The Themes in Hawthornes Young Goodman Brown Essay -- Young Goodman B

The Themes in Young Goodman chocolate-brown In Nathaniel Hawthornes Young Goodman Brown the reader finds several themes. These will be discussed in this essay. Morse Peckham in The Development of Hawthornes Romanticism explains what he interprets Hawthornes main theme to be Once the self has been redeemed from society it can be explored in its own terms, and for this purpose Hawthorne demonstrable his peculiar use of emblematic allegory. . . . This technique, though Hawthornes is different from that of European writers, creates analogies between self and not-self, between personality and the worlds. . . .Henceforth Hawthornes theme is the redemption of the self through the acceptance and exploitation of what society terms the guilt of the individual but which to the Romantic is societys guilt (92). The interplay between the guilt of the individual, Goodman, and societys guilt, underlies all of Young Goodman Brown from commencement ceremony to end. In reading Hawthornes tal es, Herman Melville in Hawthorne and His Mosses (in Literary World, fantastic 17, 24, 1850) makes discoveries relevant to the themes Where Hawthorne is known, he seems to be deemed a pleasant writer, with a pleasant style,--a sequestered, harmless man, from whom any(prenominal) stocky and weighty thing would hardly be anticipated--a man who means no meanings. But there is no man, in whom humor and love, bid mountain peaks, soar to such a rapt height, as to receive the irradiations of the upper skies--there is no man in whom humor and love are developed in that high form called genius no such man can exist without also possessing, as the indispensable complement of these, a great, deep intellect, which drops down... ...The Return into Time Hawthorne. In Hawthorne A Collection of Critical Essays, edited by A.N. Kaul. Englewood Cliffs, NJ Prentice-Hall, Inc., 1966. Martin, Terence Six Tales. In Nathaniel Hawthorne. New York Twayne Publishers Inc., 1965. Melville, Herman. Hawth orne and His Mosses, The Literary World August 17, 24, 1850. http//eldred.ne.mediaone.net/nh/hahm.html Peckham, Morse. The Development of Hawthornes Romanticism. In Readings on Nathaniel Hawthorne, edited by Clarice Swisher. San Diego, CA Greenhaven Press, 1996. Swisher, Clarice. Nathaniel Hawthorne a Biography. In Readings on Nathaniel Hawthorne, edited by Clarice Swisher. San Diego, CA Greenhaven Press, 1996. Wagenknecht, Edward. Nathaniel Hawthorne The Man, His Tales and Romances. New York Continuum publish Co., 1989.

Development of Emotional Intelligence (EI) :: Management Business Work Leadership Essays

The development of Emotional Intelligence requires a recognition of ones own strengths and limitations, an exploration of how current decisions argon framed through beliefs and earlier experiences, and the actualisation of potential by using the greater self knowledge gained. However, in a report by the Institute of Management (2002) research showed that the reference of leadership in the workplace was poor. Further, the research reinforces a positive relationship between financial turnover and the priority given to leadership development (Institute of Management, 2002). lv percent of those questioned gave the characteristic of being inspiring as the most(prenominal) important attribute of leadership, but only eleven percent say they are witnessing it at work.Inspiration could be defined as the extent to which a leader stimulates enthusiasm amongst subordinates for the work of the group, and says things to build their confidence in their ability to undefeatedly make out assignm ents and attain group objectives. In those organisations that do invest in bringing out the potential of their leaders it could be argued that a focus on working relationships could be considered most valuable. Again, it could be argued that self-and-other awareness is a prerequisite for developing these working relationships. In todays younger managers, knowledge and ambition are identified as traits that are not valued leadership qualities (Institute of Management, 2001).The research by the Institute of Management goes on to say that a majority of executives favoured a model of leadership in which the leaders main role is to create a sense of purpose and a central vision or hang of goals, and then help bring out the potential of others around them to achieve such goals (Institute of Management 2001). In times of economic change where there is a run down of the old structure of commerce, new fields of commerce are sought, in part, by innovation. Innovation can be seen as the succ essful exploitation of new ideas (The Scottish Office, 1996). To help exploit new ideas we need inspiring leaders.Leaderships underlying constructs are inspiration and individualised consideration, entailing shifts in the beliefs, needs and values of the followers (Fiedler, 1996). The transforming leaders behaviours emanate from deeply held beliefs and values, such as justice and integrity (Fiedler, 1996). Fiedler (1996) argues that past research into leadership has been focused on traits and abilities, and that the most important lesson over the past forty years is that the leadership of groups and organisations is a highly complex interaction between the individual and the social and task environment.

