Phenomenology and Hermeneutics Research Methodologies

Thesis Statement Phenomenology and Hermeneutics are concepts that are as ancient and central to Islamic perception of interpretation as they are handy in their explanation of what constitutes understanding of interpretation.Advertising We will write a custom essay sample on Phenomenology and Hermeneutics Research Methodologies specifically for you for only $16.05 $11/page Learn More In delineating their central meanings therefore it is imperative to have methodologies that are extensive in their content acquisition and thorough in their clarity since phenomenology and hermeneutics are theories that are deeply seated in the concept of understanding and interpretation; concepts that are central to the previous and current philosophical perception of understanding. These are the discussions that inform the contents of this paper as the two theories are delved into, their explanation through the eyes of different authorities discussed and differences between them analyzed as well as discussing different hermeneutics methods used in Islam. Research Methodologies Academic work often requires the undertaking of research either scientific research or Historical research depending on the nature of research under consideration. The scientific research depends on experimentation to determine the answers to questions being researched. On the other hand the historical research depends on the past documented results in the quest to answer the research questions. The historical research may involve discussing originators of your ideas, the time frames, location and context of the idea and the new evidence you have gathered in a view to answer the research questions (Kà ¶chler 1997). According to Laverty (2003) many fields of academic research have used empirical or quantitative methods which heavily rely on accessible observable aspects. However the limitation of logical-empirical based research methods has contributed to the growth of qualitati ve research methodologies (Laverty 2003). The emphasis on empirical based research was on ‘discovery, description and meaning’ (Stanford University 2003). This was sharply contrasting to the emerging research needs such as ‘prediction, control and measurement’ (Laverty 2003). It is this context that has seen use of several methodologies such as phenomenology and hermeneutic phenomenology among others.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In addition to this, research methodologies for papers that are involved with collection of data from which conclusions are drawn usually divides them into primary data and secondary data. Each research objective therefore utilizes varying proportions of each form of data (Mantzavinos 2001). Kà ¶chler (1997) states that a descriptive survey approach is used to study, describe, explore and analyze relationships among geographicall y gathered subjects. Thus a survey was the most appropriate method to capture and compare the characteristics of small businesses in Dubai. In the selfsame way, a research paper may adopt a quantitative approach, as economic parameters can be assessed using empirical data (Kà ¶chler 1997). Therefore a quantitative approach is best suited to meeting the research objectives, as it aims at gathering, analyzing and measuring data from a large sample to test the relation between different variables. Stratified and simple random sampling procedures can be used in selecting the study sample. Stratified random sampling also ensures subgroups in the population were proportionally represented while simple random sampling was used to select respondents within the subgroups entirely on the basis of chance. Primary and secondary data are usually also collected and primary data can be collected by questionnaires, which may include structured and unstructured questions, and interviews, which are used to collect data immediately. Secondary data can be collected through a review of published and unpublished materials, such as articles, seminar papers, government policy papers, conference proceedings, business journals, textbooks, statistical abstracts, newspapers and periodicals. Secondary sources are useful as the suggestions of different authors on the research topic could be adopted and/or modified to recommend the way forward for the topic of interest. Upon completion of collection of data using the above methodologies, the main data obtained is coded into some analyzing software such as SPSS statistical software which is used for analyzing the data so as to present it more clearly and make conclusions and inferences (Mantzavinos 2001).Advertising We will write a custom essay sample on Phenomenology and Hermeneutics Research Methodologies specifically for you for only $16.05 $11/page Learn More Phenomenology and Hermeneutics Hermeneutics can also be defined simply as the theory of understanding or interpretation. As will be indicated later on in the paper, according to Stanford University (2003) phenomenology has been defined as the study of structure of conscious experiences from a subjective first person perspective within relevant enabling conditions. There were several factors that contributed to the general understanding of the theories some which are captured below: Identification of tradition – it was the Aristotelian rhetorical tradition that set the foundation of the understanding of these theories and in modern times, Clavis Scripturae Sacrae of Flacius Matthias’ (1657) has been credited with laying the foundational understanding of the concept of interpretation. In his book, Matthias argued for instance that when the understanding of scripture was hard, teaching was the approach that was taken to resolve the standoff and not merely ecclesial pronouncement (Mantzavinos 2001). Classical Philology – renaissance was a concept that drew a lot of attention to discovery of classical texts. With these discoveries, it was imperative to read whatever fragments that had been obtained and try to make meaning of them which heavily depended on proper understanding of the tenets of interpretation (Mantzavinos 2001). Jurisprudence – this was mostly overt during the 533 BC attempt to harmonize judicial systems of the early world mainly the Roman’s Code of Justinian. This attempt let to the need of there being proper understanding of what interpretation really constituted (Mantzavinos 2001). Philosophy – the concept of hermeneutics specifically was greatly introduced into human philosophical understanding and argument when philosophy had a glimpse into human experience. It was created at a time when there was a bloom in the search of knowledge and understanding and many scholars derived and invented theories to explain different human phenomena.