feel guilty. Which makes us less productive. And around we go.† It’s easy to see how that could happen to a student who needs to study for the SAT. Say she plans to start studying by taking a practice exam on a Saturday. But she doesn’t get around to it because she’s working on other homework assignments. This makes her feel anxious and guilty about skipping the practice test. So on Sunday, she doesn’t take the practice test since she’s still feeling quite stressed and anxious, and instead finds herself studying for AP LIterature and prepping for the next debate tournament. And then the school week starts, she gets a slew of new homework assignments, and she keeps putting on the practice test. Each day she skips it, the more guilty she feels, and the less likely she is to start studying. Sound familiar? You can see how this creates a vicious cycle: you feel guilty for not studying, which puts you in a bad mood and thus makes you less likely to start studying the next time you think about it. Especially given how stressful the SAT/ACT is, the emotions of anxiety and guilt that come with studying for it can be overwhelming. And, ironically, the students who may deal with the most guilt and stress are the ones who are aiming the highest: those who want a 2200 SAT or 33 ACT or higher. So you need to break through the time management and emotion traps to make SAT/ACT studying a manageable, non-stressful part of your life! Sound daunting? It is, but if you follow our advice, it doesn’t have to be. Read on for techniques to cut through the procrastination loop and study successfully for the ACT/SAT. Part 1: Deadlines and Accountability It may sound tedious, but the first way to cut through procrastination is to set deadlines and hold yourself accountable to them. Learn more about why deadline-setting is important and how to create effective deadlines here. Deadlines Every student's favorite word. One factor that almost always defeats procrastination is a hard, unavoidable deadline. Why? A deadline forces you to take action before you face a bad consequence – whether that’s a bad grade or a failed test. The power of deadlines explains why so many students put off work until the night before something is due, and then stay up all night to complete an assignment. Well, you may be thinking that the SAT/ACT has a deadline: the day of the test. However, if your only deadline is the test itself, that won’t help you study meaningfully! In fact, that could lead to last-minute cramming, which isn’t helpful at all. A way to combat this temptation to cram is to set smaller deadlines well in advance of the test. Setting smaller deadlines along the way can help you be productive and hit key milestones in your SAT/ACT studying. For example: 8 weeks before test: take a full practice exam 7 weeks before test: identify major areas to improve and gather study resources 6 weeks before test: put in at least 6 hours of studying weak areas What your deadlines are and how many you set depends on your study goals, the time you have until the test, and where you need to improve. But the key is to set at least some smaller deadlines so that the test date itself isn't your only motivator to study. You can probably see that setting smaller deadlines will take some planning and reflection on your part. You’ll have to figure out how long you want to study for the SAT/ACT to figure out your timeframe, first of all – will you be studying over four months or two? You'll also need to figure out how much you need to improve by, which we'll discuss more below when we talk about goal-setting. But even though it sounds like extra work, setting smaller deadlines is key to avoiding the procrastination trap. By holding yourself accountable to a study task each week, you can make sure you actually study in the run-up to the SAT/ACT. So your first task is this: after deciding how long you’re going to study for, set weekly deadlines. But how can you make sure you actually honor them? Keep reading. Accountability So you’ve set your deadlines and you have a good idea of what you need to do between now and test day. Unfortunately, one thing researchers have discovered is that deadlines are actually more effective if someone else sets them: â€Å"The group withexternal deadlines performed the best. "People strategically try to curb [procrastination] by using costly self-imposed deadlines,† Ariely and his co-authorKlaus Wertenbrochconcluded, "and [they] are not always as effective as some external deadlines."† We’re not saying you should ask your Mom to create a study calendar for you and force you to study each day. In this case, you will still be setting your own deadlines. But if you set deadlines like the ones above, let others know so they can hold you accountable. Involve your friends and family, including parents and/or guardians, in your SAT/ACT study schedule. Put your study deadlines on the family calendar if you have one, and tell your friends about your plans so they can hold you to them. Make your SAT/ACT studying a very public part of your life, so your friends and family can call you out and make sure you're actually sticking to your promises to study. Even though it may seem awkward or embarassing to go on about your SAT/ACT study plan with friends and family, if they can support you and make sure you stick to your deadliens, you're much less likely to procrastinate. Use Reminders A final piece about deadlines is to set reminders so you don’t forget about your weekly study goals. The deadlines won’t do you any good if you forget about them! So ask your friends, family, or parents to remind you to study – this builds on the accountability piece above. You can also set phone or email alarms reminding you to study if you have a planned study block. You can even put reminders, like post-its or signs, around your house if that’s your thing! Find a reminder system that works for you and put it in place to make sure you actually reach your weekly study deadlines. Part 2: Don’t Think of It as Work Even though studying for the ACT/SAT is probably not your idea of a super fun time, if you can manage to think of it as a game rather than a chore, you're more likely to study for it. From The Atlantic: â€Å"procrastinators are more likely to complete a piece of work if they’re persuaded that it’s not actually work. In one study reviewed by Jaffe, students were asked to complete a puzzle, but first they were given a few minutes to play Tetris. 'Chronic procrastinators only delayed practice on the puzzle when it was described as a cognitive evaluation,' he wrote.When scientists described the puzzle as a game, they were just as likely to practice as anybody else.† So if you can find a way to trick yourself into thinking that studying for the SAT/ACT isn’t work, you may procrastinate less. I admit that you’re probably never going to be able to treat the SAT/ACT just like it’s a game or hobby – it’s a test, after all, and a test that carries a lot of importance for college and scholarships. But still, if you can get into the mindset of treating your SAT/ACT studying like a game or hobby, your day-to-day studying may be easier to tackle. In the short term, the SAT/ACT won’t affect your grades, and only you have to know how well you do. So try and treat it like a game you’re trying to be the best at, and don't worry about what anyone else thinks. Depending on your personality, you may be able to try the following tactics: Beat your high score: if you're competitive and/or a perfectionist, treat the SAT/ACT like a game you're trying to master. Take lots of practice tests and push yourself to improve on your latest score until you reach your desired high score. Play with a friend: another great strategy for competitive people is to rope in an opponent. If you have a friend also studying for the SAT/ACT, consider studying together and seeing who can get the highest score on an individual section or an entire practice test. Race against time: especially if you're trying to improve your speed on math or reading sections, time yourself carefully when you practice and see if you can improve your efficiency each day. Five-minute headstart: if you really don't feel like studying, just get yourself to practice for five minutes. Often once you've started, it's easy to keep going for another ten, fifteen, or twenty minutes . Get feedback: focus on parts of studying, like practice sections or sets of problems, that allow you to get instant feedback on your progress. Work to improve your score each day. Focus on the more game like aspects of studying: If you’re facing a real block, plan a "game day." Use flashcards, do multiple-choice practice, or time yourself, rather than trying to teach yourself a math concept or grammar rule. If you can get through a study block today, even if it's just reviewing some flashards, you can cut through the procrastination loop and be more likely to study hard the next day. Reframing your thinking around studying, and making it a game rather than a chore, can definitely help you put the time in, especially on days where you really do not feel like studying. Even though it sounds cheesy, this technique can be surprisingly effective. When I took the ACT last June, I studied a lot with the goal of beating my high school score. (I’m competitive like that, I guess!) It honestly began to feel kind of like a game to me, which made taking practice multiple choice sections fun, because I was always aiming to beat my old â€Å"high score.† Part 3: Make It a Daily Habit If Possible Just like you improve faster if you practice piano every day, making SAT/ACT studying a daily routine can do wonders for your score, and your ability to reduce procrastination. If you can make SAT/ACT studying a daily (or every-other-day) habit for a few weeks, you’ll study more effectively and it will hopefully feel less like a chore. A daily habit will also cut through the procrastination loop and reset the feelings of anxiety and guilt you get from putting off studying. Even if you can just put in 5 or 10 minutes on a day you don't feel like studying, that could be enough to get you in the right mood to study more effectively the next day. Furthermore, remember that a 15-minute daily study session can feel much less intimidating than a 2-hour weekend study session. If you avoid studying for days on end, the â€Å"procrastination doom loop† will kick in and each day you don’t study will make it even harder to study the next time. Especially if you struggle with procrastination, don’t try to force yourself through a gigantic study block once a week. Daily practice will also help make you a more consistent, fast test-taker. It also gives you more opportunities to practice tricky concepts and let new information sink in. So what's the best way to make daily practice a reality? We suggest breaking your weekly study deadline into daily actionables. Check out the example below. Weekly Deadline: Master Plane Geometry on the SAT Monday: Review plane geometry concepts in SAT prep book Tuesday: Continue to review plane geometry Wednesday: Complete plane geometry practice questions in prep book Thursday: Correct and review practice questions, note mistakes Friday: Analyze mistakes in journal Saturday: Study the areas I still don’t get Sunday: Complete entire SAT math practice section This plan works because we start with one specific goal: learning and practicing plane geometry on the SAT. Each day, we take a small step to learn it, planning on no more than 30 minutes of time, except on Sunday when we take a full practice Math section. These daily goals should be easy and manageable to complete, and will build to a larger achievement by the end of the week. Will creating these daily steps in addition to weekly deadlines take work? Yes. But taking the time to make daily goals will make your study plan much more effective and resistant to procrastination. Also, designate a specific time of day for studying, if that’s helpful – like right when you get home from school or after dinner – to make it part of your routine. And finally, to build on the accountability section from before, mention to your family and/or friends that you have a daily study block and ask them to hold you to it. Part 4: Remember Why You're Studying Having a feeling of urgency around SAT/ACT studying, and a strong sense of how important it is, can also push you to study when you really don’t feel like it. If you remember every day why you're studying and why a high score is important to you, you're more likely to stick to your study plan. Why is urgency important? Other aspects of your life that compete for your time in high school have built-in markers of urgency. Homework has immediate deadlines that affect your grades, practicing for a sports team at school affects the game on Saturday, and hanging out with friends maintains your social circle. Since the SAT/ACT only happens on one day, and its importance is a few months (or years) down the line – on your college application – it can be hard to have a sense of urgency about it, even if you know instinctively that it’s important. Especially if you’re taking the SAT/ACT as a high school junior, you won’t be submitting it on applications for another year. Plus you have time to retake it. So it’s easy to let yourself think it’s not that important and focus on more pressing tasks. So to build urgency around studying, gather the evidence as to why your SAT/ACT score is important. Finally, set goals to help you achieve your desired SAT/ACT score. This will give you the motivation you need to get through the procrastination loop and start studying, even if you're stressed or anxious. Building Urgency So how do you gather the evience around why your SAT/ACT score is important? First, figure out the target score (ACT/SAT) you need for your top schools! Keep that number in mind as you study – you can even hang it up in your room to remind yourself daily of your goal. You can also find pennants or print out pictures of your top schools to hang up to connect that number to a more concrete goal! Also take a look at the kinds of scholarships you can get for high SAT/ACT scores – a high enough score could make college free. That’s an excellent motivator. Finally, read in-depth about why your SAT/ACT score is the more effective way to improve your college admissions chances. By keeping all this in mind, you can hopefully make SAT/ACT studying a daily reality. Keep your dream school or scholarship in mind, and use that goal to motivate you to open your prep book, even on days where you would rather be going to the football game or working on AP Calculus homework. Setting Goals Earlier, we talked about setting deadlines. Another key component of creating good deadlines is knowing your starting place so you can decide what to work on each week. So first up: take a full practice exam ASAP (here are free SAT/ACT practice tests) so you know your starting score. It’s much more manageable to be thinking â€Å"I need to go from an ACT 26 to 32† rather than â€Å"I need to be studying for a 32.† With that six-point increase in mind, you can begin creating weekly study deadlines and daily study goals. Next, set smaller midway goals, like being able to get a 28 after your first three weeks of studying. By including smaller check-ins during your study plan, you can reevaluate your study deadlines and change things around if you need to. We also recommend youtake a look at SAT/ACT scoring so you can set concrete raw point goals for each section. For example, approaching SAT Math is easier if you know you’re trying to get 45 raw points rather than a more nebulous 670 composite score. By setting clear goals, like â€Å"this week I want to be able to get 40 out of 60 correct on ACT math,† you can make SAT/ACT studying feel less like a nebulous, scary task. The more concrete your goals, the more manageable studying will be and the less likely you'll be to put it off. PrepScholar Can Help! If you’re feeling a bit overwhelmed by this, or want another layer of accountability, our PrepScholar study program has a bunch of these techniques built right in. We involve your parents, give regular feedback, set goals for you, and analyze your weak points as you study. So rather than worry about implementation, you can focus on the studying itself! Is an online prep course necessary for all students? Nope. Many students can successfully create a study plan and achieve their target score on the SAT/ACT. But if you want extra help or think you would benefit from an additional resource, I encourage you to look into it. Bottom Line Recognizing that procrastination is a result of not just poor time management but a difficult emotional feedback loop can help you fight it. Set deadlines, involve others, make studying a game, make it a daily habit, and remember your long-term goals. Studying for the ACT/SAT is not an easy task. But if you give yourself enough time, bring in family and friend support, and remember your goals, you can cut through the negative emotions that cause procrastination and find the motivation you need to get the score you want. What’s Next? Check out our guide to a perfect SAT score by our top-scorer. This article discusses ways to build motivation and commitment to help you reach your score goal, whether you're aiming for a perfect score or just a personal best (ACT version here). What are good study resources to get started? Get a guide to the best ACT and SAT prep books on the market. Get more in-depth help with our complete guides to ACT ScienceandSAT Reading, and tips from a perfect scorer on ACT Math and SAT Math. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

5 Tips for Writing an Amazing Villanova Essay

5 Tips for Writing an Amazing Villanova Essay SAT / ACT Prep Online Guides and Tips Villanova University is a private, Catholic research university in Pennsylvania. With a 36 percent acceptance rate, it’s considered moderately competitive- but even that level has an average GPA just shy of 4.0. But acceptance to Villanova isn’t just about your test scores and GPA; you’ll also need to nail the Villanova supplement essay, rounding out your application with a strong representation of yourself.In this guide, we’ll cover all of Villanova’s essay prompts and how to best answer them, including potential topics and pitfalls. Find yourself a quiet place and a good study playlist. What Are the Villanova Essay Prompts? Villanova University only accepts the Common Application. In addition to the required Common Application essay question, you’ll be writing one additional supplement specifically for Villanova. Just one supplemental essay is required, but you’ll have three prompts to choose from. Your response should be one page, double-spaced, in length. No prompt is inherently better than the others - pick whichever appeals to you most. Each one is unique to Villanova, and they all have some unique twists on the expected essay format. We believe that all members of our community should be committed to diversity, equity and inclusion. How would you contribute to this at Villanova? At first, this prompt might look like a typical â€Å"diversity essay.† It mentions diversity, equity, and inclusion, and asks how you’ll contribute However, the first part of the question says that â€Å"all members of our community should be committed to†¦.† Instead of asking what you’ll contribute to their diverse community, they’re instead asking what you’ll do to foster diversity. That could mean bringing your unique experiences to campus, but it could also mean looking at how you, personally, will help ensure that everybody feels welcomed and appreciated. How will you contribute to the commitment to diversity? This prompt is fairly unique because it doesn’t just want to know about what separates you from the rest. Villanova also wants to know how you’ll fit in with other students and appreciate their stories and backgrounds. The use of the word ‘community’ tells us that this is a campus that values the relationships students build with one another. Appreciating and celebrating diversity is part of that mission. To answer this question, think about the communities you belong to and the ways that they intersect with one another. You can also consider times when you’ve been immersed in another culture- truly immersed, not just watching or participating briefly- and what that meant to you. Be sure that you’re always answering the question of how you’ll commit to diversity at Villanova, not just what you’ve done in the past. A past experience, such as attending a traditional Indian wedding, might have led you to appreciate how different another culture’s celebrations can be, but Villanova wants to know what you’ll do next. Will you make a point to attend or organize different celebrations on campus? What does your experience with diversity, whether your own or someone else’s, inspire you to do to foster a welcoming community? On an individual basis, how will you commit to ensuring that the community is full of diversity, equity, and inclusion? When answering this question, avoid coming off as patronizing or condescending. Though a trip to build wells for impoverished communities may have had good intentions, these trips can sometimes do more harm than good. Likewise, volunteering at a soup kitchen isn’t all the impressive if the message you come away with is that you’re glad you’re not homeless. Instead of focusing on yourself and your feelings, take the experience and turn it into actionable ideas. â€Å"Because I saw firsthand how people all around me are suffering, I devoted every Saturday to fundraising for the homeless, a routine I plan to continue at Villanova,† is a lot stronger than, â€Å"Because I saw firsthand how people all around me are suffering, I decided I would spend time every day writing down something I’m grateful for.† Saint Augustine believed in the essential connection between the mind and the heart. Tell us about a time that your mind and heart were in conflict and how that was resolved. College applications will often ask for an event where your views were challenged and you learned from it. This question is a little different- instead of being an outside challenge, it’s an internal one. Still, Villanova wants to know about how you respond to challenges and how you learn from them. Consider times where you’ve been in conflict with yourself and how you ultimately came to a conclusion. What strategies did you use? Were you ultimately happy with your choice? For example, maybe you struggled with a choice to attend an expensive summer camp that specialized in the field you want to study or to spend your summer working. Both options would be beneficial, but you wanted the summer camp more- only you weren’t sure how you were going to pay for it. Whatever option you chose, there’s an essay to be found there; maybe you spent the summer working to save up to attend next year, or maybe you sold a video game console you hadn’t played in a while to make sure you could attend this year. The key is that your heart wants one thing (a great summer spent at camp) while your mind wants another (the money to attend that camp) and you found a way to solve the problem. Remember that the prompt states Saint Augustine’s belief in a connection between the mind and heart. How did your ultimate resolution lead to a greater understanding of what both your heart and mind wanted? Were you able to bridge the gap? For this question, avoid topics that are too shallow or that aren’t really conflicts. Don’t write about trying to choose which friend you wanted to spend the weekend with unless it was a really deep decision, and stay away from spending too much time on choices with answers that seem obvious, like whether you should study or play video games. Dig deep on this question and pick something with a clear narrative. Your essay should showcase something about you, whether it’s your work ethic, your passion, or your caring for others. "Each of us strengthens all of us" is a concept that resonates deeply in the Villanova community. While this phrase may mean many different things, one aspect is that Villanovans rely on each other. Share a situation when you have needed help and what you have taken away from this experience. Colleges, especially research universities like Villanova, are all about community and collaboration. You might have a particularly brilliant mind, but that’s not all it takes to succeed- the ability to work with others is also key, and Villanova wants to hear about how you recognize those who have helped you get to where you are. This is a good opportunity to be humble and acknowledge the support you’ve had along the way. Think about self-reflection, including why you needed help in a particular situation and how the support you received changed your thinking or improved you in some way. This prompt invites you to share your understanding of the importance of collaboration bydiscussing an experience in which others helped you achieve something. Don’t spend too much time worrying about choosing an experience or situation that’s particularly impressive- instead, focus on something that really demonstrates how important a good team can be. The biggest thing to avoid in answering this question is prioritizing your achievement over the assistance you received. That doesn’t mean you shouldn’t write about a great achievement- if you won an impressive award or invented something new, definitely share that!- but rather that you should focus on showcasing the support that got you there, such as your mother spending time teaching you how to connect circuits or your teacher spending time after school to coach you through curating a perfect photography portfolio. Show Villanova you understand how important it is to work as a team to achieve great things, and you'll be set to impress! Believe it or not, relaxation is an important part of writing your college essays. Key Tips for Writing the Villanova Essay Though Villanova’s essay prompts are targeted specifically for their school, there are quite a few guidelines you can follow to make your essay strong regardless of what school you’re applying for. Brainstorm Brainstorming doesn’t have to be an intensive process. Beginning a project is often the hardest part; taking a minute or five to get a bunch of ideas down on paper, regardless of their quality, lets you get to work without pressure. Take a deep breath, set a timer, and start jotting down as many ideas as you can think of. Once you’re done, pick the ones that sound most appealing and move on to the next step. Outline Now that you have some ideas, you can start spinning them into outlines. Take a few of the ideas that are most appealing to you and start answering the supplemental questions that should come up in your essay. For example, if you’re answering the first prompt, you should not only be thinking about your personal experiences with diversity, but also how you hope to support equity at Villanova. Sketch out a brief plan for each topic. If you find you don’t have enough points to make, it’s probably not the right idea. Repeat until you have a few outlines to choose from, and then choose the one that you feel strongest about. Write Now that you already have an outline, it’s far easier to actually write your essay. On your first draft, don’t worry too much about staying within the page limit. Don’t even worry about word choice or having something you’re ready to show somebody else. Just focus on getting all of your ideas down on the page so that you have something to do for the next stage. Edit Now comes the point where you start taking what you’ve done and turning it into gold. Editing isn’t just about fine-tuning your grammar and spelling; read your draft aloud to find places where your sentences run on too long, or places where you’ve used the wrong word. Cut extra words and take out sections that aren’t serving your thesis. Be brutal; you can always add things back in if you find you miss them! Get Feedback Once you’ve done a few editing passes on your essay, it’s time for the scariest part: showing it to others. Ask a few people who are invested in your success but who aren’t likely to be too harsh or overly kind in their suggestions- teachers, coaches, and other authority figures are generally good choices- to take a look at your essay and let you know what they think. Let them mark up your draft with any mistakes that they find, and set all that feedback aside for a bit. It’s a good time to take a break from your essay so that you can come back to it with fresh eyes. Revise Now that you’ve had some time away from your essay, it’s time to revise. Take all that feedback you received and consider it. You don’t have to fix anything that doesn’t feel right to you, but do consider why your reviewers may have made that suggestion. Does your essay lack clarity? Could you have chosen a better word? Why are they confused? Always be sure that your essay sounds like you wrote it, though. Remember: your essay is meant to showcase the things that make you unique. If it reads like every other students’ application, it’s not working right! If one of your readers has made big suggestions that don’t sound like something you’d say, rephrase them until they do, or just don’t use them. It’s more important that your essay represents you. What’s Next? A great essay is just one part of a successful Villanova application. Find out what ACT scores and GPA the admissions office is looking for with this handy guide! If you're seeking financial aid from Villanova, this guide to their tuition and financial aid will help you figure out how much you need and how much you can expect to get. Though Villanova has some unique considerations for their essays, there are some common tricks and strategies you can use to write your college essay. This guide covers some of the best ways to ensure your application essay is a success! Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

Copyright law and Internet downloading, social boundaries and the Essay

Copyright law and Internet downloading, social boundaries and the Internet - Essay Example Downloading information from the Internet and using them in research papers would be simple and easy. It makes a researcher’s work lighter. It even makes research job funnier and interesting. However, there are ethical boundaries in the process of reusing the information. Developing a paper requires proper recognition of sources and not merely copying the statements it contains and merge it with the new document. There are legal implications, as far as copyright laws are concerned, as to how much from the original work one can use and when you can use them freely without the consent of the authors. Review of Literature Copyright Laws Printed materials whether work of art, literatures, or results of research and other scientific activities are products of intellectual endeavors. Their impact in the society cannot be felt unless they are published and shared. The expression of original ideas is considered intellectual property, and is protected by copyright laws once they are translated into some forms in some way. There are motivations in sharing in fact copyright protection was â€Å"viewed as offering an incentive for the production of artistic, scientific, and other creative content, while permitting the public to access, use and innovate with such creative works.† The World Intellectual Property Organization pioneered the protection mechanisms currently in place. WIPO was first to recognize the importance of protecting intellectual properties by organizing the Paris Convention for the Protection of Industrial Property in 1883 and the Convention for the Protection of Literary and Artistic Works in 1886.

Cellular Enviroment Assignment Example | Topics and Well Written Essays - 500 words

Cellular Enviroment - Assignment Example 16-17). According to McCance & Huether (2010), cellular swelling is the initial sign of cell injury; triggered by direct damage to the cell membrane, hypoxia, or damage to the electrolyte-pumping enzymes. The most common cause of cellular injury is hypoxia, which disrupts the cell’s capability of maintaining fluid homeostasis due to deficiency in oxygen. The main cellular mechanisms of cell injury include loss of calcium homeostasis, ATP depletion, oxidative stress, damage to mitochondria, and increases permeability of membranes. These adaptive mechanisms thus fail to maintain normal homeostasis, leading to a fall in oxidative phosphorylation. This triggers the depletion of cellular ATP and the swelling of mitochondria. What follows next is the failure of membrane calcium pumps, protein synthesis, NaK ATPase pump, and generation of reactive oxygen metabolites. This leads to an influx of Na+ and water, efflux of K+, entry of free calcium into the cytoplasm, and a drop in intracellular pH. This results to accumulation of water into the cell triggered by failure of membrane NaK ATPase pump, and cellular swelling due to swelling of endoplasmic reticulum (p. 54-92). Cellular swelling during the early stages is a reversible lesion, which is non-lethal; however, it becomes reversible if hypoxia persists for some time depending on the oxygen demands of the cell. An irreversible injury leads to cell death, mainly via apoptosis or necrosis. Aging is a gradual deterioration of a mature organism leading to irreversible structural changes as time passes by. According to Brashers (2006), cellular changes facets of aging include hypertrophy, and the weakened capability to undergo mitosis. Cellular function is impaired by the deposition of lipids (lipid peroxidation products), programmed changes in gene expression, damage from free radicals and advanced glycation end products. These