sathf Satire of The Grangerfords and Pap :: Adventures Huckleberry Huck Finn Essays

Satire of The Grangerfords and mammilla In Mark Twains novel, The Adventures of huckleberry Finn, the Grangerfords and Pap are two of the characters who are used by Twain to condemn genteel society. Twain employs derision to express his belief that civilized society is neither moral, ethical, nor civilized. Exaggeration, stereotyping, and irony are used throughout the romance to satirize and to expose the Grangerfords as the typical Confederate aristocrats and pap as the typical drunken white trash. After a ferryboat accident, Huck seems to bear his slave companion Jim after coming ashore. Huck then is introduced to Buck Grangerford (about the same age as Huck) and is all(a)owed to stay in the Grangerford household. The Grangerford family consists of Buck, who is a young doughty boy, Emmiline, a fourteen-year-old who was dead girl, Bob, Tom, Miss Charlotte, and Miss Sophia. The Grangerfords showed all the signs of being upper class by having an extremely nice house, acting p roperly, and each member of the family had their aver servant. Eventually it becomes apparent to Huck that the Grangerfords are struggleing with a neighboring household, the Sheperdsons this seems to be the central angle Twain uses to satire. The chapters dealing with the Grangerford and Sheperdson feud allow Twain to satire expectations of civilized culture. The main aspect he satirizes is the feud itself. The Grangerfords being the representatives of civilization, Twain reveals the intellectless brutality and needless slaughter involved in their arbitrary fantasy of honor. For Twain, such a feud goes against his common gumption and anything that violated his common sense was crazy. The feud has g iodine on so long hat the citizenry siret even know wherefore they are fighting yet, embedded in the feud are artificial concepts of civilized behavior. For Example, Mr. Grangerford tells Buck that he shouldnt shoot from behind the bush just he should step out into the road to kill a Sheperdson. Also there is a sense of irony because why would such a civilized family be in a feud that they cant remember the origin of. Another aspect of it is the Grangefords use of hypocrisy. The Grangerfords were church goers and in one sermon given by Mr. Grangerford he speaks of brotherly love, this while feuding with a family for a reason they dont even remember. Pap, or Hucks father, is an excellent example of Twains stereotyping, superior characterizations, and his irony.sathf Satire of The Grangerfords and Pap Adventures Huckleberry Huck Finn EssaysSatire of The Grangerfords and Pap In Mark Twains novel, The Adventures of Huckleberry Finn, the Grangerfords and Pap are two of the characters who are used by Twain to condemn civilized society. Twain employs satire to express his belief that civilized society is neither moral, ethical, nor civilized. Exaggeration, stereotyping, and irony are used throughout the story to satirize and to expose the Grangerfords as the typical southern aristocrats and pap as the typical drunken white trash. After a ferryboat accident, Huck seems to lose his slave companion Jim after coming ashore. Huck then is introduced to Buck Grangerford (about the same age as Huck) and is allowed to stay in the Grangerford household. The Grangerford family consists of Buck, who is a young adventurous boy, Emmiline, a fourteen-year-old who was dead girl, Bob, Tom, Miss Charlotte, and Miss Sophia. The Grangerfords showed all the signs of being upper class by having an extremely nice house, acting properly, and each member of the family had their own servant. Eventually it becomes apparent to Huck that the Grangerfords are feuding with a neighboring household, the Sheperdsons this seems to be the central angle Twain uses to satire. The chapters dealing with the Grangerford and Sheperdson feud allow Twain to satire aspects of civilized culture. The main aspect he satirizes is the feud itself. The Grangerfords being the re presentatives of civilization, Twain reveals the senseless brutality and needless slaughter involved in their arbitrary concept of honor. For Twain, such a feud goes against his common sense and anything that violated his common sense was crazy. The feud has gone on so long hat the people dont even know why they are fighting yet, embedded in the feud are artificial concepts of civilized behavior. For Example, Mr. Grangerford tells Buck that he shouldnt shoot from behind the bush but he should step out into the road to kill a Sheperdson. Also there is a sense of irony because why would such a civilized family be in a feud that they cant remember the origin of. Another aspect of it is the Grangefords use of hypocrisy. The Grangerfords were church goers and in one sermon given by Mr. Grangerford he speaks of brotherly love, this while feuding with a family for a reason they dont even remember. Pap, or Hucks father, is an excellent example of Twains stereotyping, superior characteriz ations, and his irony.

