Conseguir Conjugation in Spanish, Translation and Examples

Ethical Issues Aclu On The Decision Making Process

Ethical Issues : ACLU When researching the decision-making processes in which organizations encounter, from large fortune 500 companies to small private businesses, organizational culture has a major emphasis on the decision-making process. According to Kurtz, during the decision-making process and everyday operations of a organization, many ethical decisions which would be unacceptable in our society are deemed to be acceptable problem solving tactics (Kurtz, 2003). Our ethical decision-making process is put to the test when ever we face an issue that relates to social injustice within our society. Researchers have analyzed that when organizations face critical times and require the use of problem solving tactics, many professionals†¦show more content†¦Code of Conducts can be constructed and tailored to specific situations which may arise within various types of organizations. According to Cooper, codes are particular to the type of audience and laws are more universal and inclusive(Cooper, 201 2). ACLU: Key Ethical Challenges For centuries within our country the argument of ethics and morality has been in the forefront for many of the key law making decisions within our country. Cooper defined ethics as the examination and analysis of the logic, values, beliefs, and principles that are used to justify morality in its various forms (Cooper, 2012). Within many organizations from small private businesses to large corporations, ethical framework is in place as a framework to guide how each organization conducts business. The American Civil Liberties Union (ACLU) has tackled numerous ethical issues which have challenged the matter of freedom, human rights, and equality. One of the freedoms in which the ACLU has fought for is for the women to have the right to reproductive freedom. In the argument of pro-life it is said that the fetus has a right to life and the pregnant mother has an obligation to the fetus (Kaposy,2014). In the argument of pro-choice the decision of an abortion is left unto the choice of pregnant women, and that what happens to their body is their body is their choice (Kaposy, 2012). Within the argument of

Theory Free Essays

Very much like the author of a book is given credit as its sole creator, auteur theory gives the film director credit for authoring the film, â€Å"imprinting it with his personal vision†(goodnight, 2011,sec. 7. 3,Para. We will write a custom essay sample on Theory or any similar topic only for you Order Now 1). While auteur theory is a good starting point for film analysis, it places almost total responsibility for a film’s artistic success or failure on the director. The problem is that not all film critics agree on the same definition of what is considered art. According to Andrew Saris, to be considered an auteur, a film director must qualify in three key areas: 1. Technical competence 2. Distinguishable personality and 3. Interior meaning A positive aspect about auteur theory is that directors can really make a name for themselves and become even more famous than their â€Å"Star actors†. While each of a director’s films are unique in their own way, there still remains a common and recognizable thread that runs through them collectively that says â€Å"this is a Spielberg film, or â€Å"This is a James Cameron film†. On the other side, some say that the auteur theory is too full of holes and is not a good way to determine whether a film is true art. Some directors intentionally step outside the set parameters of what is generally considered technical competence. Others insist that because film is a collaborative effort, it is not fair to esteem directors more highly than screenwriters and actors who play equally important roles in the production of a film. I would consider Clint Eastward an auteur. He began his career very young as an actor in esters movies. After 16 years of acting and learning he began directing films. Eastward became famous first as an actor in films such as â€Å"Dirty Harry’. Later on in his career, though he played significant roles in each of his films, he was more known for his directorship of films like â€Å"Grand Torsion† and â€Å"Million Dollar Baby’. According to Prep Hemmer, in these films, â€Å"Eastward shows himself as an auteur through his constant use of Juxtaposing relationships between a younger and older generation, is consistency of a tragic event occurring, bringing his films to end in a violent or tragic manner, and his choice of acting in the majority of his films as he challenges the declining role of American men†(Hemmer,n. . ). How to cite Theory, Papers

Sodium Borohydride Reduction Diphenylmethanol from Benzophenone Essay Example

Sodium Borohydride Reduction: Diphenylmethanol from Benzophenone Paper Megan Entwistle, Maria Amos, and Paul Golubic CHEM 0330 Organic Lab 1 Sodium Borohydride Reduction: Diphenylmethanol from Benzophenone 11/16/11 Introduction Redox (shorthand for REDuction-OXidation) reactions are chemical reactions in which the oxidation state (or oxidation number) of atoms has changed. Oxidation can be observed through the loss of electrons or an increase in oxidation state by an atom, ion or molecule. Reduction describes the gain of electrons or decrease in oxidation state of an atom, ion or molecule. However, there are many processes that are classed as redox even though no electron transfer occurs, for example those reactions that involves covalent bonds. Reduction reactions can be determined through three features. The first is a loss of oxygen from a bond or loss of a bond to oxygen as in the case of carbon-oxygen double bond to a carbon-oxygen single bond. The second is the addition of hydrogen to a bond and thirdly, the replacement of a more electronegative atom with carbon or hydrogen. In redox reactions, the reductant (or reducing agent) loses electrons and is oxidized while the oxidant (or oxidizing agent) gains electrons and is reduced. The reducing agent transfers electrons to another substance. The agent reduces other substances and so, the agent itself is oxidized. The reductant is also called an electron donor as it donates electrons. The electron donors can also form charge transfer complexes with electron acceptors. Examples of good reducing agents are electropositive metal elements such as lithium, sodium, iron, aluminium, zinc, iron, magnesium and carbon. We will write a custom essay sample on Sodium Borohydride Reduction: Diphenylmethanol from Benzophenone specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Sodium Borohydride Reduction: Diphenylmethanol from Benzophenone specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Sodium Borohydride Reduction: Diphenylmethanol from Benzophenone specifically for you FOR ONLY $16.38 $13.9/page Hire Writer These metals donate electrons readily. In organic chemistry, there are very diverse reductants. For example, in a catalytic reduction to reduce carbon-carbon double or triple bonds, the main reductant would be hydrogen gas (H2) coupled with Lindlar’s catalysts (palladium, platinum or nickel). Hydrogenation reduces most types of multiple bonds. Another method of reduction would be using hydride (H-) transfer reagents such as NaBH4 and LiAlH4 to reduce carbonyl compounds to alcohols. These transfer reagents are inorganic compounds. The LiAlH4 compound is a highly reactive, extremely powerful reducing agent. It is able to reduce the carbonyl group in aldehydes, ketones, carboxylic acids, esters, amides, and acid halides. It reacts violently with water, alcohols, and other acidic groups with the evolution of hydrogen gas. In LiAlH4 reductions, the resulting alkoxide salts are insoluble and need to by hydrolyzed before the target alcohol product can be isolated. These reductions must be carried out under non-protic, anhydrous conditions. In NaBH4 reduction the hydroxylic solvent system achieves this hydrolysis automatically. On the other hand, NaBH4 is a less reactive and more selective reagent. It will convert aldehydes and ketones into alcohols, but it will not reduce carboxylic acids, esters, or amides. NaBH4 reacts only slowly with water and alcohols. It can be used in a wide range of solvents and is much safer to handle than LiAlH4. However by itself, NaBH4 and LiAlH4 cannot reduce carbon-carbon double or triple bonds. There are various methods of reduction. The more common ones are hydrogenation and hydride transfer reagents. Hydride is the isolated atomic hydrogen anion, H-, or any compound containing hydrogen and another more electropositive element or group. Hydride consists of a singly charged positive nucleus and two electrons of which one electron is weakly held and readily able to be donated. Hydrides are highly reactive, strongly basic and powerfully reducing in synthetic reactions. They are important reducing agents in industrial reactions though they are easily destroyed in the relatively acidic compound water (H2O). In most reactions with sodium borohydride, the aldehyde or ketone is dissolved in the reaction solvent and a solution of sodium borohydride is added, with external cooling if necessary, at a rate slow enough to keep the reaction temperature below 25 °C. Higher temperatures may decompose the hydride, and adding the carbonyl compound to the alkaline sodium borohydride solution may cause side reactions of base-sensitive substrates. The amount of solvent is not crucial, but enough should be used to completely dissolve the reactants Hydrogenation is a process that creates hydrogen bonds on carbon molecules, usually a pair of hydrogen atoms. This process is done by treating hydrogen as a reducing chemical in a chemical reaction between hydrogen and another compound. In this hydrogenation process, the chemicals are usually accompanied with a catalyst. Catalysts are very much needed in this process to make it usable, without the presence of a catalyst this chemical reaction can only be possible at very high temperatures. Thus, in a laboratory setting, it is vital to have catalysts in this reaction. In short, hydrogenation has three components, unsaturated substrate, hydrogen (mostly in gaseous state), and a catalysts. The temperature of the reaction varies depending on the substrate and the activity of the catalyst. The substrate for hydrogenation is almost always alkenes that produce saturated alkanes as the end product. This chemical process is very selective due to the steric hindrance that plays a role in determining where exactly would the hydrogen atoms be placed. There are few catalysts, namely, platinum, nickel, palladium, rhodium, and ruthenium. These are considered very active catalysts as they are able to operate at lower temperatures. Hydrogenation is a very exothermic reaction, which means a lot of heat is liberated from this chemical reaction. A more specific reduction method involves the hydride (H-) transfer reagents. This process only works for carbonyl groups. Carbonyl groups are functional groups that have a carbon atom and double-bonded oxygen attached to it (C=O). Carbonyl groups can be reduced by reacting them with hydride reagents. There are two types of hydride reagents, NaBH4 and LiAlH4. However, carbonyl can also be reduced by hydrogen as well, but with the presence of catalysts. Examples of catalysts are copper, chromite, Raney nickel, rhenium, ruthenium and rhodium. Mechanism for hydride transfer reagent: The borohydride anion delivers a hydride ion to the carbonyl compound at the same time that a proton is transferred from the solvent to the carbonyl oxygen. As the B-H bond breaks, a new bond between the boron and, the oxygen atom of the solvent is formed. An important thing to note is the hydrogen atom that ends up bonded to the carbonyl carbon comes from the NaBH4 while the hydroxyl hydrogen is derived from the solvent. Many reaction mixtures require heat in order to perform reactions at a reasonable rate. Reflux is a heating process that involves the boiling of reaction mixtures in solution. In reflux, a solvent is chosen so that its boiling point coincides with a reaction temperature that is ideal. Heating a reaction mixture to reflux assures chemists of a constant, appropriate temperature. Reflux is the process of boiling reactants while continually cooling the vapor returning it back to the flask as a liquid. It is used to heat a mixture for extended periods at certain temperatures. If the heating rate has been correctly adjusted, the liquid being heated under reflux will travel only partly up the condenser tube before condensing. Below the condensation point, the solvent will be seen running back into the flask. Above it, the condenser will be dry. The boundary between the two zones will be clearly demarcated and a reflux ring or a ring of liquid will appear there. In heating a reaction under reflux, the rate of heating should be adjusted so that the reflux ring is no higher than a third to half the distance to the top of the condenser. The temperature of a reaction in a refluxing mixture will be approximately the boiling point of the solvent used for the reaction. The purpose of reflux is to maintain a reaction temperature at the temperature of the boiling solvent and to prevent the solvent from being lost to the atmosphere. Reagent Table Name/Structure| Molar Mass (g/mol)| Density (g/mL)| Amount in lab (g or mL)| BP and/or MP (? C) | Safety| Benzophenone| 182. 217 g/mol| 1. 11| 5. 51g| BP: 305. 4 ? CMP: 47. 9 ? C| HarmfulSkin, eye and respiratory irritant. | Diphenylmethanol| 184. 23 g/mol| 1. 18| | BP: 297-298 ? CMP: 65-67 ? C| | Sodium Borohydride| 37. 83 g/mol| 1. 0740| 1. 07g| BP: 500 ? CMP: 400 ? C| Toxic by ingestion. Risk of serious internal burns if ingested. Harmful if inhaled and in contact with skin. May cause burns or severe irritation in contact with skin or eyes. | Methanol| 32. 04 g/mol| 0. 918 g/mL| 50mL| BP: 65 ? CMP: -98 ? C| Flammable, ToxicToxic by inhalation, ingestion or skin absorption. May be a reproductive hazard. Ingestion may be fatal. Risk of very serious, irreversible damage if swallowed. Exposure may cause eye, kidney, heart and liver damage. Chronic or substantial acute exposure may cause serious eye damage, including blindness. Irritant. Narcotic. | Diethyl ether| 74. 12 g/mol| 0. 7134 g/mL| 150mL| BP: 34. 6 ? CMP: -116. 3 ? C| Extremely Flammable, Harmful| Anhydrous Magnesium Sulfate| 120. 366 g/mol| 2. 66| | MP: 1124 ? C| Harmful if swallowed. May cause irritation. Avoid breathing vapors, or dusts. Use with adequate ventilation. Avoid contact with eyes, skin, and clothes. Wash thoroughly after handling. Keep container closed. | Anhydrous Calcium ChlorideCaCl2| 110. 98 g/mol| 2. 15| | BP: 1935 ? CMP: 772 ? C| Irritant| 6M Hydrochloric acid| 36. 46 g/mol| | | BP: -85. 06MP: -114. 9| Poisonous and corrosive liquid. Liquid and mist will cause severe burns to all body tissue. May be fatal if swallowed or inhaled. | Water | 18. 01528| 1000 kg/m3| 30 ml| BP: 100MP: 0| N/A| Aldrich Handbook of Fine Chemicals and Laboratory Equipment, Sigma-Aldrich, 2003. ChemFinder: http://www. chemfinder. camsoft. com| Wikipedia. com| Experimental A drying tube was prepared as follows: a loose plug of cotton was placed on the bottom of the tube to keep the CaCl2 from falling into the reaction vessel; the tube was filled with anhydrous CaCl2; another plug of cotton was placed on the top and one end of the drying tube into a thermometer adapter. In a 100mL round bottom flask, 5. 51g of benzophenone was dissolved in 50mL of methanol. A few boiling stones were added and the flask was cooled on ice. 1. 7g of NaBH4 was weighed into a tarred 50mL beaker covered with a watch glass. With the flask on ice, NaBH4 was carefully transferred, in small portions, into the benzophenone solution through a funnel over a period of approximately 10 minutes. When all NaBH4 was added and H2 evolution became noticeably slower, the reflux apparatus was assembled using the longest condenser possible (Figure 1. 1). After the condenser and drying tube were properly attached, the apparatus was heated over a steam bath and refluxed for 20-30 minutes. The steam bath and the drying tube were removed from the apparatus. The reaction vessel (with condenser still attached) was cooled on ice. Through the condenser, 6mL HCl was slowly added to acidify the solution. The pH was checked with pink litmus paper and HCl was continually added until the litmus paper turned blue. The quenched reaction mixture was transferred to a 250mL Erlenmeyer flask and 50mL of diethyl ether was added. 30-50mL of water was added to dissolve the solid boric acid and/or make two distinct layers. When 2 distinct layers formed, with no solid, both layers were poured into a 500mL separatory funnel. The organic layer was isolated into another flask. Then the aqueous layer was extracted twice with 50mL portions of ether. After each extraction, the organic layer was added to the beaker for the organic layer. The combined organic layers were then washed with a 50mL portion of water and collected in an Erlenmeyer flask. The ether phase was dried with magnesium sulfate for 10 minutes and decanted into a beaker. A couple of boiling stones were added and a steam bath was used to evaporate away the ether from the diphenylmethanol product. The melted product was removed from steam bath and cooled. The crude solid from hexanes was recrystallized and the final product was collected using vacuum filtration, which was then set in aside to dry for a week. A week later, the product was weighed and melting point and an IR spectrum was obtained. (Figure 1. 1 Reflux Apparatus) Results IR Spectroscopy | Expected Absorption Wavenumbers (cm-1)| Observed Absorption Wavenumbers (cm-1)| Conc. Alcohols phenols| 3200-3550| 3383. 14| Aromatic Ring| 1500 1600| 1494. 26| C-H (sp3)| 2800-3000| ~3020-3050| Note the lack of a carbonyl absorption between 1680-1750 Theoretical Yield (Equation 1) Equation 1. Mol of Limiting Reagent*Limiting ReagentSynthesized Product*mol weight product .0302 mol Benzophenone X1 Mol Benzophenone1 Mol Diphenylmethanol X 184. 23gmolDiphenylmethanol =5. 56 g Diphenylmethanol Equation 2 Percent Yield (Equation 2) Percent Yield=Mass Actual Actual YieldMass Theoretical Yield*100 Percent Yield=3. 23 grams5. 56*100=58. 09% Melting Point of Diephenylmethanol| Literature | 65-67 °C| Actual| 61-63. 1  °C| Discussion The carbon-oxygen double bond was broken when a hydride ion donated from NaBH4 attacked the carbon within the carbonyl functional group. The hydride ion was strongly attracted to the carbon due to its partial positive charge produced by the oxygen atoms electron withdrawing ability. The negatively charged oxygen atom was then readily protonated in the presence of the non-nucleophilic HCL acid. Infrared spectroscopy (IR) produced absorption peaks within the expected values verifying the synthesis of the expected product: there was a broad absorption peak at 3383. 14 wavenumbers indicative of a hydroxyl group; peaks around ~3020-3050 wavenumbers corresponding with the newly formed sp3 C-H bonded orbital; and a peak at 1494. 6 wavenumbers proving the retention of the phenol rings (Experimental spectra). Furthermore, an absorption peak at approximately 1680-1750 wavenumbers corresponding with carbonyl functional groups was no longer present (Benzophenone spectra). The percent yield was relatively high at 58. 09%. The observed melting point was 4-3. 9 ? C lower than expected 65-67 ? C range demonstrating the sample did con tain a level of purity. The low melting point indicates that atmospheric pressure in the laboratory as well as a moderate degree of impurities contributed to a lower BLANK. Diethyl ether was used during the extraction process and was evaporated by heating on a steam bath. Because the product was solvated in ether, and shares a melting point within a close proximity to ethers boiling point, it melted during the evaporation process -causing a loss of product. After the reaction is complete, excess sodium borohydride is decomposed by acidifying the reaction mixture (slowly and while stirring) using aqueous HCl. Hydrogen gas is evolved during this process as the excess sodium borohydride decomposes. In terms of solvent choice, the solubility of sodium borohydride in water is greater in water (25-88. 5 g/100g of solvent) than in methanol (16. 4 g/100g of solvent). However, the reaction of benzophenone with water poses a problem. Benzophenone is a pure hydrocarbon that is very insoluble in water. In turn, compromising and using methanol as the solvent is favorable although it sacrifices product. NaBH4 Solubility in Water vs Methanol| Solvent| Temperature  °C | Solubility (g/100g of Solvent | H2O| 0| 25. 0| | 25| 55. 0| | 60| 88. 5| MeOH| 20| 16. 4| References Carbonyl Reactivity.   Michigan State University :: Department of Chemistry. Web. 13. Nov. 2011. http://www2. chemistry. msu. edu/faculty/reusch/VirtTxtJml/aldket1. htm. Computers in Chemical Education (CCE) Newsletter. Web. 13 Nov. 2011. http://orgchem. colorado. edu/CCCE/frame/images/handbook. pdf. http://www. pitt. edu/~bandik/organicweb/exp11text. html Huston, Erica. Sodium Borohydride Reduction: Diphenylmethanol from Benzophenone. Organic Chemistry I Laboratory Manual. Plymouth: Hayden-McNeil, 2012. 92. Print. Padias, Anne B. Making the Connections? A How-To Guide for Organic Chemistry Lab Techniques. 2nd ed. Plymouth, MI: Hayden McNeil, 2011. Print. Stereospecific Reduction of Benzil with Sodium Borohydride; Determination of the Stereochemistry by NMR Spectroscopy. Web. 13 Nov. 2011. http://www. enc. edu/~timothy. t. wooster/courses/CH322/Lab/2-28-3-14%20Oxidation%20Reduction. pdf. The Organic Chemistry Laboratory Web Pages UW Madison.   Home | UW Madison Department of Chemistry. Web. 13 Nov. 2011. http://www. chem. wisc. edu/areas/organic/orglab/tech/reflux. htm. Vollhardt, K. Peter C. , and Neil Eric Schore. Organic Chemistry: Structure and Function. New York: W. H. Freeman, 2011. Print. http://www. pitt. edu/~cedar. [ 2 ]. Carbonyl Reactivity.   Michigan State University :: Department of Chemistry. Web. 13. Nov. 2011. . [ 3 ]. Stereospecific Reduction of Benzil with Sodium Borohydride; Determination of the Stereochemistry by NMR Spectroscopy. Web. 13 Nov. 2011. . [ 4 ]. Padias, Anne B. Making the Connections? : A How-To Guide for Organic Chemistry Lab Techniques. 2nd ed. Plymouth, MI: Hayden McNeil, 2011. Print. [ 5 ]. The Organic Chemistry Laboratory Web Pages UW Madison.   Home | UW Madison Department of Chemistry. Web. 13 Nov. 2011. . [ 6 ]. Computers in Chemical Education (CCE) Newsletter. Web. 13 Nov. 2011. . [ 7 ]. Huston, Erica. Sodium Borohydride Reduction: Diphenylmethanol from Benzophenone. Organic Chemistry I Laboratory Manual. Plymouth: Hayden- McNeil, 2012. 92. Print. [ 8 ]. http://fsl. ne. uiuc. edu/Project%20Presentation/fuel%20cell%20project_files/July%20workshop%20presentations/uiuc-talk-25July2005. pdf

Compare & Contrast essay about technologies essays

Compare & Contrast essay about technologies essays Email, Cell phones, Internet, Television, Pagers, and Computers is the way of the future, or is it now trademarks of everyday life? Today in 2002 peoples lives seem so interconnected with the ways that technology has been able to bridge the gap in communications. Fifty years ago, you had limited options, sending mail from the post office (which today has been labeled "snail mail") or calling them. We now have a wide variety of communication devices accessible to us so that we are never out of touch. Multimedia, Television, and internet bring into our homes images of violence, sex, ideals, and everything that is out there in the world. One of the current issues that has been approached is "Is there to much information accessible to us?" Since we are overwhelmed with so much information, scenes of sex, violence, and also by ways of communication, we are slowly loosing the sensors of right and wrong, everything is becoming almost like a video game. Compared to fifty years ago, America today is facing a whole new set of problems that was not even a consideration or a thought of Americans of yesteryear. Morals, communication, societys beliefs, trends, value of life, and even workplace environments are worlds apart from our past, and all this within a short span of time. We do not reflect the utopia that people from 1952 may have imagined for us with flying cars, ray guns, and life in space. We are a generation caught up in the world of high speed information and instant everything, even instant life (cloning and genetic research). The world of communication is so egregious; we dont know what to do. From email, to computers, to chat rooms; its how people meet and interact with each other now. These so called Internet cafes" how does this affect people? Are people more open today about meeting people than they were 50 yea ...

The Best Way to Write an Outline for a Compare and Contrast Essay

The Best Way to Write an Outline for a Compare and Contrast Essay The Best Way to Write an Outline for a Compare and Contrast Essay Nowadays written assignments are an important part of everyday life not depending whether you are a student or a professional writer. That is why being able to complete a great essay not only influences your grades but also your salary and professional success. An essay is the most common written assignment, which aims to research, analyze and evaluate a certain issue or matter. Depending on the type of skills a tutor wants to check, there are multiple essay types: argumentative, narrative, compare and contrast essays, and much more. Not depending on the type of essay you are going to complete, half of the success depends on its proper structure or an outline. That is why we have created this article and gathered all the necessary information you need to know on an essay outline. Outline of a compare and contrast essay As you understand from its name, a compare and contrast essay is a paper, which compares and contrasts certain subjects, matters or even events. Aims of this task include: To show that one matter is better than another; To describe misunderstandings; To provide a fresh outlook on the subject; To give the reader information on a certain topic; To work with credible and scholarly sources, and provide arguments on the topic. Depending on your goals, subjects and aspirations, there are two methods to create a proper outline for your paper. Organizing by criteria This pattern is also known as a point-by-point method and is used to complete an outline, when the items you compare are alike or when you need to evaluate only a couple of points. Here is a regular pattern, which is used to create a point-by-point outline: Here you should provide a thesis statement and introduce the reader to the matters that will be compared; Paragraphs, for example 1,2 and 3. Always start with a topic sentence and then write details to support your idea, argument or fact. Every paragraph should have its own topic sentence; Summarize thoughts, presented in the paper and write why your comparison and contrast are important. If possible, make prognosis for the future. Organizing by items This type of outline organization is sometimes called a block method and is applied, when described issues are completely different or you have a big number of criteria to discuss. In such cases a point-by-point method doesn’t work at all and can be considered absolutely ineffective. The main aim of such a method is to make the paper readable, so here is how an outline of such compare and contrast essay looks like: As usual, you need to give a general look at the subject and provide a thesis statement; Their number may differ depending on the quantity of arguments you need to discuss. Each paragraph should start with an item and continue with a number of points this item consists of; Give a summary of your topic and make predictions for the future, explaining how your comparison or contrast may influence the industry. Another way of structuring an essay, using the block method, is to make two separate paragraphs: one for comparison and one of contrasts. Once you have chosen a pattern to use, you can start with completing the essay. Introduction Introduction section is usually the same, not depending whether you are writing a descriptive or a compare and contrast essay.   In this section, you need to give the reader an overall idea of your paper and discussed matters. Try to introduce the audience to the items, events or definitions you are going to compare and contrast. Here are the features of an introduction section: Always start with the hook. It will intrigue the reader and will make him go on reading. Depending on the subject, it can be a joke, a quote or a question you are going to examine; Write down the subjects you are going to compare and contrast. It won’t sound right if you simply start describing similarities and differences of the subjects, so it is necessary to give their general definition and your motives; Complete a thesis statement. You need to close your introduction with a sentence or two on the main aim of the whole paper. Be brief and give only relevant information on the topic, without watery and meaningless texts. Once your introduction is ready, you can start working on body paragraphs. Body paragraphs There are no restrictions on how many paragraphs your main section should contain. Everything depends on the quantity of issues and points you want to discuss in your essay. For example, two criteria will require two paragraphs, three criteria – three, and so on.   