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More This spree to understanding brought a lot of jostling and argument which then necessitated the need to have a generalized way of interpretation of the many theories and philosophies that were being surmised (Mantzavinos 2001). According to Stanford University (2003) phenomenology has been defined as the study of structure of conscious experiences from a subjective first person perspective within relevant enabling conditions. A conscious experience is thought to be two pronged consisting of an object and a subject (Mantzavinos 2001). The object acts on a subject. It emphasizes on the appearance of things in our conscious or experiences. Conscious experiences are determined by the ability to be aware of the experiences. They can either be passive experiences or active experiences. Critical to these subjective experiences is the aspect of intentionality of the experiences in their direction towards an object (Stanford University 2003). The key elements of phenomenology include the subj ective first-person perspective of the experiences, the consciousness of those experiences and the intentionality of the experiences (Stanford 2003). Franz Brentano one of the most prominent phenomenologist conceptualized phenomenology in distinguishing mental awareness from non-mental awareness. In this context intentionality of the conscious experiences is the hallmark of mental awareness. The intentionality of the conscious experiences contextualized in reflective analysis may involve temporal awareness, spatial awareness, self-awareness, awareness of self in different roles among other reflective analysis awareness (Stanford University, 2003). There are conditions that nurture the intentionality of the conscious experiences such as social cultural background, language, among others (Stanford University 2003). In the context of human sciences research phenomenology distinguishes appearances from essence (Phenomenology online 2010). It attaches importance to the nature and meaning of something thus deviating from empirical observations (Phenomenology online 2010). It replaces the theoretical empirical observations with the conscious experiences from the subjective first person perspective. Hermeneutics can be defined as the theory, art and practice of interpretation of texts with a view of understanding them (Phenomenology online 2010). Hermeneutics is widely used in the study of religious and classical texts where there maybe misunderstanding. The interpretation of text was considered in three ways. â€Å"The hermeneutic of the letter involved the grammatical interpretation of the text while the interpretation of the subject matter of the text is referred to as the hermeneutic of the sense† (Phenomenology online 2010, p.1). The hermeneutic of the spirit considers the context in which the author wrote the text. On the other hand Hermeneutic phenomenology encompasses both the hermeneutic methodology and the phenomenology methodology. This methodology i nterprets the experiences. Examination prominent phenomenology viewpoints Wilhelm Dilthey Wilhelm Dilthey considered the understanding of a text as an understanding of the expression of lived experience (Phenomenology online 2010). He reject the linguisticality hypothesis that separated the linguistic aspects of humanity from its understanding and interpretation. He held the notions that the expression of linguistic aspects of humanity that is speaking and hearing or writing and reading is a continuous process with the understanding and interpretation of the subject of the linguistic expressions. The expression and the understanding takes place simultaneously. Hans-Georg Gadamer Hans-Georg Gadamer views the interpretation and the meaning of a text as inseparable. He further argues that understanding of a text is achieved from a specific interpretation of a text. The language is considered as a medium in which understanding occurs and as such they are intertwined. Gadamer attached gr eat importance to the conditions that may affect the interpretation of a given text such as social cultural background (Laverty 2003). Interpretation is seen as bridging the gap between the meaning of the text and the expectation of the interpreter in relation to the text. He advocates for the questioning of the meaning of the text in coming with different interpretation in a process that one may be detached from the author’s intended message. He views understanding a text to be more than reconstructing the author’s thoughts but a process that one must relate with his own experiences (Laverty 2003). The interpretation of the text is done from three dimensions; historical, philological –literary and dogmatic dimensions. The philological dimension may involve the provisions of language structure while the dogmatic dimensions may involve coming up with a new interpretation of the text. Paul Ricoeur Paul Ricoeur is widely credited with linking of the Hermeneutics an d phenomenology methodologies. Paul Ricoeur’s thoughts are captured in some of his works such as ‘The conflicts of interpretation’, ‘Interpretation theory’ and ‘Interpretation and ideologies’. The similarities and differences between Hermeneutics and Phenomenology Both the phenomenology and hermeneutic phenomenology are derivatives of Germany philosophy intended to overcome the limitations of empirical scientific research (Laverty 2003). The two methodologies question the scientific view of the world from a Cartesian dualism perspective which split the body from the mind. Both view the body and mind as one whole. Differences between the phenomenology and hermeneutics occur in epistemological, methodological and ontological perspectives. Phenomenology examines the correlation of the knower and study object (Masson 2008). The hermeneutics on the other hand focuses on the nature of reality of the subject matter. While the phenomenology prov ides for bracketing that is the separation of an individual from the experiences he undergoes hermeneutics doesn’t make this distinction (Peirce 1958). The differences in the phenomenological and hermeneutics as research methodologies are several. Phenomenological research describes the meaning of the experiences while hermeneutics traces the development of the effects of the experiences on human from a historical perspective (Laverty 2003).It interprets the historical meaning of the experiences while the phenomenological research describes it. The phenomenology research is foundationalist in nature as it seeks interpretation of text independent of the interpreter’s social cultural position while the hermeneutic research takes this position into play (Laverty 2003). Hermeneutics methods in Islamic studies Al-Ghazali developed rules of reading the Quran that would enhance the interpretation of text and hence its understanding (Kamal 2004). The study of Islamic hermeneut ics is contextualized in two forms. The first school of thought holds that Quran can be independently read without the aid of previous interpretations by different scholars while the second school of though holds the contra (Kamal 2004). The author of a revealed sacred book such as Quran is devoid of historical, space and time conditions which contrast’s to the reader who is bound by these conditions (Kamal 2004). The holy Quran gives conditions of which it must read by specifying that the believer must be clean. In warning against contravention of this rule it may induce fear (Kamal 2004). Other conditions imposed in the reading of the Quran is the Prophet Muhammad’s traditions, conditions in the Quran itself and the opinions of the early generations of Muslims (Kamal 2004). Kamal (2004) examines on whether these conditions do affect the hermeneutics of which the Quran is considered as opposed to any other ordinary text. Several factors influenced Al-Ghazali in his de velopment of the standard rules of reading Quran including the scholar’s of his time, Islam dogmatic doctrines and rational (Masson 2008). He examined every doctrine available rejecting those he found inadequate forming a ground new ways of treating the subject matter. He faced epistemological challenges in his treatment of empirical aspects of his work. He rejected rationalism and considered reason insufficient in the understanding of the meaning of Quran (Kamal 2004). It is in this context that he considered God as ‘primarily will rather than logos (Knowledge)’ (Kamal 2004). According to Kamal (2004) Al-Ghazali’s hermeneutic position can be perceived in the following ways. In the understanding of the Quran the hermeneutic is devoid of any preconceptions and rules and gives provision for both explicit and implicit meaning of the text. â€Å"It also allows for emotional adjustments to the reading of the Quran as well as mystical aspect in the interpretati on of the Quran† (Kamal 2004, p. 41). Al-Ghazali set several conditions for the proper understanding of the Quran. He advocates the reading of the Quran free from the external influences such as religious commentaries, and religious school’s dogmas and commonly held interpretation of the verses. He also advocates the freeing of the mind and body from sin and worldly possession desires (Kamal 2004). According to Kamal (2004) the interpretation of the Quran is tied to five different levels of awareness or existence. These include sensory, analogical, essential, mental and imaginative. These five dimensions are critical in the textual interpretation and consequently understanding of the Quran according to Al-Ghazali (Kamal 2004). The essential existence refers to the existence that is beyond humanly understanding of which he can only relate to in form of images. These may include concepts that may not be understood or reasoned out but must be accepted as they are presented in the Quran (Kamal 2004). The sensory existence on the other hand is the existence in the dreamland. According to Kamal (2004) the imaginative existence involves the mental imagery of an object which is not in the vicinity of the sensory jurisdiction. The mental existence functionalizes the object (Mantzavinos 2001). Relationship between humanities and sciences The philosophy discipline is one of the humanities that try to bridge the gap between humanities and sciences (Priel 2010). Philosophers has used scientific methods in the arguments. In the context of the relationships between the humanities and sciences there have been two commonly held perceptions. There is the Naturalism viewpoint which holds that both the natural sciences and social sciences are similar in their methodological use. On the other hand the Anti Naturalism holds the view that the social sciences have distinguishing properties from the natural sciences. There have been several debates on whether the scientif ic methods in natural sciences may be used in social sciences. While some scholars argue that scientific methods can be used in social sciences other argue that it is necessary to use the scientific methods for social sciences (Priel 2010). The challenges of using scientific methods for social sciences are many. It has been observed that various natural sciences employ different methodologies for the treatment of empirical observations. It therefore follows that for the use of scientific methodologies for social sciences there must be some level of generality in the methods free from the specifics of individual natural sciences disciplines (Priel 2010). The minimum but not sufficient conditions of a scientific inquiry include a criterion for empirical testing, the logical steps for the empirical testing and the open door policy to criticism and evaluation. However there are other aspects of scientific studies that vary between disciplines. This may include explanations of observed e mpirical results, the qualitative methods, the use of predictions and the logical reasoning in arriving at a decision. These kinds of differences in natural sciences methodologies have given rise to two school of thoughts; positivists and antipositivist philosophers. Positivists hold the view that the scientific method that is the various techniques of observing phenomena with a view of obtaining knowledge is the best way of obtaining knowledge in both social and natural sciences. In this context the scientific method is seen to replace the metaphysical way of obtaining knowledge. According to Priel (2010) there are four critical elements in the conceptualization of positivists view. These include Anti-historicism, scientism, materialism, and a minimal language analysis in the understanding of text. Scientism occupies itself with the observance of scientific methods in the attainment of knowledge. While the scientific methods may vary from one scientific disciplines the common denom inator is the detachment of the researcher from the phenomenon under consideration. On the other hand materialism holds the belief the world is composed of physical elements. The positivists reject the notion of understanding of things from a historical perspective. They also downplay the role of language analysis in the understanding of things. Positivist always advocate for the breaking of the phenomena into different components in order to enhance their understanding (Jones 2000). In summary on the other hand, the antipositivists are seen to reject at least one of the following four notions (Priel 2010). Holism; this view holds that the human actions are understood from cultural context. Internal understanding; this understanding is not dependent of the external observations of an objects but it depends on the meaning attached to it. Historicism; this attempt to understand phenomena from its historical development. The role of language analysis in the understanding of the phenom ena is seen to be very critical (Jones 2000). References Jones, L., 2000. Hermeneutical Calisthenics: A Morphology of Ritual-Architectural Priorities. Cambridge Mass: Harvard University Press. Kamal, M., 2004. Al-Ghazali’s Hermeneutics and Phenomenology. Web. Kà ¶chler, H., 1997. Philosophical Foundations of Civilizational Dialogue: The Hermeneutics of Cultural Self-comprehension versus the Paradigm of Civilizational Conflict. International Seminar on Civilizational Dialogue, 2(1), pp.12-33. Laverty, S., 2003. Hermeneutic Phenomenology and Phenomenology: A comparison of historical and methodological considerations. International Journal of Qualitative Methods, 2(3), pp.12-34. Mantzavinos, C., 2001. Naturalistic Hermeneutics. Cambridge: University Press. Masson, S., 2008. The Hermeneutic Circle. Cambridge, MA: Harvard University Press. Peirce, C., 1958. Collected Papers of Charles Sanders Peirce, vols. 1–6: Charles Hartshorne and Paul Weiss (eds.). Cambridge, MA: Harv ard University Press. Phenomenology Online, 2010. Web. Priel, D., 2010. Jurisprudence between science and the humanities. Web. Stanford University, 2003, Phenomenology. Web. 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A Universal History essays

A Universal History essays There were many philosophers throughout time who sought constantly to identify a Universal History. These philosophers believed in continuity. History to them was a progressive revelation of the way the universe was structured and through this belief, they felt better able to explain mans origin and purpose in life as a whole. Not all philosophers followed or studied Universal Histories as can be seen in the times of Greek antiquity. The philosophers and writers of antiquity never ventured in the writings of Universal Histories, even though the philosophical and historical traditions of the Western world began in Greece. They only acknowledged a cyclical view of History, not one of continuity. Through the politics of the well known philosopher Aristotle, we see that he firmly believed that no regime could ever satisfy man completely, but that man, through being dissatisfied would constantly replace one regime with another, hence his belief that history was a never ending cycle. Plato also spoke in the Republic of regimes having certain natural cycles. The Greek view of that time therefore showed history was not secular but cyclical (Fukuyama 1992, p55 thought. The first Universal Histories we see came from Christianity in the Middle Ages. Christians were the first in presenting the idea that through the eyes of God, man was equal to one another and that people all over the world shared in the same destiny. Christianity introduced the concept of a history that was finite in time, beginning with Gods creation of man and ending with his final salvation (Fukuyama 1992, p56). For Christians there was a definite belief of there being a day of judgement sometime in the future, where all earthly history would cease to exist and the universe would be no more. These beliefs describe a ...

All Politics is Local Essay Example | Topics and Well Written Essays - 1750 words

All Politics is Local - Essay Example Moreover, games both online and offline and smart phones are getting attention of learners. (Wagner et al.3) Laptops, videotapes, flash drives, cell phones, cell phones, networks, printers, tablets, computers, scanners, class management software programs, interactive whiteboards, internet technology and gaming consoles have one way or the other affected today’s schools. They have created a division in education system globally. In some way, technology use has serve schools well; modern technology has equalized educational opportunities and is playing an important role in all stakeholders who include parents, students, administrators, teachers, and school communities. For instance, Modern technology has removed geographical and generational barriers from learners; it has also lowered the cost of operational and instructional delivery of modes. This has also facilitated student-center education by allowing student to be more actively involved in technology-driven studying proces s and improve the quality of education aiming at individuals and it has made easier for remedial classes among individual students. Technology has been revolving in order to make studying process more efficient at a manageable cost. This has made legislators, policymakers, governors to have a tough time each year while trying to make attractive choices when it comes to educational improvement options. They have to know whether to use technology to invest in teacher training, class size reduction, or textbooks and tests. First, let us focus how technology has eliminated geographical and other barriers; internet connection has enabled everyone to get any online programs from any place in the globe it has brought impact in educational system. Any location someone is even it is overseas, one can access online program easily. Actually, the isolation or the geographical distance does not matter as it once did. The unseen web has, made a sense of togetherness possible to the whole world, b ecause the virtual classrooms have taken away geographical and time separation across the world. The classes are now archive, whereby someone can hold more jobs a day and later view or listen to class work later. In addition, modern institutions offer massive open online courses for free in order to reach on students from anywhere free so that they can cut the cost o education. Secondly, modern technology has reduced the cost of instructional operation; the overall operational cost of running a school has reduced by far with the use of modern technology. We know that running a brick and mortar school is costly than running an online school. No money I needed to invest in building infrastructure such as dormitories, library, classrooms, and other needed facilities such as parking lots. We do not need all this facilities in online programs, for instances, we can have ebray or cbrary created from consortium of schools from online school. Cybrary will make students who are registered to get resources of this consolidated library. Modern technology enables students and schools to leave behind a very small copy of carbon footprints as stunts do not go anywhere thus saving gas and making their cars to last because there is no wear and tear. The money saved from gas, for instances, can be used to upgrade the laptops o purchasing a quicker internet service provider. The initial cost of putting an online I very cheap compared to starting a traditional school. There is no need of many material things in starting

Fashion Design Research Paper Example | Topics and Well Written Essays - 1500 words

Fashion Design - Research Paper Example The paper "Fashion Design" analyzes the Role of Fashion Designers. Fashion design is the field of art that deals with application of aesthetics, design or natural beauty on clothing and accessories. The creation of clothes, and other lifestyle accessories, is the principal activities involved. It is mainly influenced by culture and social relationship and circles hence its variation over time and place. All the different kinds of people and personality are served by varied elements of fashion design. This is in terms of the detail, techniques and finish to be applied. Carr and Pomeroy provide the steps involved in garment production. They begin by stating that fashion designers are the professionals who are involved with the every detail of the process that introduces a new fashion into the public domain. However, the first process begins with creating a basic design. This step is followed by the creation of a card design to establish that all pieces of the fabric fit well together. The final garment can then be created in accordance with the card pattern after all pieces are properly assembled. It involves the selection of appropriate materials that include buttons, zippers, as well as the selection of the suitable colors. At this point, the designer decides whether to show the clothing in a collection, modify or reject it (1992). Additionally, the fashion designer is involved in a fashion show, which is executed by selecting models, arrangement of garments in the collection.

Esterification of 4-methyl-2-pentanol and Acetic Acid

Esterification of 4-methyl-2-pentanol and Acetic Acid Joseph Nuernberg Esterification of 4-methyl-2-pentanol and Acetic Acid by Reflux and Distillation and Characterized by Infrared Spectroscopy Abstract: The objective of this lab was to successfully synthesize an ester from an alcohol and acetic acid. This experiment used 4-methyl-2-pentanol with excess acetic acid to produce (1,3-dimethylbutyl) acetate as seen in Figure 1. The mixture of acetic acid with 4-methyl-2-pentanol and sulfuric acid was refluxed, extracted, distilled and identified using IR spectroscopy. The ester had a fruity smell when obtained. The mass of the final product was 0.582g which gave a 34.6% yield. The results obtained indicated that the final product attained was the ester (1,3-dimethylbutyl) acetate due to the similar bond groups of C=O and sp3 C-H. The reason why the percent yield was low was because the nature of the reaction itself formed ether and ester and some product was lost through extraction. For future experiments, the process must be done a lot quicker in order to ensure the least amount of product evaporates. Introduction: Often in chemical labs, esters are artificially synthesized in order to produce an imitation of a flavor. An ester can be synthesized by the reaction of an alcohol with a carboxylic acid. In this experiment, (1, 3,-dimethylbutyl) acetate was formed through excess acetic acid and 4-methyl-2-pentanol as seen in Figure 1. The limiting reagent in this reaction is 4-methyl-2-pentanol so the theoretical yield of the ester product is dependent on 4-methyl-2-pentanol. Figure 1: Reaction of 4-methyl-2-pentanol with excess acetic acid For this reaction, the reflux will be utilized. Heat is applied with a boiling chip, to allow the reaction to occur. The vapor rises and escapes from the round bottom flask and is then cooled by the water condenser. The vapor turns back into a liquid and drips back into the bottom flask. In order to remove certain compounds, the synthesis involved extraction to isolate compounds. The denser layer or the aqueous layer will be at the bottom and can be removed with a pipette. The product of ether and ester was distilled to isolate the ester because esters have lower boiling points than the ether. In distillation, the substance with the lower boiling point evaporates and reaches the water condenser. The cool temperature allows the vapor to change states from gas to liquid which forces the liquid to drip back down the into the Hickman head due to gravity. In this reaction, the (1, 3,-dimethylbutyl) acetate was isolated from an unknown ether by distilling into the Hickman head. An IR spect rum of the final product is conducted to determine the desired product by comparing the bond groups of the given values. If the IR peaks and bonds are the same as the given, then the purified product would be the ester. A percent yield will be calculated to assess the amount of ester produced. Procedure: First, obtain an empty round bottom flask and find the mass. Add about 1.5mL of 4-methyl-2-pentanol in the flask and reweigh. With the 3mL of glacial acetic acid added, add sulfuric acid with a boiling chip. Conduct reflux with the apparatus conducted in previous labs with a water condenser attached to cool the reaction. Heat the apparatus for 60 to 70 minutes. Cool the reaction mixture and while stirring, add 2-3 mL of 5% aqueous sodium bicarbonate until carbon dioxide formation ceases. Transfer mixture and shake hard. Remove the aqueous layer and repeat the separation technique two more times. Remove as much water from the organic layer by adding small amounts of sodium sulfate and let the reaction stand for 10-15 minutes. After a week, transfer the reaction with the ether and ester into a vial and conduct distillation. Conduct distillation for 15 minutes at around 180 to 200 oC. Obtain and mass the final product. Conduct IR of starting reactants and products. Clean up stations and calculate the percent yield. Results and calculations: Table 1: Table of masses during experiment Theoretical yield for (1,3-dimethylbutyl) acetate = 1.68g of Percent yield: x 100% x 100%= 34.6% IR: Figure 2: IR before distillation Figure 3: IR after distillation Table 2: Values of IR for ester (1,3-dimethylbutly) acetate after distillation Discussion and Conclusion: For this experiment, the ester (1, 3-dimethylbutyl) acetate was synthesized from acetic acid and 4-methyl-2-pentanol. However, this is not a one reaction pathway because of the tetrahedral intermediate prevalent in esterification. The addition of the acetic acid leads to a more reactive electrophile. This causes a tetrahedral intermediate in which there are two equivalent hydroxyl groups. Then one of the hydroxyl groups is eliminated, a process known as tautomerism. This then gives water and ester as the final products. The reaction was successful produced from reflux but problems arose during the second component of this experiment, distillation. The ester also had a very distinct fruity smell. This reaction is refluxed because heat acts as a catalyst for the reaction. In the reaction pathway, the temperature is increased, allowing more geometrical collisions with the products and requires lower activation energy. This can be seen as an example of the Maxwell-Boltzmann curve. This was done uniformly by using the aluminum block at around 110 oC. After reflux occurred, a distillation apparatus was used in order to purify the ester from the ether. The boiling chip was added in reflux and distillation in order to ensure that the reaction did not overheat and burn the reaction. Boiling chips are often made from carborundum (carbon and silicon) which are chemically inert and allows sharp edges for bubbles to form which will not overheat the system. The substances in the reaction are allowed to boil more calmly rather than rapid boiling causing splatter and ruining the experiment. The water condenser was used for both in order to cool down the reaction in order to prevent burning of the reaction and ensuring that the product in the vapor state turned back into liquid state. The reason why anhydrous sodium bicarbonate was added was to ensure that any leftover water was absorbed and the remaining layer contained only the organic compounds. This was done a total of three times to ensure that minimal water was left, but some of the product leaked when shaken. The purpose of distillation is to separate compounds based on their boiling points. The reaction mixture that contained ester and ether was to be distilled in order to obtain the ester in the Hickman head. However, after letting the reaction stand for a week, most of the ether evaporated and the mixture was mostly ester. This explains why during distillation, the mixture in the conical vial disappeared as most or all went into the Hickman head. This can be seen in Figures 2 and 3. The IR of before and after distillation have similar values, peaks, and the exact functional groups which indicates that the mixture contained only the ester. The IR spectroscopy of after distillation shows that there is a C=O bond around 1735.27 cm-1, and a sp3 C-H bond around 2959.19 cm-1 which indicates that the compound shown is indeed an ester and that the objective was met since ester do have C=O bonds around 1750 cm-1 and sp3 C-H bonds around 2900 cm-1 . Ideally, the distillation process should be us eful in isolating the pure product, by allowing the ester molecules to be in a gaseous phase. Equilibrium will be established and allows the molecules to form back into a liquid phase in the Hickman head, but in this experiment distillation was not necessary. This just caused more chances of losing the ester by not fully attaining all the liquid from the Hickman head or by evaporating. The results yielded a 34.6% yield which suggested that there were errors within the reaction. One major reason as to why the yield was low was because of the nature of the reaction itself. The ether and ester in the conical vial was left to stand for a week. Because the ether had a lower boiling point than ester, most or all of the ether evaporated due to high volatility at room temperature. In addition, the ester also has a high volatility but lower than the ether because of the structure and the strength of the intermolecular forces. The ester has two oxygen atoms whereas the ether has one oxygen resulting in lower van der Waal forces. The ether was created as a byproduct which affected the maximum amount of yield of ester produced. Therefore, not all the reaction occurred to form an ester because during that time there were compounds that hindered the maximum amount of yield formed by forming a pathway for the ether. This was from the sulfuric acid reaction mechanism to produce an ether. The sulfuric acid dissociates into a proton and a bisulfate ion which forms with the OH group of the alcohol. The alcohol’s oxygen is protonated which forms an oxonium ion. The ion decomposes to carbocation and water and the carbocation reacts with another alcohol group to form another oxonium ion. The ion loses a proton to stabilize and forms an ether. If a stronger alcohol, perhaps 1-hexanol was used, a higher yield would be attained because the stronger intermolecular forces allows the reaction to have lower volatility and the ester and ether formed would also evaporate less. Because there are weaker van der Waal forces in the (1, 3-dimethylbutyl) acetate because of the lower carbon chains, more of the product was evaporated and lost. In order to ensure that a higher yield is attained, the reflux and distillation process must be done back to back or a lot quicker before the ester and ether evaporates at room temperature. Also an alcohol with a longer carbon chain s hould be used as stronger intermolecular forces allow more ester to form. While transporting the organic layers and further extraction, some of the product was lost. Even though this source of error is minimal, there were some product lost along the way by transporting through vials which affected the yield of the final product. Reflux is an effective technique that allowed Fischer esterification to occur. Distillation is a very useful technique, but should not be relevant when one of the substances evaporates due to high volatility. For future experiments, the reaction must be done much quicker in order to ensure that the least amount of ether and ester evaporates and is lost throughout the process and more precise instruments can be used to extract the organic layer. IR should still be used to discern the identity of the product. Because of the nature of the reaction itself, a yield close to the theoretical is very difficult to attain, a realistic approach would be around 60% yield. Work Cited: MSDS of (1,3-dimethyl butyl) acetate. http://www.chemicalbook.com/ChemicalProductProperty_EN_CB8373308.htm (accessed November 7, 2014). MSDS of 4-methyl-2-pentanol. http://www.sciencelab.com/msds.php?msdsId=9926088 (accessed November 7, 2014). Padias, Anne.Making the Connections. Hayden McNeil, 2011.

AIDS :: HIV Diseases Health Medical Essays

AIDS Sub-Saharan Africa is the region of the world that is most affected by HIV/AIDS. An estimated 26.6 million people are living with HIV/AIDS and approximately 3.2 million new infections occurred in Sub-Saharan Africa in 2003. In just the past year the epidemic has claimed the lives of an estimated 2.3 million Africans. Ten million young people (aged 15-24) and almost 3 million children under 15 are living with HIV. An estimated eleven million children have been orphaned by AIDS in Sub-Saharan Africa. This is not just an African problem this is a world wide concern. It is estimated that over 50 million world wide have contracted the HIV/AIDS virus. (www.avert.org/aafrica.htm) Why during such an epidemic are drugs not reaching the people who need them? There are a few issues surrounding the distribution of these and other drugs including market size, patent laws, compulsory licensing, and price discrimination. Pharmaceuticals have played a key role in improving health world wide. Health trends in the 20th century have had significant improvement due to vaccines and other technological advances. It has been shown from 1962-1987 that a 74 percent decline in infant mortality rates can be attributed to technological advances. (Journal of Economic Perspectives) However, distribution in developing countries is still in dire need of improvement. A major reason for lack of access to pharmaceuticals in developing nations is the size of the market and the lack of revenue that can be obtained from consumers there. As shown in Table 1 from the Journal of Economic Perspectives the US holds almost 40 percent of the world’s pharmaceutical market while Africa has only l percent. The market in Africa and other developing nations is significantly smaller, â€Å"Drug developers often do not even bother to take out patents in small, poor countries† (Journal of Economic Perspectives p70). Diseases in developing countries mainly infectious and parasitic diseases differ from the noncommunicable conditions found in more developed countries, the high cost of research and development and the low payback from consumers in developing countries deter pharmaceutical companies from investing time and energy into diseases that mainly affect developing nations. Developed nations spend an average of $4,000 per person per year on health while developing nations spend on average less than $20 per person. Such a large gap in health spending does not give pharmaceutical firms an incentive to provide research and development in these areas.

Cult of Masculinity in “In the Country of Men”

In the book â€Å"In the Country of Men†, Hisham Matar, the author discusses his childhood experience in the 1970's during the revolution in Libya. The time when men overpowered and completely dominated women. The title itself describes Libya as a country that belongs to men where women are used like tools. We see that Suleiman wants to become a man as soon as possible through the story but on the other hand, the story also talks about a female being Suleiman’s mother – Najwa who thinks she lost her freedom when she was just 14 and had to get married. However, after all the development from the 1970’s till today, the current generation considers both men and women equally powered. Right from the starting, it can be predicted that Suleiman wants to be a man. When baba goes on the so called â€Å"business trip†, Suleiman is the only male in the house making him the man of the house. It is just the way how baba says it every time he leaves – â€Å"Take care of your mother, you are the man of the house now† (61). Suleiman handles these responsibilities very well. He takes care of his mother as he knows very well that she is ill every time baba is not home and wants to take over a men's responsibility of taking care of his mother. He even talks about him willing to take responsibilities like his father and be just like him, a man. Later in the story, we also see the cult of masculinity urge through Suleiman when he and the other neighborhood kids were at Adnan’s house to look at him inserting an injection in himself due to his illness. â€Å"I also prayed for a disease that would give me what Adnan had† (126). Suleiman thinks that Adnan’s disease makes him seem older and more independent like a man. Thus Suleiman wants to have Adnan’s illness so that he too could be like a man. â€Å"I couldn’t wait to be a man† (148). Suleiman’s words prove how he wants to become a man and does not want to fall into kid’s category. However, on the other side, there are still clues given throughout the story that prove how Suleiman has failed to be a man. For example, during the visit of the RCC (Revolutionary Committee Men) to Baba’s house to find Baba and any evidence against him. â€Å"I was wet beneath my clothes and realized what I had done. The pee felt warm and cold and sticky to my skin† (64). When the RCC man had asked him about his father, Suleiman gets scared and pees himself not being able to control him. Even though he was the â€Å"man of the house† this incident proves him as a kid who cannot control himself. Another example was when Najwa tells Suleiman about how Faraj, who she belonged to, and all the other men out there had to puncture his wife’s veil and bleed her to prove his wife as a virgin. â€Å"I didn’t know what Mama meant, but feared that when the time came I might not have what it takes to ‘puncture’ a women† (13). Suleiman fears he might not be able to do the duty that every man is to do to prove his wife a virgin. Even though there are some responsibilities of a man that Suleiman has fulfilled, he still doubts if he will be able to be a real man just like his father was. Najwa, Suleiman's mom, as she like to say, lost her freedom when she was just 14 years old. She had been forced to marry a completely strange man who was 9 years older than her even though she wanted to complete her education first. She being the girl was not even allowed to reject the marriage or even argue to defend herself. The High Council decided my fate† (144). When she says â€Å"High Council† it meant all the males in the house – her father and all her brothers. Here we see that women had no choices but to obey what the males or so called â€Å"High Council† said. Also the only reason why the family to marry Najwa as quickly as possible is because one of her brother had seen her with another guy same age as her at the Italian Coffee shop and so they wanted to get rid of her before someone can spread rumors about them and ruin their reputation. In a family like Najwa's, members cared more about the family's reputation then ever caring about a woman. She remembered her grandmother say to her â€Å"If a slave came to propose, a slave as black as this night, I would give you to him†(144). This definitely proven that girls/women did not have any right to speak up for themselves. They were just there to keep their men happy and follow their orders. After the â€Å"Black day† – day she got forced to marry baba, her life has not changed very much. She is only there to keep baba happy since he is the man of the house. When baba is away she is ill. She starts drinking alcohol as a symptom of depression due to the freedom she has lost. And when baba returns, she dresses up good to please her man. â€Å"During those nights, when Baba was home, Mama dragged her blanket behind her to the sofa† (85). She does not like to sleep in the bed with Bu Suleiman even though he is her husband. However if the man demands something then she could not reject him. She is basically like a slave of the man in the house. For example, the marital bed scene describes what she has to do for her man. â€Å"I saw him on top of her†¦. she lay beneath him, unmoving, looking away†(86). Also, the only role of women seen in the book is â€Å"A women had to be young and strong enough to bear children and serve the man well into his old age† (151). This definitely proves how women did not have the rights to express them self, were treated like slaves and their only role was to obey their man. Therefore, it could be concluded that the Cult of Masculinity has a huge impact on Suleiman and Mama. Males are always considered the higher authority in a family. It changes the way how Suleiman thinks and how Um Suleiman – Najwa losses her rights to live her life the way she wants to. However, it still concerns me why women were treated so unequally compared to today. Today the women do not just have to take care of their family but can also work in any type of career they want to, while being treated equally as men.