affirmative action Essay -- essays research papers

IntroductionAffirmative action in higher education should be abolished. College admissions should be based on what the admissions board is looking for, not what the government says should be required. In this paper, I will present evidence to support that position.     At one date, affirmative action was a needed and reliable policy. Segregation has existed way too much in the past and has left people out of jobs, out of certain areas of town, and schooling. We needed to make a rectitude that would get rid of segregation, and help everybody assimilate or just live peacefully without discrimination. When a majority the southern where rebelling and would not eitherow African Americans in their stores, schools, etc, affirmative action was justifiable. But is it today?     Much of the affirmative action debate is, and should be centered on education. Many of the critics whom at one time also believed that the preferential treatment shown to lo wer the discrimination towards minority groups is something that should be eliminated. Being that American society has become less discriminatory, affirmative action whitethorn be less necessary. Discrimination is something that will always be an issue there will always be backwards individuals who cannot overlook their own prejudices for the greater good. However, there are fewer of these people. With declines in racism, we should also seek to eliminate the reverse racism now being displayed towards college while male applicants. This is an issue that effectuate potential students, and those who get rejected merely apply to another school. How can this issue of accepting minorities over others because be brought to the attention of the lawmakers without making it seem as if there will be less opportunities for minority groups? Equality is a very sensitive topic that has to be danced around with the potential for a misconception of what is nerve-wracking to be achieved.       In the early 1960s the federal government implemented programs such as the National self-abnegation Student Loan Program (NDSL), work-study programs, and the National Defense Educational Act (NDEA). These programs made it easier for minority groups, especially African Americans, to receive financial help. Equal opportunity grants also helped enroll more minorities, especially blacks. At the time, these ... ... succeeding in the collegiate environment. A fallacy that is prevalent is that minorities score much lower then the white majority. This is not true there is a small gap, but it is not significant. Yes minorities quite often do have to deal with crowded classrooms, teachers with less advanced degrees, and the lack of counseling recourses that are useable for predominantly white, suburban schools. However, is this a reason to give funding to those who lack? America is based on the ideological belief that "you can be any(prenominal) you want to be, or, work h ard enough and you will achieve your goals." To place this belief in the minds of all youth should be enough. To place this in the minds of all the same youth but then give preferential treatment to the minority class is a blatant display of reverse racism that should be done away with henceforth. References CitedThe College Board Review August 1999, No.188Leonard Biard-College Student September 2001 V.35, No. 3Comparative Educational Review V.47 No.1, February 2003The College Board Review No.189/190, January 2000College and University journal V.79 No.1, Summer 2003Educational Theory Winter 2002,V.52 N.1

Role of Women in Shakespeares Othello :: GCSE English Literature Coursework

Role of Women in Othello Throughout history the role of women has been heavily debated. Women have had to engagement for the by rightss they have today, even if some of us may still question if women really do have the same rights as a man. Whether it was getting the right to vote or even being able to join the work force, women have earned their place in society today. There are some avenues that you could take to see and understand the role of women throughout history. For this essay, we will look at William Shakespeares Othello to see how he interputs women. There are three women in this profligacy we can focus on. They are Desdemona, Bianca, and Emilia. As the story unfolds the roles of these women are set forth The first women that I will discuss is Bianca. Bianca would be known as a modern day prositute. By analizing her relationship with Cassio, it seems as though Bianca really wanted to have some sort of relationship with him. An example of this is in scence 3,act 4. I t begins as Desdomona and Emilia exit as Bianca enters. Bianca begins to question Cassio slightly his whereabouts. