WOMEN’S MOVEMENT IN SAUDI ARABIA an Example of the Topic Government and Law Essays by

WOMEN’S MOVEMENT IN SAUDI ARABIA Gender inequality is present in almost every aspect of human endeavorin education, employment, consumption of goods, political agency, and the ability to acquire property. These are just some of the areas that gender inequality may be observed, but regardless of the venue, it is almost always the female who is disadvantaged. Gender-inequality, hence, is tantamount to discrimination and oppression of women. Efforts to control the practice of discrimination have long been underway. Need essay sample on "WOMENS MOVEMENT IN SAUDI ARABIA" topic? We will write a custom essay sample specifically for you Proceed People Frequently Tell EssayLab specialists: How much do I have to pay someone to make my essay in time? Essay writers suggest: Ask Us To Write My Paper And Get Professional Help Cheap Writing Services Pay For Essay Reviews Cheapest Essay Writing Service Cheap Writing Service Reviews From the time of Khadija, the role of women in Islam has been evolving depending on how the social and religious leaders bestow treatment on them. To delve into the role and status of women in Islam poses great challenge, in that many different perspectives about the subject are fighting for equal consideration. Yet the only possible way to completely understand the lives of Muslim women is through the Quran, the source of Truth for the Muslims, which according to Asmas Barlas, serves as the essential nucleus of their religion (32). This Holy Scripture is both a religious guide for personal piety and the basis for the adherents practical and political behavior (Barlas 32). Quran does not separate religion from the secular. It encompasses all aspect of life, such that within the lines of the Suras is where one can essentially find the delegated place of women in Islam, as pronounced by the Prophet himself. The early Muslim women, for instance, were assigned a special role in which they were responsible for ensuring that their fellows in the society perform their religious duties. For Dr. Hassan al-Turabi, the role of the women of Islam is to discharge collective responsibilities though in many occasions they may be relieved from such tasks of family maintenance, attendance of group prayers and conscription for war if men can sufficiently attend to them. Nonetheless, the relative consideration towards women did not prevent many from actively participating in military services and public affairs, the prophets favourite wife, Sayidah Aishah, being one of these active women (Barlas, 2002). The women of Islam during those earlier days of religious conquest were both visible in the pursuit of public good and religious merits. The wise Prophet himself occasionally intercedes for women in the name of justice. During Jihad, the womens military participation includes bringing water to the thirsty warriors, treating the wounded and carrying them to safety. In some instances, women were even said to engage in the warfare themselves. When it comes to public affairs, they have their voice and were often consulted for further opinion. They were not segregated from such important gatherings as public meetings and festivals (al-Turrabi). Hence, women used to carry out important roles just like men, especially in the building of Islam. The eventual degradation of their statuses, which causes the current gender discrimination and seclusion, may be explained by the fact that the way women are treated now under Islam may not be the way they should be treated in reference to the foundation of Islamic faith. grave inequality that the non-Muslim world is now seeing is due to the intermingling of pre-Islamic ideologies that rest on patriarchy with Islam tenets. (Barlas, 2002). A survey conducted by Naseef Nassar of National Constitutions among Muslims Arab countries today revealed the three types of modern constitutional parameters concerning women (Haddad and Esposito 6). Amongst the traditional nations including Kuwait, UAE, Bahrain, Qatar and Northern Yemen, women are confined to the roles of a wife and a mother, and her identity is said to depend on her familial relations. In the second cohort, composed of Syria, Southern Yemen, Algeria and Iraq, women of Islam must pursue the same traditional wife and motherly roles but they should be treated as educated and cultured individuals. Thus, women can work and become involved in political affairs. The third group from which Morocco and Egypt belongs grants the most liberal position to women, so that they can fulfil the multiple roles of being a wife and a mother as well as an active member of the community. As can be seen in the lifestyles of Muslim women in the third group, they lead dynamic lives as keepe rs of their homes yet with equal opportunities in the political, cultural, and economic realms. This is what social analysts now call the progressive view on the role of women in Islam. (Alarifi Pharaon, 2004). Women encounter inequalities in almost every aspect of their lives, and many of these are reinforced by the social structures and organizations in which they live. Though a great number of women have already proven that they have achieved equality in education there is still a larger group that incessantly encounter roadblocks to quality education. In fact, it may be the case that society is under-investing in the education of women, without realizing that the price for such negligence is slower economic growth, poverty, and poorer quality of life. A consensus among researchers who have studied the relationship between gender-equality in education and economic growth and development states that gender-equal education leads to better performing economies, which in turn, reinforces gender equality (Alarifi Pharaon, 2004). The nature of the women's citizenship rights in societies in Middle East results because of the4 built-in discrepancy in the different constitutions giving the rights to men and women as well as the different codes that define women. In Saudi Arabia, Muslim women are not permitted to drive although many say that these practices are totally unrelated to the origins of Islam, but based on cultural and traditional customs which have been injected to these societies. These deviations are the result of mans interpretation and applications of the Islamic teachings. Man and woman in Islam are not actually duplicates of one another but the complements. This division of labor allows the shortcomings of one sex which will be compensated by the strengths of the other. It is recognized that both sexes came from one source and therefore, enjoy the same status. There are differences in terms of beliefs as the how women originated and in a way, this has influenced the view of womens role. (Alarifi Pharaon, 2004). In Kay Ebelings The Failure of Feminism, she recounted her experiences as a single mother and the experiences of other contemporaries whom she believes are the victims of the feminist movement that failed. Today I see feminism as a Great Experiment That Failed, and the women in my generation, the perpetrators, are the casualties (Ebeling 2005). Ebelings account is true to some extent. The present condition of the women in her generation does not show any signs that the feminist movement succeeded in liberating women. They became single working mothers who only get a chance in blind dates that only make them realize how far men have gone ahead of them and how they could get away with having children and yet not having to bear the responsibility of childbearing (Ebeling). In conclusion, inaccuracies emerge and are perpetrated if we tend to accept everything without being judicious and vigilant. We appreciate the clarifications set forth by Muslim women and it helps in eliminating our ignorance. Westernized/modernized that we are, we must not consider ourselves superior simply because we embraced the progress made by globalization and technology. In fact, these are very tools we should maximize to widen our understanding and distill, from among the millions of images and information, which is which according to our own personal beliefs and experiences. REFERENCES Alarifi Pharaon, N. (2004). Saudi Women and the Muslim State in the Twenty-First Century. Sex Roles: A Journal of Research. Volume: 51. Plenum Publishing Corporation. Barlas, A. Believing Women in Islam: Unreading Patriarchal Interpretations of the Quran. Texas: Texas University. 2002. Ebeling, K.The Failure of Feminism. 80 Readings in Composition. Ed. David

Education System in Japan and Singapore Essay

Education System in Japan and Singapore Essay Education System in Japan and Singapore Essay Sample Education System in Japan and Singapore Essay Sample In a recent UNESCO report about the education system in the Association of Southeast Asian Nations (ASEAN) members states, it was noted that despite the differences in ideologies, political systems, development priorities, and education systems, members states of the ASEAN community share a common vision (UNESCO, 2014). For ASEAN +6 member states, including, Australia, China, India, Japan, Republic of Korea, New Zealand and Singapore education is the pillar of development that contributes to the community’s competitiveness. Exploration of education systems in the ASEAN community reveals that there are several countries with efficient education systems, including Japan and Singapore. The analysis will provide a better understanding why education system performs better in one national system than in another. In the same context, the comparison also provides tangible evidence and a practical lesson that would help researchers, policy makers, and professionals in the educational r ealm improve the efficiency of education system within their jurisdiction. This research paper compares and contrasts the education system in Singapore and Japan. Firstly, the paper gives a brief overview of the education systems in the two countries; then it discusses the similarities and differences in the next section. Education System in Japan In most scenarios where there has been an international comparison of national educations systems, Japan has emerged as one of the countries with the best education system. The roots of this accomplishment are traced to Japan’s culture and historical development. The Japanese education system has evolved from the dual system to a single-track school system through education reforms that were heavily influenced by the United States education system after the Second World War (NCEE, 2015a). Children at the age of six are registered in grade one of elementary school. School calendar starts in April and runs for three terms that end in March. All Japanese must attend school for 9 years, that is, six and three years at elementary and junior high school respectively. For foreigners, the nine years are not compulsory; hence they may go to local elementary or junior school as they wish (Tokyo International Communication Commitee, 2006). Private schools have created an environment that enrolls foreign students. After junior high school, students may opt to find employment or continue their education in high school and eventually go to university. Special schools and facilities are available for mentally or physically challenged students who may not be able to study at ordinary schools. Education System in Singapore Singapore has grown from a poor and illiterate history to one of the powerhouses in Asia (Ministry of Education [MOE], 2015; NCEE, 2015b). Singapore’s population of 4.7 million people enjoys healthy living standards that are comparable to most of the developed economies in the region. This achievement can be attributed to Prime Minister Lee Kuan Yew, who understood that education is the central turbine of development and competitiveness of Singapore (NCEE, 2015b). In addition, education was used as a unifying platform for the clashing religious and ethnic groups. The Education System in Singapore is managed by the Singapore Ministry of Education, which is mandated to the administration and development of both public and private school (MOE, 2015). Unlike private schools, public schools receive their primary funding from the government. Typically, education spending in Singapore constitutes approximately 20 percent of the national budget. For instance, the national education bu dget in 2015 was $12.1 billion Singaporean dollars as compared to the $11.5 billion dollars in 2014 (MOE, 2015). As of this writing, there were over 360 primary, secondary and post-secondary schools supported by over 33,000 education officers (MOE, 2015). The core trait of Singaporean education is a bilingual advantage. While English is the primary language of communication, all students are expected to learn the official mother tongue. The bilingual policy enables students to access Asian cultures and become globally competitive (MOE, 2015). Teachers, school leaders, and allied educators are at the core of Singapore’s education system. Teachers are nurtured and motivated to grow and reach their professional and individual best. In alignment with their interests and aspirations, and to engrave the qualities specified in the Singaporean Teacher Growth Model, teachers in Singapore undertake comprehensive pre-service training at the National Institute of Education (MOE, 2015). Comparison and Contrast of Education System in Japan and Singapore As for September 2014, 73.2 percent of Japan’s GDP originated from the service sector and 25.6 percent from industry (NCEE, 2015a). Similarly, 70.6 percent of Singapore’s GDP originated from the service industry while 29.4 percent originating from the industry sector (NCEE, 2015b). Observably, the two countries rely on industry and service sector that require highly skilled labor and knowledgeable human resources. These can only be achieved through quality education or a high-performing education system. As noted by UNESCO (2014), both Japan and Singapore are highly industrialized countries in Asia and the Pacific region. Additionally, both countries have higher-performing education systems than countries such as Cambodia, Bangladesh, Papua New Guinea, and Nepal. Japan and Singapore have ratified the Convention on the Rights of the Child, globally committing themselves to offering free primary education to all children (UNESCO, 2014). The rights have been incorporated i nto the national legislation of Singapore and Japan. Despite this achievement, Singapore and Japan had not accepted or ratified the 1960 Convention against Discrimination in Education (CADE). To have a clear picture of the similarities and differences of the two education systems, several aspects of education management and policy frameworks are use compared and contrasted within the education system in Japan and Singapore. In addition, some emerging trends, including educational structure, financial and legal commitment to education, teacher policies and sector management, are highlighted. Financial and Legal Commitment to Education The fundamental principles for Japanese education system are engraved in the Constitution passed in 1946 and the Fundamental Law of Education of 1947, which was revised in 2006 (UNESCO-IBE, 2011a). The Japanese Constitution defines the right to receive education. As outlined in Article 26, Japanese are obligated to provide all girls and boys with basic education as defined by the law. In addition, the law states that the compulsory education shall be free. In addition, provisions relating to educational administration, school system as well as financial support are included in the Japanese School Education Law (UNESCO-IBE, 2011a). On the contrary, the legal framework of Education System in Singapore is outlined in the 1985 edition of the Education Act and the 1990 edition of the School Regulations (UNESCO-IBE, 2011b). The Compulsory Education Act was passed by the Singaporean Parliament in 2000, but compulsory education was realized from January 2013. The Private Education Act No. 21 of 2009 deals with the accreditation and regulation of private education entities in Singapore. Financial allocation to education is one of the indicators of government commitment to education. On average, Singapore, Japan, and other ASEAN countries allocate 14.7 percent of their national expenditure on education. Between 2007 and 2010 Japan and Singapore allocated 9 percent and 10 percent of their government expenditure to education respectively. In reference to expenditure on public education as a percentage of GDP, Japan spent slightly more than Singapore in the same period, as indicated in Figure 3 below. Education Structure The starting age and length of mandatory education vary slightly in the two countries. Formal education in Japan and Singapore starts at the age of 6. Both countries have 12 years of formal education divided into primary, lower secondary and upper secondary levels. Japan has 6+3+3 structure, which is also used in Thailand, Cambodia and Indonesia (UNESCO-IBE, 2011a). By contrast, Singapore shares the 6+4+2 structure with Philippines. Japan and Singapore’s mainstream education systems are equipped with facilities to provide support to students with special education needs. The years of free and mandatory education in Japan and Singapore are 9 and 6 respectively. Despite a variance in the duration, both countries have legal provisions for compulsory education at the fundamental level of education. It should be noted that upper secondary education in Japan is provided free of charge, however, it is not mandatory. Arguably, compulsory education accounts for the high literacy levels in the two countries. In reference to pre-school, children aged between 4 and 6 are enrolled in Singaporean kindergartens (UNESCO-IBE, 2011b). Similarly, kindergartens in Japan enroll children aged 3-5 years (UNESCO-IBE, 2011a). Kindergartens are structured in three years: nursery, kindergarten 1 and kindergarten 2. The primary school level in Singapore consists of the foundation stage (Primary 1-4) and the orientation stage (primary 5-6). The standard subjects at the primary level include English, science, and mathematics. Science is taught from primary three (MOE, 2015). Before leaving the primary education level, students take the Primary School Leaving Examination (PSLE) as depicted in Figure 2 above. In Singapore, students are admitted in secondary schools based on their PSLE performance. For example, students who performed extremely well in the PSLE can take Special course, whereas others are placed in either Normal or Express course (UNESCO-IBE, 2011b). Students who completed secondary education su ccessfully and have the pre-requisite qualification may join centralized institutes and junior colleges. Management and Administration of Education System In Singapore, education policies are formulated and implemented by the Ministry of Education (MOE). The Ministry