Employment law Essay Example | Topics and Well Written Essays - 3000 words - 8

Employment law - Essay Example If the employee finds the termination unlawful then redress may be undertaken before the employment tribunal. Dismissal is not encouraged as the livelihood of the employee is at stake but it does not entail the destruction of the employer if fair causes exist to justify termination. Dismissal is deemed just when anchored on the employee’s misconduct, inability to discharge the duties due to lack of qualifications, the position is redundant, continued employment is prohibited by statutory duty and other analogous reasons. The employee is not without any recourse from unlawful dismissals. An employee may institute a suit before the employment tribunal provided that such employee has rendered one year continuous service. However, an employee may bring an action regardless of length of service when based on â€Å"automatically unfair grounds† thus the time element is not a pre-condition. If the dismissal is rooted on medical reasons, it is sufficient that the employee has rendered one month of service. Accordingly, an employee who was treated unfairly may proceed against the employer. This is the dilemma of Ms. Sally Trent who owns ST Solutions, a small business with seven employees including Sally. A suit for constructive dismissal and harassment was lodged by Trish Dodge, her Secretary/Administrator for about twenty months. According to Sally, Trish was competent in her job notwithstanding long absences due to illness which she failed disclosed. There were no complaints regarding her conduct or had problems dealing with Sally and the other employees. Conflict arose between Trish and Brian, a freelance web designer, who regularly found fault with Trish by shouting words â€Å"you are useless†. When Trish complained to Sally, she told Brian during a drinking get-together to avoid contact with Trish. Brian ignored the warning prompting Trish to walk out. In her letter, Trish stated that she cannot work in the same office as Brian. Sally hired a

Facts, Law. and Merits of the Two Law Suits (Mcdonalds and Pearson) Research Paper

Facts, Law. and Merits of the Two Law Suits (Mcdonalds and Pearson) - Research Paper Example Overall, however, a frivolous lawsuit, in the eyes of the legal system, delineates something more specific. Although, some lawsuits may appear silly, this does not necessarily translate to the notion that the lawsuits lack legal merit. The paper explores the merit of two cases: Liebeck v. McDonald’s Restaurants; Roy L. Pearson, Jr. (plaintiff) v. Soo Chung, et al. Facts, Law, and Merits of the Two Law Suits Introduction In the case, Ms. Liebeck (the plaintiff) filed a complaint against McDonald’s (the defendant) alleging negligence. Stella Liebeck was sitting in the passenger seat of her nephew’s car, which was pulled over so that she could have a chance to add sugar to her coffee. First, the spilled coffee gave her third degree burns in more than six percent of her body (Cain, 2007). Secondly, she claimed that the coffee was served at an uncomfortable temperature (180-190 degree Fahrenheit) that can give individual third - degree burns (in 2-7 seconds). The seco nd case, Roy L. Pearson, Jr. v. Soo Chung, et al., has its grounding in a dispute between the plaintiff, Roy Pearson and the defendants, Soo Chung, Jin Nam Chung and Ki Chung, over a pair of supposedly missing pants. The plaintiff alleged that he took his pants to Custom Cleaners for alterations in May 2005; however, the defendants lost his pants and they attempted to replace it with another pair of pants for his (Surhone, Tennoe & Henssonow, 2011). Mr. Pearson also alleged that a â€Å"Satisfaction Guaranteed† sign displayed in Custom Cleaners was in effect an unconditional warranty that demonstrated the defendant’s willingness to honor any claim advanced by any customer. #1 What are the Facts? Liebeck v. McDonald’s Restaurants On February 27, 1992, Stella Liebeck in the company of her son Jim and her grandson Chris Tiano drove to Albuquerque airport to drop off Jim who needed to catch an early flight. After leaving the airport, the pair grabbed some breakfast at MacDonald’s. Stella Liebeck was not driving the car when she lifted the lid of the cup. At the time, her grandson reportedly pulled over to stop so that Stella could put sugar and cream to the coffee that she had purchased. The plaintiff placed the coffee between her knees so as to keep it secured as she proceeded to remove the lid. Unfortunately, the hot coffee spilled in her lap and the liquid absorbed into her cotton sweat pants, which in turn held the scalding liquid against the body burning her badly (more than six percent of her skin) (Cain, 2007). The burns sustained required an eight day hospital stay and skin grafting. As a result, the plaintiff required close to two years of therapy and rehabilitation to treat the third degree burns. The 79 year-old Liebeck sustained burns in her buttocks, inner thighs, and genital areas inclusive of her left groin. McDonald’s declined a proposal for an out of court settlement for $20,000 in medical costs. The medical cost s amounted to $11,000, but McDonald’s offered the plaintiff only $800 (Miller & Cross, 2010). Amid the trial, McDonald’s quality control manager’s ascertained that their coffee should be served at 180-190 degrees Fahrenheit. Overall, liquids at that temperature can inflict third-degree burns in a period of 2-7seconds. Statistics indicated that for a period of one decade (from 1982 to 1992),

Biology, How Body Shape Affects Heat Loss Essay Example for Free

Biology, How Body Shape Affects Heat Loss Essay Introduction Small organisms have a surface area that is large enough, compared with their volume. As a results they lose heat rapidly when the environmental temperature is lower than their body temperature. However when the animal gets bigger their volume increases at a larger rate than their surface area, so the surface to volume ratio decreases. Adaptations help organisms to survive in their habitats. Adaptations can be structural, behavioral and physiological. Cold resistant organisms evolved in various ways to cope with very low temperatures. Some animals hibernate, take shelter or migrate to warmer countries. Others, such as Antarctic seals have warm fur and a thick layer of fat for insulation. Antarctic seals are adapted to live in the sea and on the land. They’re big mammals which can survive in the cold and are adapted to not lose heat. For example in comparison to their bodies their heads are really small which decreases the heat loss. Also they have a large and thick layers of fats which insulated the animal on land and in water. Their fur is another characteristic that helps the seal to stay warm. The seal’s black skin reduces heat loss as it absorbs light from the sun and it does not reflect it. Another example of Antarctic animals is a penguin. They have a compact shape, low surface area to volume ratio to reduce heat loss. They also have very thick specialized feathers and a layer of fat which is used for insulation. An example of an animal which lives in hot environment is a desert tortoise. They can be active during the day or the mornings and evenings, it all depends on the temperature. They burrow under the sand to protect themselves from extreme hot temperatures. They can survive without water for nearly a year, they are able to obtain water from their diet as well. They can withdraw their head, legs, and tail into the shell providing themselves protection against other animals, mainly predators. Another example could be the fennec fox. They have large ears, which are 15cm long, those help the fox to lose heat on hot days in the desert. This fox is the only carnivore living in the Sahara desert, and they’re able to survive without free water. They kidneys are adapted to limit water loss. Their burrowing lifestyle helps t decrease the water loss. The thick fur helps insulate them from the cold deserts nights. They sandy fur helps to reflect the heat, and also provides excellent camouflage. The thick fur on the soles of their feet insulates against the hot sand of the desert. Hypothesis: As the surface area of the beakers will increase the time taken to lose the heat from 50 to 40 degrees will decrease. Method: Equipment required: 3 different size beakers like shown in Figure 1, thermometer, timer, ruler and measuring cylinder. 1. Pour 50ml of hot water in one of the beakers, it has to be above 50 degrees. 2. Place the thermometer into the beaker with the hot water in it. Check the temperature, if it’s above 50 degrees wait until it gets to 50. If it’s under 40, heat the water again. 3. As soon as the temperature it’s at 50 degrees, switch on the timer and wait until it gets to 40 degrees. Record the time. 4. Before pouring the water away measure the height of the to the point where the water reaches and the diameter, so the surface area can be calculated. 5. Repeat the entire experiment for each beaker.

Recognition Properties for Pyrrole

Recognition Properties for Pyrrole Preparation of molecularly imprinted polymer and its recognition properties for pyrrole X.W. Wu, J. Wang, H.X. Wang  [1], Q.M. Zhou, L.H. Liu. wang, Y.P. Wu, H.W. Yang, G.L. Zhao, S.X. Tuo Abstract: The molecularly-imprinted polymer (MIP) of pyrrole was synthesized by a precipitation polymerization method using acrylamide (AM) as functional monomer and ethylene glycol dimethacrylate (EGDMA) as cross-linker agent in acetonitrile. MIP of pyrrole was characterized by FT-IR and UV. The surface morphology and specific surface area of the MIP was characterized by Scanning Electron Microscope (SEM) and nitrogen adsorption (BET). The adsorption behavior of the MIP was investigated in detail, which showed high selectivity for pyrrole, the results indicated that the maximum binding capacities of pyrrole on the MIP and the non-imprinted polymer (NIP) were 404 and 265 ÃŽ ¼molΆ¡g−1, respectively. Application of MIP with a high selectivity to pyrrole provides a novel method for separating and purifying the trace nitrogenous heterocyclic compounds from tobacco. Keyword: molecularly imprinted polymer, pyrrole, tobacco, nitrogenous heterocyclic compounds 1 INTRODUCTION The Pyrrole and other nitrogenous heterocyclic compounds in tobacco leaves come mainly from the reaction products formed by the reaction of sugar and amino acid[1-3], which play an important role in sensory quality of tobacco and tobacco products. They are the important parameters to evaluate the sensory quality of tobacco products and have great effects on the sensory characteristics of tobacco products and on the health of smokers[4]. Therefore, the studies and analysis of nitrogenous heterocyclic compounds are conducive to improve the quality of perfuming and tobacco products. Molecular Imprinting, as an interdiscipline derived from polymer chemistry, material science, and biological chemistry, is the method of preparing the polymer with particular selection to given template molecules[5-8]. So far, dozens of countries, (i.e., America, Japan, Germany, Australia, France and China) hundreds of academic institutions and enterprises have been working on the research and development of the molecularly imprinted polymer (MIP).Thanks to MIP is simple in preparation and can be easily preserved, with specific selectivity, high temperature, high pressure and acid corrosion, it has been widely used in the solid phase extraction[9], chromatography analysis [10], membrane separation [11], biomimetic sensor[12], ect. The separation of bioactive ingredients in natural products is difficult because of their low contents, complex structures and diversity[13-15]. Compared with traditional methods (high performance liquid chromatography, silica gel column chromatography, etc.), molecular imprinting method has the advantages of high molecular recognition, simple operation, low solvent consumption and recyclable[16]. Thus, the molecularly imprinting technique has attracted considerable attention for extraction of compounds from complex mixtures of chemical species[17-18]. However, to the best of our knowledge, no molecularly imprinted polymer has been reported for the separation and determination of pyrrole in tobacco so far. In this study, pyrrole imprinted polymer was synthesized by employing acrylamide (AM) as functional monomer and ethylene glycol dimethacrylate (EGDMA) as crosslinking. After the characteristics and analysis of the MIP and NIP, the adsorption behavior including kinetics and isotherms are discussed in detail. It was found that the MIP can specifically adsorb and identify pyrrole molecules, which meant the MIP can be applied to separation and enrichment of trace pyrrole in tobacco. The aim of this paper is to provide theoretical basis and technical supports for further study of the effects of nitrogen heterocyclic compound on tobacco quality. 2 EXPERIMENTAL 2.1 Reagents Pyrrole, pyridine and methanol were obtained from Sinopharm Chemical Reagent Co., Ltd. (Shanghai, China). Acrylamide, methacrylic acid, acetonitrile and azodiisobutyronitrile were purchased from Tianjin Kermel Chemical Reagent Company (Tianjin, China). Ethylene glycol dimethacrylate was obtained from Aladdin reagent co., LTD (Guangdong, China). All the solvents were of analytical reagent grade and used without further purification. 2.2 Synthesis of MIP and NIP The pyrrole imprinted polymer was prepared by precipitation polymerization in the following procedures. 0.1 mmol of pyrrole and 0.4 mmol of AM were dissolved in 20 ml of acetonitrile in a 40 mL glass vessel. The mixture was sonicated at room temperature for 30 minutes for pre-polymerization, and then was incubated at 4à ¢Ã¢â‚¬Å¾Ã†â€™Ã‚ °C for 12 h. Subsequently, 2 mmol of cross-linker (EGDMA) and 10 mg of initiator (AIBN) were added stepwise. The glass vessel was degassed in a sonicating bath for 10 min, and filled with nitrogen for 30 min, and then sealed for polymerization at 60  °C for 24 h in a thermostat water bath. After polymerization, the resultants were extracted with a mixed solvent of methanol/acetic acid (9:1, v/v) for 48 h in a Soxhlet extractor to remove the template from its polymeric matrix, followed by ethanol for another 48 h to remove the acetic acid. The obtained MIP was dried in an oven at 60  °C overnight. As a control, the NIP was prepared and treated unde r identical conditions except for the omission of the template. 2.3 Morphological characterization The FT-IR spectra were recorded to characterize the MIP and NIP on an AVATAR 360 ESP FT-IR spectrometer (Nicolet, America). SEM images were obtained with afield-emission scanning electron microscope (FE-SEM, JSM-6700F, JEOL, Japan). The nitrogen adsorption/desorption data of MIP and NIP was determined using an ASAP2020Micromeriticsapparatus (Micromeritics Instruments, USA). 2.4 Binding experiments The binding experiments were carried out at 30  °C and 150 rpm on an orbital shaker with 100 mg of the MIP and NIP in a 100 mL flask containing pyrrole in 20 ml of acetonitrile. Batch experiments were performed to examine the adsorption kinetics and equilibrium. In the kinetic adsorption experiments, 2.5 mmolΆ¡L-1 pyrrole in acetonitrile was used. The adsorption isotherm experiments were conducted with the initial pyrrole concentration ranging from 0.2 to 5.0 mmolΆ¡L-1 for 2 h. After the adsorption, the concentration of the substrates in the supernatant solutions was determined via an UV-2450 Ultraviolet Spectrophotometer (Shimadzu, Japan). The binding capacity of pyrrole and the analogs was calculated from the equation: (1) Where: Q stands for the binding capacity (ÃŽ ¼molΆ¡g−1), C0 and C are the initial and the residual concentrations (mmolΆ¡L-1) of pyrrole, respectively, V is the solution volume (mL), and m is the amount (mg) of the MIP or NIP used for the adsorption experiments. 3 RESULTS AND DISCUSSION 3.1 Interaction between pyrrole and the functional monomers In order to investigate the feasibility of imprinted pyrrole, two different functional monomers MAA and AM were investigated for the formation of complex with the template. The maximum absorption wavelength of pyrrole was measured by the UV-2450 Ultraviolet Spectrophotometer. As shown in Fig.1, compared with MAA, AM demonstrated much stronger interaction with pyrrole for the non-existent absorbance of pyrrole. It is possible that the complex of pyrrole with AM was formed via hydrogen bonding between N–H of pyrrole and –CONH2 of AM due to the pre-polymerization. Fig.1 Interaction between pyrrole and functional monomers 3.2 The molar ratio of pyrrole to the monomer In order to elucidate the recognition mechanism on a molecular level, spectrophotometric analysis was employed in the pyrrole imprinting process. A series solution were prepared in acetonitrile, in which the molar ratio of pyrrole and AM varied at 1:0, 1:2, 1:4 and 1:6, respectively. After equilibrium for 12 h, absorption spectrums of the mixture were measured via an UV-2450 Ultraviolet Spectrophotometer. As shown in Fig.2, the absorbance decreased with the increasing concentration of AM, When the molar ratio of pyrrole and AM up to 1:4, the absorption peak of pyrrole disappeared, which indicated that the pyrrole had reacted with AM completely. While molar ratio of pyrrole and AM exceeded 1:4, the excess of AM could self-associate, and formed non-specific binding site, which makes the adsorption mass transfer resistance increase and is not conducive to the preparation of molecularly imprinted polymer. Therefore, the optimal molar ratio of pyrrole and AM is 1:4. Fig.2 Absorption spectra of pyrrole with different proportion of AM in acetonitrile 3.3 Characteristics of MIP and NIP 3.3.1 Characterisation of MIP and NIP by FT-IR spectra Pyrrole, AM, EGDMA, MIP (before and after eluting templates) and NIP were compared to affirm the successful preparation of MIP by FT-IR spectra. The FT-IR spectra of the MIP before and after removal of template pyrrole are presented in Fig.3a and Fig.3b, respectively. The –NH stretching vibration band of monomer AM (Fig.3e) appeared at 3580 cm-1 in the spectra of MIP before pyrrole removal (Fig.3a), which indicated that the template pyrrole formed hydrogen bonding interaction with monomer AM, this band is shifted to a higher wavenumber (at 3585 cm-1) after removal of pyrrole in MIP (Fig.3b). A conspicuous band at 1648 cm-1 in the spectra of MIP before removal of template pyrrole is ascribed to -C=C- aromatic ring stretching vibration of pyrrole (Fig.3d). This band disappeared after removal of pyrrole in MIP (Fig.3a) and was not observed in spectra of NIP (Fig.3c) due to absence of pyrrole. The peak at 3597cm-1 inFig.3c corresponds to the –NH stretching of monomer AM in the FT-IR spectra of NIP. The absorption peaks of MIP and NIP were similar, which means that both MIP after eluting templates and NIP have the same chemical components. Fig.3 IR spectra of (a) MIP before eluting template, (b) MIP after eluting template , (c) NIP, (d) pyrrole, (e) AM 3.3.2 Morphology of MIP and NIP The morphology of MIP and NIP was shown in Fig.4. As shown in Fig.4 (a), the prepared polymer is microsphere and the particle is uniform, which indicated the spherical particle can be synthesized at the best experiment condition. The MIP microsphere has a narrow and small particle size, and the average diameter is 2ÃŽ ¼m. As for NIP, the microsphere with a narrow but big particle size, and the average diameter is 3ÃŽ ¼m. Much imino exist in the template molecule, which may suppress the polymerization, results in the bigger particle size of NIP compared with MIP. Besides, the whole reaction system polarity increased with the added template molecule, the solubility of MIP decreased, so that MIP precipitated from the whole reaction system early, which can also generate the bigger particle size of NIP. Fig.4 SEM micrographs of (a) MIP, (b) NIP. 3.3.3 Characterization of specific surface area Table 1 lists the results of nitrogen adsorption experiments for MIP and NIP particles. It can be seen that the specific surface area and the average pore diameter were different for MIP and NIP particles. Table1 Structure parameters of MIP and NIP a Measured by Brunauer–Emmett–Teller (BET) method. b Measured by Barrett–Joyner–Halenda (BJH) method. 3.4 Binding performance of MIP and NIP 3.4.1 Absorption isotherms and kinetic of pyrrole on the MIP and NIP The absorption isotherm curves of pyrrole on the MIP and NIP were plotted in Fig.5. The absorption capacity was increased gradually with increasing initial concentration of pyrrole in the range of 0.2-5.0 mmol ·L−1. In the higher concentration range, the binding capacity was close to be stable. The binding data can be analyzed by Langmuir equation: (2) Where Q stands for the binding capacity (ÃŽ ¼molΆ¡g−1), Qmax is the maximum binding capacity (ÃŽ ¼molΆ¡g−1), Ceq is equilibrium concentration of pyrrole (mmol ·L−1), and B is a constant. In order to calculate the maximum binding capacity of pyrrole on both MIP and NIP, this equation was changed into Eq. (3): (3) Eq. (3) shows a linear relationship between Ceq/Q and Ceq. From the slope of the linear plot, the maximum binding capacities of pyrrole on the MIP and NIP were calculated to be 404 and 265 ÃŽ ¼molΆ¡g−1, respectively, which means that the maximum binding capacity of pyrrole on MIP was 1.52 times of that on NIP. In addition, under the same experimental conditions, the adsorption capacity of the MIP at each concentration was higher than that of the NIP. It was indicated that MIP offered a higher affinity for the template molecule than NIP. Fig.5 Adsorption isotherms of pyrrole on MIP and NIP 3.4.2 Binding kinetic curve of pyrrole pyrrole on the MIP As shown in Fig.6, the adsorption kinetic curves of pyrrole on MIP and MIP were shown at the pyrrole concentration of 2.5 mmol ·L−1 in acetonitrile. It can be seen that the binding capacity of MIP increased rapidly in the period of 0-60 min, and then the increments were reduced on the stage of 60-80 min, and the saturated binding was observed after 80 min. Fig.6 Adsorption kinetic curves of pyrrole on MIP and NIP 3.4.3 Selective adsorption In the selective adsorption test, the target molecule pyrrole and the competitive one pyridine possess similar structure and co-exist in tobacco extract as nitrogenous heterocyclic compounds. As we can see in Table 2, it is obvious that the absorption capacity of pyrrole and pyridine of MIP was much higher than that of the NIP. The selectivity of MIP was 2.17 times higher than that of NIP, which suggested that the imprinting process significantly improved adsorption selectivity to the template. Table 2 Binding capacity of different substrates on MIP and NIP 4 CONCLUSIONS In this paper, the pyrrole molecularly imprinted polymer was synthesized via the facile precipitation-polymerization method. The prepared polymer is microsphere and the diameter is about 2 ÃŽ ¼m. The binding property experiments indicated the imprinted polymer can adsorb the pyrrole molecule selectively. Moreover, the adsorb effect of MIP is stronger than NIP. The selective adsorption experiments demonstrated the synthesized MIP microsphere has the obvious selective adsorption effect with pyrrole molecule when compared the similar structure pyridine. This work provided theoretical basis for the new direction of separation and purification in the field of tobacco with pyrrole and other heterocyclic compounds. 5 ACKNOWLEDGEMENT This work was supported by China Tobacco Hunan Industrial Co., Ltd, Technology research and development center project (2011-JC-0001) REFERENCES Kulshreshtha, N. P., Moldoveanu, S. C. (2003). Analysis of pyridines in mainstream cigarette smoke. Journal of Chromatography A, 985(1), 303-312. Leffingwell, J. C., Alford, E. D. (2005). Volatile constituents of perique tobacco. Electronic Journal of Environmental, Agricultural and Food Chemistry, 4(2), 899-915. Duan, J., Huang, Y., Li, Z., Zheng, B., Li, Q., Xiong, Y., Min, S. (2012). Determination of 27 chemical constituents in Chinese southwest tobacco by FT-NIR spectroscopy. Industrial Crops and Products, 40, 21-26. YU, J. J., PANG, T. H., REN, X. H., LI, L., DAI, H. J., LI, A. J. (2006). Research on Relationship between Neutral Aroma Constituents and Smoking Quality in Flue-Cured Tobacco [J]. Journal of Henan Agricultural University, 4, 001. Mosbach, K. (1994). Molecular imprinting. Trends in biochemical sciences, 19(1), 9-14. Andersson, L. I. (2000). Molecular imprinting: developments and applications in the analytical chemistry field. Journal of Chromatography B: Biomedical Sciences and Applications, 745(1), 3-13. Bures, P., Huang, Y., Oral, E., Peppas, N. A. (2001). Surface modifications and molecular imprinting of polymers in medical and pharmaceutical applications. Journal of Controlled Release, 72(1), 25-33. Piletsky, S. A., Alcock, S., Turner, A. P. (2001). Molecular imprinting: at the edge of the third millennium. TRENDS in Biotechnology, 19(1), 9-12. Zhang, W., Chen, Z. (2013). Preparation of micropipette tip-based molecularly imprinted monolith for selective micro-solid phase extraction of berberine in plasma and urine samples. Talanta, 103, 103–109. Ebrahimzadeh, H., Dehghani, Z., Asgharinezhad, A. A., Shekari, N., Molaei, K. (2013). Determination of haloperidol in biological samples using molecular imprinted polymer nanoparticles followed by HPLC-DAD detection. International journal of pharmaceutics, 453(2), 601-609. Ulbricht, M. (2004). Membrane separations using molecularly imprinted polymers. Journal of chromatography B, 804(1), 113-125. Sergeyeva, T. A., Slinchenko, O. A., Gorbach, L. A., Matyushov, V. F., Brovko, O. O., Piletsky, S. A., Elska, G. V. (2010). Catalytic molecularly imprinted polymer membranes: Development of the biomimetic sensor for phenols detection. Analytica chimica acta, 659(1), 274-279. Colegate, S. M., Molyneux, R. J. (Eds.). (2007). Bioactive natural products: detection, isolation, and structural determination. CRC press. Mishra, B. B., Tiwari, V. K. (2011). Natural products: an evolving role in future drug discovery. European journal of medicinal chemistry, 46(10), 4769-4807. REN, Q., XING, H., BAO, Z., SU, B., YANG, Q., YANG, Y., ZHANG, Z. (2013). Recent Advances in Separation of Bioactive Natural Products. Chinese Journal of Chemical Engineering, 21(9), 937-952. Cheong, W. J., Yang, S. H., Ali, F. (2013). Molecular imprinted polymers for separation science: A review of reviews. Journal of separation science, 36(3), 609-628. Hu, Y., Pan, J., Zhang, K., Lian, H., Li, G. (2013). Novel applications of molecularly-imprinted polymers in sample preparation. TrAC Trends in Analytical Chemistry, 43, 37-52. Andersson, L. I. (2000). Molecular imprinting for drug bioanalysis: a review on the application of imprinted polymers to solid-phase extraction and binding assay. Journal of Chromatography B: Biomedical Sciences and Applications, 739(1), 163-173. 1 [1]E-mail:[emailprotected]; [emailprotected]; [emailprotected]

Damning Of The Masses Essay -- essays research papers

Damning of the Masses   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  That if you confess with your mouth, â€Å"Jesus is Lord,† and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  believe in your heart that God raised him from the dead,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you will be saved. --Romans 10: 9  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  From the time we are small children sitting in Sunday school not able to fully grasp the love of God that we sing simple songs about, we are taught that Jesus was sent to earth to love us no matter what. The Puritan congregation listening to Jonathan Edwards’ sermon Sinners in the Hands of an Angry God in 1741 were not being taught of this wonderful gift. Though Edwards’ intentions were sincere and good, he put far too much emphasis on the side of judgment that is to be greatly softened by the lesson of love Christ came to earth to make known. This made his invitation to salvation very appealing, but only through the avenue of fear of what might happen otherwise, not through sincere love for Christ. Because of this, Edwards’ call to Christianity and repentance is not complete.   Ã‚  Ã‚  Ã‚  Ã‚  In Edwards’ sermon, emphasis is placed on what will happen if we do not put Christ on in baptism, enslaving ourselves to sin. He uses the fear of God that is emphasized so much in the Bible and twists it just a bit. The fear we are...

The life of Richard :: essays research papers

born Leipzig, 22 May 1813; died Venice, 13 February 1883). He was the son either of the police actuary Friedrich Wagner, who died soon after his birth, or of his mother's friend the painter, actor and poet Ludwig Geyer, whom she married in August 1814. He went to school in Dresden and then Leipzig; at 15 he wrote a play, at 16 his first compositions. In 1831 he went to Leipzig University, also studying music with the Thomaskantor, C.T. Weinlig; a symphony was written and successfully performed in 1832. In 1833 he became chorus master at the Wà ¼rzburg theatre and wrote the text and music of his first opera, Die Feen; this remained unheard, but his next, Das Liebesverbot, written in 1833, was staged in 1836. By then he had made his dà ©but as an opera conductor with a small company which however went bankrupt soon after performing his opera. He married the singer Minna Planer in 1836 and went with her to Kà ¶nigsberg where he became musical director at the theatre, but he soon left and took a similar post in Riga where he began his next op era, Rienzi, and did much conducting, especially of Beethoven. In 1839 they slipped away from creditors in Riga, by ship to London and then to Paris, where he was befriended by Meyerbeer and did hack-work for publishers and theatres. He also worked on the text and music of an opera on the 'Flying Dutchman' legend; but in 1842 Rienzi, a large-scale opera with a political theme set in imperial Rome, was accepted for Dresden and Wagner went there for its highly successful premiere. Its theme reflects something of Wagner's own politics (he was involved in the semi-revolutionary, intellectual 'Young Germany' movement). Die fliegende Hollà ¤nder ('The Flying Dutchman'), given the next year, was less well received, though a much tauter musical drama, beginning to move away from the 'number opera' tradition and strong in its evocation of atmosphere, especially the supernatural and the raging seas (inspired by the stormy trip from Riga). Wagner was now appointed joint Kapellmeister at the Dresden court. The theme of redemption through a woman's love, in the Dutchman, recurs in Wagner's operas (and perhaps his life). In 1845 Tannhà ¤user was completed and performed and Lohengrin begun. In both Wagner moves towards a more continuous texture with semi-melodic narrative and a supporting orchestral fabric helping convey its sense.

Linguistics and Language Teaching. Essay

Introduction Language may refer either to the specifically human capacity for acquiring and using complex systems of communication, or to a specific instance of such a system of complex communication. The scientific study of language in any of its senses is called linguistics. Linguistic theory has traditionally considered native speakers as the only reliable source of linguistic data (Chomsky 1965). It is therefore not surprising to ? nd only a limited number of works focusing on non-native speakers prior to the 1990s. The ?  rst attempt to put‘(non)nativism’ onto the centre stage of linguistic inquiry by challenging current undisputed assumptions on the matter was Paikeday’s (1985) The native speaker is dead , in which it is argued that the native speaker ‘exists only as a ? gment of linguist’s imagination’ (Paikeday 1985: 12). Paikeday suggested using the term ‘pro? cient user’ of a language to refer to all speakers who can successfully use it. A few years later, Rampton (1990) similarly proposed the term ‘expert speaker’ to include all successful users of a language. Davies (1991, 2003) further delved into ‘native speaker’ identity, and thus formulated the key question of whether a second language (L2) learner can become a native speaker of the target language. His conclusion was that L2 learners can become native speaker of the target language and master the intuition, grammar, spontaneity, creativity, pragmatic control, and interpreting quality of ‘born’ native speakers. Generally, English educated Malaysians of all ethnic and family language background speak and move alike. However, with the implementation of the national language policy of Bahasa Malaysia as the national language of Malaysia and as the language of instruction, (except in the cases of Chinese or Tamil medium primary schools), the status of English Language in Malaysia is different from the earlier years. The English language covered a continuum from first language through second language to a foreign language. Bahasa Malaysia is replacing English in most of its previous functions, but English may be expected to remain as a continuum from second language to foreign language according to the background and occupation of the speaker. In Malaysia, presently the use of English is less common than in Singapore and is likely to decrease steadily with the implementation of the national language policy. However, English still remains as a language of considerable importance and is still being used in various spheres of everyday activity. The role of English has changed from its earlier status as the precise language of the colonial era and the decades after the Second World War to a second language. At the moment, it is still considered as an international code to be used for diplomatic and commercial negotiations and as a language necessary in many fields of tertiary study and research. Not surprisingly, the non-native English language speakers among Malaysians make grammatical mistakes from time to time. These usually happened among Malaysian adult students and even among some Malaysian English teachers. 1. The transcript of a recorded conversation. The following excerpt is a recorded conversation among teachers and will be analysed of the mistakes made by some teachers during discussion. Our discussion was on the quality and effectiveness of a programme called ‘Program Penutur Jati’ or English Language Teacher Development Project (ELTP). Briefly, the aim of the project is to enhance the lower primary ESL teachers’ ability to plan and deliver quality English lessons based on the new National English Language Curriculum in 600 schools across East Malaysia. The teachers involved in discussion come from various races, ethnic groups, ages and teaching experiences. Kamel : That is my opinion. I don’t know yours. Ok. Chairperson : I agree †¦. laugh Kamel : But , as I said just now. I don’t like that the fixture.. ok. For example aaaa as my mentor come to our school .. every Monday ok.. my class start at nine o’clock†¦Ã¢â‚¬ ¦. 7. 30.. that mean one and half hour include the preparation for my lesson, so I don’t think that I have an ample time for me to prepare the things†¦ ok . Moreover, the one hour and one and half hour is the .. for all to prepare.. the whole week not only , the one day. So I don’t think that will be effective. Chairperson: Emmmm Kamel : So Chairperson : Did you tell him about it? Kamel: Aaaaaa†¦ So far not yet. Chairperson : Do you have the chance to talk about it. Kamel : Because, I don’t have any.. I don’t have the opportunity to.. Chairperson : Then, you should tell him. Kamel ; I was thinking. Why don’t the mentors like them to be .. have qualification in teaching, so that they can come to the trainee teachers training college rather than†¦ Chairperson : For your information, ahh Chairperson : Overall, it seems to be working with you†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Naga : The ideas (cough)†¦ is good and different†¦ he is friendly. Chairperson : So.. ahh. If supposing .. You have a mentor to this.. who doesn’t speak.. doesn’t speak like Morrocan. Alright Naemah : Yehhh Chairperson: Right.. Alright, if.. Chairperson: Who? Chairperson : Madam Soya? She is from where? Others : Bulgaria.. (together) Chairperson : Bulgaria? Does she have the accent? Chairperson: What do you think? Do you think†¦ | 2. Common grammatical mistakes and errors by non-native English speakers. The types of errors can be categorised into two: descriptive and surface structures. Descriptive errors include noun phrase, verb phrase and complex sentence. While surface structure errors include omission, addition, misinformation, misordering and blends. After analysing the recorded conversation, there are few mistakes or errors made by Mr. Kamel during the said discussion. a. The use of unmarked forms instead of marked forms is far more frequent, as can be seen in the examples as follows. * I don’t know yours. * I don’t know about you. * .. as I said just now. * .. as I have said just now. One possible cause of these errors is merely interlingual errors which is the result of mother tongue influences ‘Saya tak tahu awak punya’ and ‘†¦ seperti yang saya kata tadi. ’ respectively. In his article, ‘A Role for the Mother Tongue’ in ‘Language Transfer in Language Learning’, Professor Corder (1981) reinvestigated the phenomenon and questions the term ‘transfer’. He suggests that mother tongue influence as a neutral and broader term to refer to what has most commonly been called transfer. Corder says that since most studies of error were made on the basis of the performance of learners in formal situations where it appears that errors related to mother tongue are more frequent, it was natural that an explanation of the phenomenon was of considerable concern to the applied linguistic. It was out of this concern that the whole industry of contrastive studies arose. He also claims that as far as the acquisition of syntactic knowledge is concerned, no process appropriately called interference takes place, if by that we mean that the mother tongue actually inhibits, prevents, or makes more difficult the acquisition of some feature of the target language. The term ‘interference’ is now most often used to mean what is no more than the presence in the learner‘s performance in the target language of mother-tongue-like features which are incorrect according to the rules of the target language. b. Obviously. Mr. Kamel has the problem in pronouncing certain words especially in the pronunciation of the initial sound of common words like the, there, then and that. It is also the middle consonant sound in feather and the final sound of bathe. These sounds are formed with the tongue tip behind the upper front teeth. The initial sound of that and the final sound of both are both voiceless dental. This problem arises because Mr Kamel’s tongue is not merely touches the teeth. Thus, his pronunciation of these particular words are incorrect. Besides, difficulty in phonology can caused by mother tongue interference. Eltrug (1984) affirmed that mother tongue interference can contribute to a large number of pronunciation errors made by students. An English sound does exist in the native language, but not as separate phonemes. This simply means the first language speakers do not perceive it as a distinct sound that makes difference to meaning. For example The sound /? / does exist in Malay, but whether the vowel is long or short does not make any difference in meaning. For instance, the English phonemes/? / and /i:/ differ very much in meaning as in the words ‘leave’ and ‘live’, ‘sheep’ and ‘ship’. The great amount of vocabulary of English really makes the second language learner suffer in reading. There is a lot of words unknown and the most confusing point is even the second language learner know the meaning but they can’t really understand the meaning of the whole sentence. It is because an English word gives different impressions in different situations. This makes things so confusing about the meaning of the word. Grammatical interference is defined as the first language influencing the second in terms of word order, use of pronouns and determinants, tense and mood. Interference at a lexical level provides for the borrowing of words from one language and converting them to sound more natural in another and orthographic interference includes the spelling of one language altering another. In Malay grammar, it does not require one to have any form of determiner in front of instruments like computer, piano, internet. English grammar, however, requires the instruments mentioned above (computer, piano, internet) to be preceded by determiners and if neither a possessive