In some cases, you will be given a certain amount of such issues to discuss but most of the times you will need to choose them yourself depending on the main goal of your essay. If you don’t know how many criteria to include, just take a blank piece of paper and write down all the similarities and differences of the issue. Then choose those, which you want to discuss. However, you should limit such items to maximum three or four not to bore the reader and to be able to concentrate on a specific topic. Here are the questions, which may help you to decide which criteria are important for your work and which are not necessary at all: Does it have anything to do with the subject I am studying? What matters am I given? What will make my essay interesting and useful? What is relevant to my course? Not depending on the issue you are studying, you need to start every body paragraph with a topic sentence. It aims to give a reader information on the thing, matter or event you want to compare or contrast. Then you need to give all the details on your research, backing with relevant information and all the necessary data. Remember that every issue you compare and contrast, should not only contain your personal opinion but also be backed with academic papers, researches and various credible sources. Moreover, you should always stay objective and give a side-glance on all the similarities and differences of the subject. It is not right to give the reader a chance to understand what side you are on. In addition, it will be useful to add connections to the text to make it smooth and readable. For example: Likewise, both, thus, nevertheless, compared to, same as, as well as, however, in contrast and so on. Conclusions When you have completed an introductory section and body paragraphs, you will find it quite simple to complete your conclusions, as you already know what to write about. However, there are still some secrets you need to keep in mind: Summarize key points. Start your conclusions with rephrasing all the key points you have learned throughout your essay. They need to correspond with your body paragraphs; Give an evaluation. It is important to make predictions and analyze what you have learned. You can also provide different solutions depending on the topic you choose; Importance of the research. It is necessary not only to explain why your topic is important but also to give the reader a chance to see why a compare and contrast essay gives a full understanding of your topic. When writing is completed Take a deep breath and congratulate yourself with completing such a difficult assignment. However, don’t rush to your tutor to deliver it, as there are a few things you need to do before submitting it. Spend some time on editing and proofreading your essay to make sure it has no mistakes or unnecessary parts. Some students think that typos are not important and neglect this important stage, willing to save time. However, the reader will easily distract from your essay, when seeing mistakes in the text and it may result in lower grades. Read your essay over and over again to make sure there are no grammar or lexical mistakes in the text. You can feel the temptation of downloading a software to check your mistakes or do it online but it will do you no good, because such programs don’t have a critical approach. Yes, you can use them as the first step but afterwards you need to check everything yourself. A great solution is to ask your relatives or friends to read your compare and contrast essay to see whether there are some mistakes left. Finally, complete references if you have forgotten about them and submit the essay to your professor! Closing thoughts A compare and contrast essay is more than just a paper, which aims to evaluate a certain subject. Here you need to analyze two different items, events or matters and back everything with credible data. We hope that our article helped you to understand how to complete such a difficult task and you won’t experience any difficulties, when completing it. Just follow our guidelines step by step and you will definitely write an outstanding compare and contrast essay.

Small Business Planning and Entrepreneurship Essay

Small Business Planning and Entrepreneurship - Essay Example Thus, the entrepreneurial mindset add value in the business environment through turning problems into opportunities where the common mindset may not perceive any solution to such problems, considering that if the solutions to the problem were obvious, then, the problems would already have been resolved (Gerber, 2012:n.p.). The GET results indicate that an individual scoring highly in the need for achievement criteria as forward thinking, optimistic, self sufficient and results oriented. In this respect, this entrepreneurial mindset is essential to add value to the business environment, through establishing and sustaining a positive attitude regardless of the challenges that might be faced by the business (Whiteman, 2003:77). The concept of optimism means that the entrepreneur still keeps a positive attitude even when there are numerous negative voices that say it cannot be done. While a common mindset will yield to pessimism and give up on trying, the entrepreneurial mindset is unrelenting and keeps forging ahead with seeking solutions for the existing problems (Anders & Lois 2005:33). Therefore, as opposed to a business owner or a manager, creating a business for an entrepreneur is like writing a book, considering that for an entrepreneur, the business created is not merely a business, but something that has a meaning, and which drives the entrepreneur to continue pursuing the vision, even when it is apparent that there are high risks for the business failure (Gerber, 2012:n.p.). According to the Schumpeter’s innovation theory of entrepreneurship, an entrepreneur is that individual who perceives the opportunity to innovate, thus taking a different path from the normal path trodden by the society, in meeting the same societal need (McCraw, 2007:72). The entrepreneur will chart entirely new paths through which the problems within the