has control over the development and administration of public or government-aided primary and secondary schools as well as junior colleges (UNESCO-IBE, 2011b). MOE also supervises private schools in the country. Conversely, education system in Japan is managed and administered by the Ministry of Education, Culture, Sports, Science and Technology (MEXT). MEXT was formerly known as the Ministry of Education, Science, Sports and Culture (UNESCO-IBE, 2011a). MEXT advances education and promotes long-term learning. In addition, MEXT encourages sport, cultural and academic activities as well as progress in science and technology. Further, MEXT carries out religious administrative affairs. In Singapore, students with moderate or special educational needs get support from the National Council of Social Service Funds and the MOE through customized special education institutions (MOE, 2015). The aim of such institutions is to ensure that students have the values and skills they need to lead normal lives and contribute to the society as its independent members. The scenario is similar in Japan, where support comes primarily from the Ministry of Education. Singapore’s education system recognizes talent in students in both academic and non-academic domains. For example, Specialized Independent Schools in Singapore offer customized programs to develop students in diverse pathways, including sports, art, science and mathematics (MOE, 2015). These institutions develop a complete school approach to developing a nurturing environment that enables the student to discover and develop their interests and strengths for meaningful life and work. In both education systems, public-private partnerships (PPP) are strongly encouraged in the development of Technical and Vocational Education and Training (TVET) and can take place in various forms and levels (UNESCO, 2014). At the national level, PPPs can be established through an official meeting on issues such as the motivation of employer investment. At the school level, PPPs can be institutionalized through a discussion regarding how to improve workplace experiences. In Japan, PPPs are strongly encouraged because they promote skills training in the country. In Singapore, PPPs are encouraged because they leverage knowledge, skills and expertise of technology industry leaders. In addition, PPPs are encouraged because they establish networks with the private sector. They include Joint Centers of Technologies and Industry (IBT) schemes (UNESCO, 2014). TVET is provided in Japan by the Ministry or Education, Culture, Sports, Science and Technology (MEXT) and Ministry of Health, Labor, and Welfare (MHLW). By contrast, TVET is provided in Singapore by the Ministry of Manpower (MOM) and the Ministry or Education (MOE). As far as education system performance in concerned, both Japan and Singapore have engaged the private sector in provision and funding of education (UNESCO, 2012). The private sector involvement in national education takes various forms including private funding (donations and fees), community schools, private tutoring, publicly funded and privately managed schools, and full free private schools among others. It is worth highlighting that most basic education in Singapore and Japan is publicly offered by public schools or the government. While, the respective governments of the two countries offer free and compulsory education for the first 9 years of basic education, the role of the private sector played in primary education insignificant. However, this observation does not imply that the private sector, including communities and families, has no role. In fact, the private sector is of great importance in these countries. Private expenses on education include uniform, tuition fee, p rivate tutoring and textbooks. Teacher Policies and Standards The locus of teacher employment in Japan, including their selection, management and remuneration, rests with the regional government. By contrast, in Singapore, similar responsibilities rest with the central government. Irrespective of the level of devolution, both private and public sector plays a critical roles in the financing and provision of education. Typically, entrance to teacher training institutes requires graduation from the 12th grade (MOE, 2015; UNESCO, 2014). In both Singapore and Japan, entry to teacher training requires preschool, primary and secondary qualification. These qualifications are bundled with teacher-training certifications. Primary teachers undergo a two-year teacher training course whereas secondary teachers take three to four years of training. In Japan, secondary and elementary school teachers are trained at junior colleges and universities accredited by MEXT. In fact, the majority of elementary school teachers in Japan are graduates of four-year based programs at national universities (UNESCO-IBE, 2011a). Similarly, teachers in the corresponding levels in Singapore undertake university degree programs (MOE, 2015; UNESCO-IBE, 2011b). In Japan and Singapore, the duration of pre-service training is four years, which implies that teachers in these countries are highly qualified to teach students and achieve desirable educational outcomes for these students. The practice is consistent with the OECD average of PISA rankings (NCEE, 2015a). Unlike Singapore, in Japan teachers take a national entrance examination. Both countries have minimal teachers standards often enforced through regular licensure renewal or entrance examinations. Teachers in both countries benefit from professional support in terms of training workshops, peer consultations, support from inspectors and advisors and study opportunities for teachers (UNESCO, 2014; UNESCO-IBE, 2011a; UNESCO-IBE, 2011b). Rewards and incentives for teachers in these high performing education systems include salary increase, promotion and certificate of recognition (SIREP, 2010). Programme for International Student Assessment (PISA) Clearly, the approach is effective and generates results in international assessments such as OECD’s Programme for International Student Assessment (PISA). Figure 4 below represents Singapore’s mean score compared to the United States and the OECD average for science, mathematics, and reading. Figure 5 is an illustration of Japan’s PISA means score in relation to the United States and OECD’s average. An analysis Figure 4 and Figure 5 indicates that Singapore has a better PISA mean score than Japan and the OECD average in reading, mathematics and science. According to OECD (2014), Japan remains one of the most attractive economies for foreign students. In 2012, 3.3 percent of foreign students were employed in Japanese tertiary institutions, which was a 0.1 percent growth from 2000. OECD (2014) noted that 3.3 percent was the largest percentage among all destination countries. Interestingly, 94 percent of foreign students came from Asia. In fact, 81 percent came from neighboring countries. This is a reflection of the education performance and popularity of the Japanese education system in the region. However, in the 2014 World Economic Forum Global Competitiveness Rank, Japan was ranked at position six as compared to Singapore, which emerged at position 2 (NCEE, 2015a). In reference to INSEAD Global Innovation Rank 2014, Singapore emerged at position seven, whereas Japan was positioned at number 21. In summary, these rankings reflect the growth of Singapore’s education system in the last several years. For more than a decade, Japan and Singapore have been at the peak of global leagues of tables that outline children’s abilities in mathematics, reading and science. This has led to the significant development in Asia and attention from the West. This paper compared and contrasted education systems of Japan and Singapore. The analysis indicates that Japan has a relatively better education system than Singapore in various aspects. For instance, the number of years of free and obligatory education in Singapore and Japan are 6 and 9 respectively. This is a reflection of both financial and legal commitment of the respective governments in the education sector. In addition, Japan is one the most attractive destinations for foreign students. Contrastingly, only 1 percent of Japanese student at the tertiary level were registered overseas in 2011. Furthermore, Japan has one of the largest fractions of tertiary educated adults and the uppermost literacy proficiency level amid OECD count ries. It is evident from the research that improving education goes beyond making children attend classes. Effective education systems also involve ensuring that that the youth are well prepared for the world beyond their books and school grounds. It is in this regard that Singapore education system considers bilingual capability as a competitive advantage for their students in the region as well as in the ever increasingly globalized world. In other words, education is about providing avenues or platforms where the youth can find decent jobs, earn sufficient income, and contribute to their societies or communities as they fulfill their potential. In summary, a one-size-fits-all framework for developing an efficient education system is not feasible, but this paper provided an overview of the education system in Japan and Singapore with the hope that it may improve the understanding of the subject areas as well as strengthen education systems in other regions on the basis of experien ces and success of Singapore and Japan.

The Sport Events Sector Essay Example | Topics and Well Written Essays - 2000 words

The Sport Events Sector - Essay Example The spectator driven sport events generate much more income for the players and the sponsors compared to the participant driven sport events. All the different game shows before, during, and after the match are sponsored and heavily advertised which generates a lot of revenue for the sponsors of the sport events as well as the sponsors of the platforms through the sport events are broadcast like television and radio channels. Sport events have a very long history. They have been arranged and organized almost as long ago as any records of ancient human civilizations exist. However, the organization and display of sport events underwent a revolutionary change ever since the advent of television. Initially, the ancient Olympic games used to be a single day event up until 684 B.C., when their duration was increased from one to three days. Later, they were further extended to five day events during the 5th century B.C. (Olympic.org 2015). The ancient sport events like boxing, running, and javelin were much more focused on physical strength and stamina compared to modern sport events in which technique, strategy, and intelligence is just as important if not more, as physical strength. Modern sport events have mostly been developed since the 19th century. For example, the origin of baseball is in the 1840s, the origin of basketball is in the 1890s, the origin of American football is in the 1800s, ice hockey was developed in the 1810s and the Modern Olympics resurfaced in Athens in 1896 under the supervision of the International Olympic Committee (The People History 2014). Today, sports events are the most developed than they have ever been throughout the history. So many different kinds of sports share a similar timeline in the modern history because their organization and spectatorship was linked to technological advancements in the form of radio, telephone, and television. Demographic profile of consumers varies from one sport event to another depending upon a

Individual Management Enhancement Essay Example | Topics and Well Written Essays - 1000 words

Individual Management Enhancement - Essay Example trying to figure out how this environment changes at my work place and realised that technological rapid change leads to frustrations and affects worker’s productivity. Recently, all the data in my bank was digitized and therefore, staff had to be moved and shifted to departments which could accommodate better their skills. Others had to be sent for retraining and refreshment on the way they could work in a digitized environment. Aware that change management requires thoughtful planning and sensitive implementation, I sought to consult and involve colleagues who were affected. I therefore, embarked on finding out their challenges and what the change in environment could mean for their future career. I interviewed five colleagues at work and also reviewed some empirical evidence of past rapid and massive changes. I also revisited handouts that gave me insight into the area of environmental and process change management at work. I received an interesting feedback from my respondents regarding their experiences with change in environment and process at work. They specifically pointed at the worrying trends in IT department where I belong and saw it as forced, though inevitable environmental change in all departments in a company. They also reported that even if technological environmental change from technological shift is inevitable, it comes with problems. These observations are applicable in any company regardless of the business. The following are best practices when it comes to environment and process at work place: It was important to get feedback from top management concerning the issue of being realistic. Khalid Roshan reported that although this is not noticed by many workers, he is actually the most affected by the digitization process in our company and that this is the first point of being realistic. In this case, Khalid Roshan was quick to give a professional advice that when effecting change, one has to be â€Å"realistic and set measurable and

Identification of Unknown Compound using 13C NMR

Identification of Unknown Compound using 13C NMR Identification of Unknown Compound #15 using 13C NMR and IR Spectra Paired with Melting Point Analysis Abstract Given an unknown compound, infrared (IR) spectroscopy can be used to determine the functional groups that make up the compound. This can be supplemented with 13C NMR spectroscopy and melting point analysis to determine the identity of the unknown compound. After completion of the analysis methods, it was determined that the identity of the unknown compound (unknown #15) is p-Methylaniline (p-Toluidine), C7H9N (Figure 1). Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Infrared (IR) spectroscopy is extensively used instrumental technique in organic chemistry. It is the measurement of the wavelength and intensity of the absorption of mid-infrared light by a sample. Mid-infrared is energetic enough to excite molecular vibrations to higher energy levels. The wavelength of infrared absorption bands is characteristic of specific types of chemical bonds, and infrared spectroscopy finds its greatest utility for identification of functional groups within organic molecules (1). An infrared spectrophotometer is an instrument that passes infrared light through an organic molecule and produces a spectrum that contains a plot of the amount of light transmitted on the vertical axis against the wavelength of infrared radiation on the horizontal axis. In infrared spectra the absorption peaks point downward because the vertical axis is the percentage transmittance of the radiation through the sample (2). Nuclear magnetic resonance spectroscopy (NMR) can be used to complement IR spectroscopy. While IR can determine functional groups, NMR can determine the molecular structure. Finding the melting point of the unknown can help to determine the purity of the compound. Results IR Data: Functional Group Molecular Motion Observed Wavenumber (cm-1) Literature Value Range1-3 (cm-1) Peak Intensity Peak Shape N-H Stretch 3333.85 3335 Weak Sharp C-H Stretch 2914.73 2780 Weak Sharp C=C Stretch 1621.28 1600-1430 Medium Sharp C-H Bending(in plane) 1274.33 1275-1000 Medium Narrow 13C NMR Data: Atom Atom Group Peak Observed (ppm) Peak Calculated (ppm) 1 C-N 144 144 2 and 6 CH 115 115.2 3 and 5 CH 130 129.60 4 C=C 127 126.7 7 CH3 21 21.26 Melting Point Data: Observed Melting Point Range ( °C) Literature Melting Point Range4 ( °C) Trial 1 44-47 44-45 Trial 2   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   44-45 Discussion The IR analysis of the unknown compound 15 determined that it consists of a benzene ring, amino and methyl groups. According to the referred literature (3) values of 3335-3400 range for stretches are evident which indicates primary amines. The spectrum shows primary amines stretch at 3333.85 Next can be noticed that CH stretches from the benzene ring occur at 3014.65 and 2914.73. C=C stretches are known to occur at the 1600-1430 according to literature, and in this spectra are illustrated at 1621.28 At 1274.33C-H bend is evident. This spectrum correlates well with literature values which confirms successful identification of p-methylaniline. The melting point analysis was used to determine the purity of the unknown sample. The literature values for p-methylaniline range from 44-45 °C (4) and the observed melting point values were 44-47 °C for trial 1 and 44-45 °C for trial 2. The trial 1 has a higher melting point compare to the literature values. This could be due to the amount of sample placed in the capillary tubes as well as the purity of the sample (4). Because trial 1 has such a large range, the sample may not be pure. The results from the 13C NMR showed that compound contained summetry. Two peaks of the same height were observed at about 115 and 130ppm and two other peaks at 144 and 127ppm. According to the literature values aromatic carbons appear between 120-160ppm (3), which helped to determine that this compound contains a benzene ring. It was noted as well that one other peak appeared much further downfield at 21ppm. Using an NMR predictor, the peaks for p-methylaniline were calculated to be 144, 115.2, 129.60, 126.7 and 21.26 ppm, which match the observed peaks. Conclusion After performing IR spectroscopy, melting point and 13C NMR analysis, it was found that unknown compound 15 is p-methylaniline. P-methylaniline contains a benzene ring, methyl and amine groups in a p- position. Based on slight deviations in the melting point, the sample could have some impurities. An error could be improper loading of the sample in the capillary tube. So to avoid this chemical error, a better laboratory technique could be used. References IR Spectroscopy:Mohrig J.R. et al. Techniques in Organic Chemistry 2nd Ed. 2.  Ã‚  Ã‚   Skoog, D. A., Principles of Instrumental Analysis, 3rd Ed   Stawikowski, M. Experiment 2: Identification of unknown compound based on IR spectroscopy, melting point analysis and supplemental 13C NMR spectroscopy data; BlackBoard Smiley RA (2000). Ullmanns Encyclopedia of Industrial Chemistry. John Wiley and Sons.

Nelson Mandela’s Fight for Freedom

Imagine yourself growing up in a country where you might get thrown in jail for drinking from the wrong water fountain; where just because of your skin color, you get paid less money than your neighbor who has the same job; where you can’t even walk on the same sidewalk just because of the pigment in your skin. For Nelson Mandela, this situation was a reality. This style of living began in 1948 and, thanks to Mandela, ended in 1994. Problems began when the National Party—dominated by Afrikaans-speaking descendants of the Dutch settlers—came to power in South Africa. Segregation and mistreatment of the less superior—non-whites–became a government policy called â€Å"apartheid,† which means â€Å"apartness† in the Afrikaans language. Nelson Mandela refused to bow down to the unjust of the government. Instead, he became one of the most important warriors in the battle to free South Africa. â€Å"We are at the beginning of an arduous and protracted struggle for a better quality of life. In the course of this struggle, we shall have immediate success; we shall have setbacks; but we shall certainly progress, inch by inch, towards our goal,† Nelson Mandela wrote in his book, In His Own Words. Most of Mandela’s life was filled with many battles, tribulations, and hardships. Born on July 18th, 1918 in Umtata, South Africa, Rolihlahla Nelson Mandela studied to become a lawyer. He then joined the African National Congress (ANC) in 1944. The ANC formed in 1912. It is a multiracial, nationalist organization that intended to extend voting rights to everyone in South Africa. This organization was also aiming to end racial discrimination. Even after thirty years of peaceful petitions to the government, the ANC never achieved any concessions. During the apartheid, blacks and whites had different laws that they were to follow. Blacks were not allowed to vote in parliamentary areas, for example, and they were limited in their use of most public places and institutions. Under apartheid, Africans, Europeans, and Indians all lived in separate homelands called â€Å"Bantustans. † While selected jobs were saved for whites, the leaders justified their rulings by guaranteeing that Africans would have full rights in their Bantustans. These full rights would grant Africans to have the poorest homes, schools, and hospitals. A majority of Africans disliked this system of apartheid. This also included Nelson Mandela. Protests were led by multiple leaders including Mandela. Some protests even ended deadly. For example, on March 21, 1960, an organization called, the Pan Africanist Congress (PAC), called for a protest against the laws. In Sharpeville, a crowd of unarmed petitioners surrounded the police station. The police opened fire in the crowd and killed sixty-nine people, while wounding many more. The government was fighting back; not even caring that the laws that they issued, and the consequences that were given for not following the laws, may or may not be proper. Protestors could also be arrested. For instance, after the South African government declared a State of Emergency, the ANC was banned. This meant that its members could be arrested and imprisoned for up to ten years. However, these activists were willing to accept the idea of imprisonment or even death, for equality was the only thing that was on their minds. Though Nelson Mandela was eventually forced to take action when the government banned the African National Congress (ANC), he remained non-violent. Mandela’s method of fighting back was a powerful weapon: his speeches and protests. He had a strong belief that all people, no matter what race, were equal. â€Å"South Africa belongs to all people, not to one group, be it black or white. † Because Mandela was so dedicated to his belief in equality, he had to pay a high price: his freedom. Mandela and his fellow leaders believed that not only should they continue to fight against apartheid, but that they should take up arms against the government. Mandela alleged that there were only two choices to make: surrender, or fight. On August 5, 1962, Nelson Mandela was arrested. He was disguised as a white friend’s chauffer. At this point in time, the government was arresting all black leaders that took part in the Anti- Apartheid movement. So, in an attempt to avoid being arrested, Mandela was forced to live apart from his family. He moved from place to place to avoid being detected by government informers and spies. Usually during important events, like rallies, he would often disguise himself as a chauffer or a gardener. Mandela was nicknamed, â€Å"the Black Pimpernel,† because he was so he was so successful at dodging the police. However, he was not successful enough. After being arrested, Mandela was charged with inciting strikes and illegally leaving the country. He had often traveled to countries in North and West Africa to gain support. He also traveled to England where he met politicians. Throughout his trial—the Rivonia Trial—Mandela carried out his own defense. In the end, Mandela was found guilty and sentenced to prison at Robben Island for five years. This jail was bleak, unwelcoming, and depressing. It is about 7. 5 miles off the coast of Cape Town. Robben Island was one of the harshest prisons in South Africa. The island was bitterly cold in the winter and scorching hot in the summer. Prisoners could only wear short trousers with no shoes. The imprisoned were to sleep on mats that lay out on their cell floor. Mandela’s cell was less than thirty-two square feet. He was confined to it for sixteen hours each day. Even while Mandela was in prison, he still gave hope to the people who carried on the struggle against Apartheid. Mandela was brought to court once more with all of the leaders of the ANC. All were charged with sabotage and attempting to overthrow government offences, which would have resulted in a death sentence. When Mandela spoke at the trial, he said that a free, ideal society was what he wished to live for and to achieve. â€Å"†¦ If needs be, it is an ideal for which I am prepared to die. † No matter what the officials did to Mandela, he knew in his heart that no matter what the outcome was, he would indeed be free in the end. The judge sentenced the defendants to life imprisonment. The government anticipated that the prisoners on Robben Island would be forgotten. However, they were proven wrong. The anti- apartheid movement continued and a new movement to free Mandela even occurred. This movement actually went global. Nelson Mandela became the most famous political prisoner in the world. Leaders such as Desmond Tutu and Steven Biko continued to speak out against apartheid. Some, including Biko, paid with their lives. Some white South Africans even joined the anti-apartheid movement. Over the next months, outraged Africans rioted all over the country. Many were not willing to wait for change. During the 1980’s, the South African government offered to release Nelson Mandela multiple times. Each time the government asked, Mandela refused. In 1982, Mandela was moved from Robben Island to Pollsmoor Prison which is on the mainland in Cape Town. In 1985, Mandela was offered freedom on condition that he stopped campaigning for the ANC. Again he refused because he believed that he still was not technically free since the apartheid was still going on. â€Å"I cherish my own freedom, but†¦I will not give any undertaking when you and I, the people, are not free. † On February 11, 1990, Nelson Mandela was released after 27 years. This day marked the beginning of the end of apartheid. In less than five years after his release, Nelson Mandela was granted the Nobel Peace Prize and was also elected the first African president of South Africa. In 1994, the apartheid officially ended when Nelson Mandela was elected the first black president of South Africa. Today, because of Nelson Mandela’s self -sacrifice, the apartheid has been outlawed. Everyone in South Africa has equal rights and can now live comfortable, productive lives. Many see Mandela as one of the most important people in world history, and one of the strongest warriors. Even after the troubles of the apartheid are long forgotten, Mandela’s personal triumphs will be remembered. â€Å"I have walked that long road to freedom. I have tried not to falter; I have made missteps along the way. But I have discovered the secret that after climbing a great hill, one only finds that there are many more hills to climb. I have taken a moment here to rest, to steal the view of the glorious vista that surrounds me, to look back on the distance I have come. But I can rest only for a moment, for with freedom come responsibilities, and I dare not linger, for my walk is not yet ended. † Because of Nelson Mandela and other leaders, laws telling people what jobs they could hold, or where they could live based on the color of their skin were abolished. In 1997, observers noticed that most South African blacks continued to live in desperate poverty and in terrible conditions. Black schools still lacked basic necessities like books and chalk. Some schools didn’t have any windows. However, for the first time in years, the South African government was trying to correct the problems of racial inequality. It would take large amounts of time and money, but South Africans felt great hope that the deed of creating equality would be fully achieved.

Analysis of Metabolic Strategies Essay

There are many micronutrients (substances needed in small amounts) essential to healthy living. These micronutrients include the vitamins, minerals and amino acids. A healthy diet includes the proper ratio of macronutrients along with the essential quantities of micronutrients. What is their biochemical or metabolic function? Subdivision of the global network was often based on the biochemical function of the pathway (i. e. amino acid metabolism, nucleotide metabolism). As an example of a biochemical pathway, note the first four reactions of glycolysis as follows: (1) glucose + ATP –(hexokinase)? glucose-6-phosphate + ADP; (2) glucose-6-phosphate ? (phosphoglucose isomerase)? fructose 6-phosphate; (3) fructose 6-phosphate + ATP –(phosphofructose kinase)? Fructose 1,6-diphosphate + ADP; (4) fructose 1,6-diphosphate -(aldolase)? dihydroxyacetone phosphate + glyceraldehyde 3-phosphate Metabolism to generate energy for biochemical functions is carried out by all cells. Some tissues, because of their specialized functions in the multi-cellular organism, have different metabolic strategies. Muscle and liver have particular roles in overall metabolism: the brain has specific needs. Describe, compare and contrast the metabolic strategies during periods of high metabolic activity of muscle, liver, brain, and the general body tissues and in the ‘fed’ (digesting a meal) and ‘unfed’ (no nutrients coming from digestive tact) states. Having highly directional reactions at start and finish of a pathway is good metabolic strategy. The hexokinase and phosphofructokinase steps drive substrates into the sequence; the pathway can continue even if substrates are significantly depleted. Pyruvate kinase clears intermediates out of the pathway. Vitamins, minerals and amino acids are essential organic nutrients, essential molecular structures for life processes, that we cannot synthesize and must take in, in adequate amounts, as food. The following are the biological and metabolic functions of vitamins. Water soluble vitamin such as Vitamin C or ascorbic acid, which can be found in papaya, oranges, orange juice, kiwifruit, strawberries, cantaloupe, sweet red peppers, cauliflower, broccoli, brussels, sprouts, green peppers, grapefruit, kale, and strawberries, is important in the synthesis of collagen, which is the main structural component of the skin as well as many other body tissues. Vitamin C also works as a powerful antioxidant, aids in the absorption of iron, is critical in fighting off infections, helps alleviate allergic reactions, and aids in wound healing. Another water soluble vitamin, Thiamin or Vitamin B1 can be found in lean pork, sunflower seeds, wheat germ, whole or enriched grain products, organ meats and nuts and legumes. It is the required coenzyme or helper molecule in the metabolism of carbohydrates for energy, and proper transmission of nerve signals. It is also necessary for normal muscle function, growth, digestion, DNA replication, and normal appetite. Riboflavin or Vitamin B2, which can be found in milk, yogurt, cocoa, cheeses, eggs, meat and green leafy vegetables, is necessary in the release of energy from carbohydrates, the activation of many vitamins, and the breakdown of fat. Also required for the normal growth and tissue repair are the synthesis of red blood cells, corticosteroids, and glycogen. Niacin or Vitamin B3, which can be found in tuna, halibut, beef, chicken, turkey, pork, cereal grains, fortified cereals, seeds, legumes, peanut butter, is required by all cells and vital in the release of energy from food. It is also required for the synthesis of protein, fat, and genetic material. It is also required for proper metabolism and brain function. Panthothenic acid or Vitamin B5, which is widely distributed in foods, can be found in liver, peanuts, wheat germ, brewer’s yeast, egg yolk, legumes, whole grain cereals, mushrooms, broccoli, avocados, royal jelly from bees. It is critical in the synthesis and breakdown of many body compounds. It is necessary for the metabolism of food and normal immune function. Also plays a role in the synthesis of hormones, cholesterol, and neurotransmitters. Biotin is widely distributed and can be found in liver, soybeans, egg yolk, cereal, yeast, legumes, nuts. It is needed for proper energy metabolism (especially carbohydrates and protein) and growth. It is critical in the production of fatty acids, prostaglandins, antibodies, digestive enzymes, hormones, and cholesterol. It is also important in niacin metabolism. Folic acid is a synthetic form found in fortified cereals and supplements. It is also called Folate (natural form found in food). It can be found in brewer’s yeast, beans, spinach, wheat germ, asparagus, turnip greens, green leafy vegetables, fortified cereals. It is important in the metabolism of proteins and in the synthesis of new proteins. It is a necessary component in the production of red blood cells, necessary for normal cellular division and production of DNA. Folate also increases appetite and digestive acids. Research is also showing folate may reduce the risk for heart disease and certain cancers. Folate plays an important role in tissue growth and function and can significantly reduce the risk of neural tube defects (birth defects of the brain or spine). Vitamin B12 or cobalamin, which can be found in meat and meat products, poultry, fish, yogurt, fortified cereals, fortified soy-milk, tuna, shellfish, eggs and fortified tofu, is important in metabolism, essential for DNA synthesis, production of red blood cells, and proper nerve function. Inadequate absorption of the vitamin rather than inadequate dietary intake is responsible for more than 95% of the vitamin B12 deficiency seen in the US. A strict vegetarian diet can produce a deficiency, although clinical symptoms may not appear for up to 20-30 years. Vitamin B6 or pyridoxine, which can be found in potato, bananas, beans, walnuts, watermelon, meats, salmon and light meat of chicken, is needed for proper protein metabolism, the conversion of tryptophan to niacin, and the synthesis of fatty acids. It is Necessary for normal growth, proper brain and immune function, synthesis of red blood cells, and hormone regulation. Fat soluble vitamin like vitamin A or retinol (comes from animal sources like egg yolks, butter, whole milk products, liver and fish liver oils) or beta-carotene (precursor to Vitamin A, which comes from plant sources like pumpkin, spinach (boiled), butternut squash cantaloupe and dark leafy greens). It is a powerful antioxidant which helps the body fight free-radical damage and seems to provide some protection against cancer. It is essential for normal vision, reproduction, growth, immune function, healthy skin and mucous membranes, and normal bone growth and development. Vitamin D comes primarily in foods of animal origin like eggs, liver, butter, fatty fish, salmon with bones, fortified soy milk and fortified foods such as milk and margarine. Vitamin D can also be made by the body when the skin is exposed to sunlight. It is essential to maintain bone and teeth strength and integrity. It also aids in calcium absorption. Vitamin E comes from pant oils (such as sunflower and safflower oil), wheat germ, whole grains, unroasted almonds, sunflower seeds, Brazil nuts, mango, green leafy vegetables and broccoli. Vitamin E is well on its way to becoming a superhero in the antioxidant army. Due to its fat-soluble nature it can do its antioxidant work where most of the other antioxidants can’t go. Vitamin E is incorporated into cell membranes as well as guarding the the fat molecules in the bloodstream from free-radical damage. Studies have also shown that it is a potent stimulator of the immune system, helping protect the thymus gland and guarding white blood cells from damage. Vitamin E has also been shown to reduce levels of inflammatory prostaglandins, which can lead to a number of health problems. By keeping the body’s level of Vitamin E from dropping you will benefit from a decreased incidence of various cancers, decreased risk of heart disease and strokes, and free-radical protection. When incorporating exercise and physical activity into your daily life Vitamin E becomes even more important. As you exercise, your rate of respiration increases which leads to an increase in the production of free-radicals. This increase in free-radical production has been shown to play an important role in causing skeletal muscle damage and inflammation after strenuous exercise. Vitamin K, which comes primarily from plant foods, spinach, broccoli, kale, Brussels, sprouts, cabbage, lettuce, cereals, fruits, dairy products and meats. Bacteria in the gastrointestinal tract also provide a the body with vitamin K. It is essential for proper blood clotting and plays a role in normal bone calcification. For the minerals like calcium, sources are milk, milk products, calcium fortified, orange juice, part-skim ricotta cheese, yogurt, cocoa, sardines, clams, oysters, turnip greens, mustard greens, broccoli, legumes and dried fruit. It is essential for normal bone and tooth formation, overall growth, blood clotting, regulation of heart rate, and proper nerve transmission. Phosphorus may come from meat, poultry, fish, eggs, milk, milk products, nuts, legumes, cereals, grains, chocolate, lettuce and tomato. It is essential for a number of biochemical reactions in the body, especially energy production, metabolism of protein, carbohydrate and fat, and building protein. It also gives strength to bones and teeth, and plays a role in the regulation of acid-base balance, muscle contraction, kidney function, and proper nerve function. Magnesium, which comes from nuts and seeds, legumes, green vegetables, tofu, wheat germ, cereal grains, soybeans, chocolate, blackstrap molasses, corn, peas, carrots, seafood, brown rice, parsley, lima beans and spinach. It is essential in hundreds of biochemical reactions and a wide range of metabolic activities including the use of energy and the metabolism of carbohydrates, lipids, proteins, and genetic material. It is also necessary for proper nerve transmission, contraction of muscle, and the conversion of Vitamin D to its active form. Spinach is essential in hundreds of biochemical reactions and a wide range of metabolic activities including the use of energy and the metabolism of carbohydrates, lipids, proteins, and genetic material. It is also necessary for proper nerve transmission, contraction of muscle, and the conversion of Vitamin D to its active form. Sodium, which can be found in table salt, cured meat, cheese and bread, is necessary for the regulation of water balance within the body, the passage of substances in and out of each cell, and the maintenance of a normal body pH. Also plays a role in the generation of normal electrical nerve signals, muscle contraction, and the regulation of blood pressure. Potassium is an essential part of every cell in the body and required for normal growth. It is also involved in the release of energy from food, the synthesis of protein, regulation of water balance in the body, proper nerve and muscle function, and regulation of blood pressure. Chloride can be found in table salt, seafood, tomatoes, rye and olives. It helps maintain water balance and acid-base balance in the body. Iron, which can be found in meat (provides iron in the non-heme form which is the easiest for the body to absorb), blackstrap molasses, clams, oysters, tofu, legumes, nuts and seeds, red meats, dark green leafy vegetables (Vegetables provide iron in the non-heme form, which is harder for the body to absorb. Consuming vitamin C with iron rich foods will help increase absorption), soybeans, pumpkin seeds, dried fruits, enriched and/or whole-grain, breads and cereals, is critical in making new red blood cells, immune defense cells, white blood cells, and normal brain function. Zinc, which can be found in oysters, wheat germ, beef, liver, dark meat of turkey and, chicken, peanuts, whole grains, miso, legumes, sunflower seeds, blackstrap molasses, green peas, spinach, broccoli. It is essential for proper growth of skin, hair, and nails, healing wounds, and a healthy immune system. It is necessary in many chemical reactions and for a normal sense of taste and smell. It also functions as a detoxifier of the body and plays a role in the metabolism of carbohydrates. Copper, which can be found in liver, shellfish, whole grains, mushrooms, cherries, legumes, cocoa, nuts, eggs, muscle meats, fish and poultry, is a critical component of the outer coating of nerve fibers, collagen, and used in the production of skin pigments. Also works with iron to make healthy red blood cells. Seleniem, which can be found in grains, seeds, potatoes, meat, poultry, fish, garlic, brewer’s yeast and wheat germ, is important antioxidant that works with vitamin E to protect the body from free-radical damage. It is also associated with fat metabolism, a healthy immune system, and important to male fertility. Chromium, which can be found in wheat germ, brewer’s yeast, peas , chicken, corn oil mushrooms, prunes, nuts, asparagus, organ meats and whole-grain bread and cereals, is necessary for blood sugar regulation and metabolism of fats and carbohydrates. Iodine, which comes from iodized salt, saltwater seafood, sunflower seeds, mushrooms, eggs, beef liver, peanuts, spinach, pumpkin, broccoli, chocolate and kelp, is needed for proper thyroid gland operation and normal metabolism of cells. Manganese which comes from wheat bran, legumes, nuts, lettuce, leafy green vegetables, blueberries, pineapple, seafood, poultry, meat and tea, is needed for normal utilization of several other vitamins, and a variety of other biochemical roles in the body. It also aids in proper fat metabolism, skeletal and connective tissues, production of energy, making cholesterol and DNA, proper brain function, and processing blood sugar. Molybdenum, which can be found in milk and milk products, soybeans, lentils, pasta, buckwheat, oats, rice, wheat germ and sunflower seeds, is important in many biochemical reactions, aids in the metabolism of iron, helps prevent gout by removing uric acid from the body, and helps the body burn fat. It is also part of healthy bones, teeth, kidney, and liver, and helps the body use its iron reserves. and helps the body use its iron reserves. Flouride, which comes from mackerel, sardines, salt pork, salmon, shrimp, meat, sunflower seeds, kale, potatoes, watercress, honey, wheat and tea, reduces dental caries and may minimize bone loss by helping the body retain calcium. Nickel, which can be found in nuts, legumes, shellfish, cocoa products, green beans, spinach, rice and tea, is important in many biochemical reactions, and thought to play a role in the metabolism of fats and blood sugar regulation. Silicon, which can be found in whole grains, root vegetables and unrefined cereal products, is needed for healthy body tissues. Vanadium can be found in shellfish, spinach, parsley, mushrooms, whole grains, dill seeds, black pepper, parsley, soy, corn and olives. Research has not documented exactly what vanadium does for the body. It is likely that it plays a role in energy production, biochemical reactions, blood sugar and fat metabolism, and bone and teeth strength. Most foods contain less than 0. 3ug/g arsenic. Seafood is the richest source of arsenic. Arsenic has precise function in the body is still unknown, but it is likely that it plays a role in the metabolism of phospholipids. Boron, which can be found in fruits, vegetables, legumes and nuts is required for normal bone integrity. Amino acids are the principal building blocks of proteins and enzymes. They are incorporated into proteins by transfer RNA according to the genetic code while messenger RNA is being decoded by ribosomes. During and after the final assembly of a protein, the amino acid content dictates the spatial and biochemical properties of the protein or enzyme. The amino acid backbone determines the primary sequence of a protein, but it is the nature of the side chains that determine the protein’s properties. Amino acid side chains can be polar, non-polar, or practically neutral. Polar side chains tend to be present on the surface of a protein where they can interact with the aqueous environment found in cells. On the other hand, non-polar amino acids tend to reside within the center of the protein where they can interact with similar non-polar neighbors. This can create a hydrophobic region within an enzyme where chemical reactions can be conducted in a non-polar atmosphere. Likewise, enzymes can also have polar amino acid substituents within the active site that provide a polar region in which to conduct biochemical synthesis. In addition to their role in protein and enzyme synthesis, amino acids are actively involved in a broad range of functions in the body. For instance, the organic substances help form cells, heal damaged tissues, and produce antibodies. These antibodies are important to the body’s efforts to ward off potentially harmful invasions of viruses and bacteria (Weigel and Seitz, 2006). Also active as metabolic intermediates, amino acids are capable of transporting oxygen through the body and play a part in muscular function. Several of the amino acids, such as the neurotransmitter gamma-aminobutyric acid (GABA) that is found in the central nervous system, but not in proteins, carry out very specific roles in the body. Other examples of such amino acids include carnitine, which is concerned in fatty acid transport within a cell, as well as ornithine and citrulline, both of which are key components in the body’s urea cycle. Essential amino acids are generally contained in the greatest quantities in meat, poultry, fish, eggs, and other animal products. They are also, found, however in grains, legumes, and similar vegetable sources of protein, though one or more essential amino acids may be missing from such foods. For this reason, vegetarians are generally urged to carefully consume a wide range of foods in order that they regularly obtain the complete array of essential amino acids, since different plants lack different types of the important compounds. Nevertheless, amino acid deficiencies are extremely rare in the United States, since Americans commonly consume twice as much protein as is considered necessary each day. Moreover, for athletes or other individuals who need greater amounts of amino acids than most people, supplements are widely available. Some amino acids are even prescribed as a form of medical treatment. Lysine, for example, is utilized to suppress the herpes virus and phenylalanine gains use in some pain and depression therapies. Nevertheless, over-consumption of amino acids can be hazardous, since the compounds can be toxic in excessive quantities. Eukaryotes, such as ourselves, are characterized by membrane bound internal compartments or organelles (Mergaert, et al. , 2006). These compartments allow cells to (a) conserve resources by producing proteins at the appropriate concentration only in these organelles, (b) separate functional areas that might interfere with each other, e. g. , lysosomes, ER and nucleus, and (c) manage reactions in biochemical pathways. Aspects of the carbohydrate, amino acid and fatty acid metabolic processes we have considered have steps that occur in the cytoplasm and the mitochondrion or other cellular organelles (Embley and Martin, 2006). In here, a multi-step reaction within a cell is catalyzed by enzymes. Almost every reaction that occurs within an organism (which is to that organism’s benefit) occurs along a biochemical pathway and is catalyzed one or a series of enzymes. Biochemical pathways are discussed fully by Stryer (1987) â€Å"Biochemical pathways are the organizational units of metabolism, the pathways that energy and materials follow in the cell. † A biochemical pathway may be anabolic, catabolic, or both. An anabolic biochemical pathway may be referred to as a biosynthetic pathway. An example of a catabolic bioochemical pathway is transduction of the chemical energy found in foods into a usable form (digestion, glycolysis, cellular respiration). The biochemical pathways are glycolysis, citric acid cycle, electron transport system, lipid metabolism and amino acid metabolism. These different parts of the processes is performed in different cellular compartments. Citric Acid Cycle occurs in the matrix of the mitochondria. All the reactions of the citric acid cycle take place in the mitochondrial matrix with the exception of succinic dehydrogenase, which is part of Complex II of the inner membrane. It is important not to regard FADH2 as the product of this reaction, which is still often done. FAD is the first, but only a transient, carrier of electrons from succinate to ubiquinone. Indeed the official name of the enzyme is succinate dehydrogenase (ubiquinone). The mitochondrion is often regarded as the powerhouse of the cell, and this designation becomes much more meaningful if we remember that a flow of electrons is an electric current, and NADH and succinate provide the fuel for an electricity generator. The pathway is often called the electron transport chain, but its function is to create a flow of electrons (shown in Fig. 1 as heavy red arrows) to provide the energy needed to translocate protons from the mitochondrial matrix to the inter-membrane space (Nicholson, 2002). The Electron Transport System occurs in the inner membrane of the mitochondria. Mitochondria function during aerobic respiration to produce ATP through oxidative phosphorylation. The respiratory enzymes and electron carriers for the electron transport system are located within the inner mitochondria membrane. The enzymes for the citric acid cycle (Krebs cycle) are located in the matrix. Glycolysis occurs in the cytosol of the cytoplasm. In eukaryotes, glycolysis takes place within the cytosol of the cell. Some of the glycolytic reactions are conserved in the Calvin cycle that functions inside the chloroplast. This is consistent with the fact that glycolysis is highly conserved in evolution, being common to nearly all living organisms. This suggests great antiquity; it may have originated with the first prokaryotes, 3. 5 billion years ago or more. Metabolism to generate energy for biochemical functions is carried out by all cells. Some tissues, because of their specialized functions in the multi-cellular organism, have different metabolic strategies. Muscle and liver have particular roles in overall metabolism: the brain has specific needs. Describe, compare and contrast the metabolic strategies during periods of high metabolic activity of muscle, liver, brain, and the general body tissues and in the ‘fed’ (digesting a meal) and ‘unfed’ (no nutrients coming from digestive tact) states. Absorptive state is the period during which ingested nutrients enter blood and some of these nutrients supply the energy need of the body while the remainder is stored. Post-absorptive state is the period during which the GI tract is empty of nutrients and body stores must supply required energy. In the absorptive state, carbohydrates and proteins are absorbed primarily as monosaccharides and amino acids, respectively, into the blood while fat is absorbed as triacylglycerols into the lymph. During this state, glucose is the major energy source and some of it is converted to glycogen and stored in skeletal muscle and liver. In adipose tissue, glucose is transformed and stored as fat. Fatty acids of plasma chylomicrons are released within adipose tissue capillaries and form triacylglycerols. Most amino acids enter cells and are used to synthesize proteins and any excess amino acids are converted to carbohydrate or fat. On the other hand, in the postabsorptive state, the net synthesis of glycogen, fat, and protein ceases, and net catabolism of these substances begins. Plasma glucose level is maintained by Glycogenolysis, which is the hydrolysis of glycogen stores in liver, adipose tissues, brain, muscles, skeletal muscles, etc. ; Lipolysis, catabolism of triacylglycerols into glycerol and fatty acids in adipose tissues wherein any glycerol reaching the liver is converted to glucose; and protein is catabolized to glucose. References: Embley, T. M. , & Martin, W. (2006). Eukaryotic evolution, changes and challenges. Nature, 440(7084), 623-630. Mergaert, P. , Uchiumi, T. , Alunni, B. , Evanno, G. , Cheron, A. , Catrice, O. , et al. (2006). Eukaryotic control on bacterial cell cycle and differentiation in the Rhizobium-legume symbiosis. Proc Natl Acad Sci U S A, 103(13), 5230-5235. Nicholson, D. 2002. Biochemistry and Molecular Biology Education Vol. 30, No. 1, pp. 3-5. The International Union of Biochemistry and Molecular Biology. Stryer, Lubert (1987). Biochemistry. W. H. Freeman. Weigel, C. , & Seitz, H. (2006). Bacteriophage replication modules. FEMS Microbiol Rev, 30(3), 321-381.