determiner nor a demonstrative determiner is used, the use of either a definite article or an indefinite article is necessary. Thus, the ungrammatical sentences in could be the result of interference of the cultural transfer from Malay language structure on English. Erroneous form| Correct form| She plays piano while I sing. Malay: Dia bermain piano sementara saya menyanyi. | She plays the piano while I sing | She stay at home. Malay : Dia tinggal di rumah | She stays at home. | Table 1 : Examples of interference from the learners’ first language. c. Subjects also exhibited errors in subject-verb agreement as is shown in the examples as follows: * Every Monday, my class start at nine o’clock†¦. * Every Monday, my class starts at nine o’clock†¦. The omission of â€Å"-s† can be attributed to the fact that Bahasa Malaysia does not require verbs to agree with subjects. However, the ending free form is generalised for all persons to make the learning task easier and this is a common intralingual made by people with diverse native languages like Mr Kamel. 3. Causes and sources of errors and mistakes Interlingual errors are the result of mother tongue influences. Learners transfer/borrow some forms but not others due to two factors such as proto-typicality and language distance (Kellerman, 1979). Malay learners of English commonly make errors in negative sentences. For example: Adryna no coming today. [Adryna tak datang hari ini. ] Such errors are common in pre-verbal negation using no, the same negative construction as in their L1. In order to determine whether transfer is the cause for the occurrence of errors, James (1998), demonstrates that learners with a particular L1 make an error that those with a different L1 do not. He provides a useful summary of these strategies which includes the following; a. False analogy b. Misanalysis c. Incomplete rule application exploiting redundancy d. Overlooking co-occurrence restrictions e. System-simplification It is not clear which strategy is responsible for a particular error. Errors can also be viewed as ‘natural’ or as ‘induced’. For example: a. He played football yesterday. b. He goed home at six. c. He drinked milk. d. He eated dinner. e. He sleeped at eight. Conclusion To conclude, learners’ errors are a part of the learners’ language learning process. Hence, teachers should not penalise students for the errors they made. Instead, teachers should note those errors and devise ways to assist learners to overcome their problems in language learning. It is difficult to decide whether grammatically or acceptability should serve as the criterion for error analysis. If grammatically is chosen, an error can be defined as ‘breach of the rule of the code’ (Corder, 1967). Defining errors in terms of grammatically also necessitates giving consideration to the distinction between overt and covert error: In the field of methodology, there are two schools of thought with regard to learners’ error. Firstly, the school which maintains that if we were to achieve a perfect teaching method, the errors would have never be committed and therefore the occurrence of errors is merely a sign of inadequacy in our teaching techniques. The philosophy of the second school is that we live in an imperfect world and consequently errors will always occur in spite of our very best teaching and learning  methods. One effect has been perhaps to shift the emphasis away from a preoccupation with teaching towards a study of learning. The differences between the two are clearly defined: that the learning of the mother tongue is natural, whereas, we all know that there is no such inevitability about the learning of a second language; that the learning of the mother tongue is part of the whole maturational process of the child, whilst learning a second language normally begins only after the maturational process is complete. A child’s incorrect utterances can be interpreted as being evidence that he is in the process of acquiring language and the errors provide these evidences. Brown and Frazer (1964), point out that the best evidence a child possesses construction rules is the occurrence of systematic errors, since when the child speaks correctly, it is quite possible that he is only repeating something that he has heard. In the case of the second language learner, it is known that we do know some knowledge of what the input has been which we call as the syllabus. The simple fact of presenting a certain linguistic form to a learner in the classroom does not necessarily qualify it for the status of input, for the reason that input ‘is what goes in’, not ‘what is available’ for going in, and we may reasonably suppose that it is the learner who controls this input. This may well be determined by the characteristics of his language acquisition mechanism and not by those of the syllabus. References Mariam Mohd Nor, Abdul Halim Ibrahim, Shubbiah, R (2008). OUM-Linguistics and Language Teaching. Seri Kembangan, Selangor. Open University Malaysia. Corder, S. P. (1967). The significance of learners’ errors. International Review of Applied Linguistics, 5, 161-70. Corder, S. P. (1981). Error analysis and interlanguage. Oxford: Oxford University Press. Ames, C. (1998). Errors in language learning and use: Exploring error analysis. London: Longman. Kellerman, E. (1979). Transfer and non-transfer: Where are we now? Studies in Second Language Acquisition, 2: 37-57. Eltrug, N. S. (1984). Analysis of the Arab Learners’ Errors in Pronunciation of English Utterances in Isolation and Context. Ph. D Dissertation. The University of Kansas. Chomsky, N. (1965). Aspects of the theory of syntax . Cambridge, MA: MIT Press Paikeday, T. (1985). The native speaker is dead! Toronto: Paikeday Publishing. Rampton, M. B. H. (1990). Displacing the ‘native speaker’: Expertise, af? liation, and inheritance. ELT Journal 44. 2, 97–101. Davies, A. (1991). The native speaker in applied linguistics . Edinburgh: Edinburgh University Press. Davies, A. (2003). The native speaker of World Englishes. Journal of Pan-Paci? c Association of Applied Linguistics 6. 1, 43–60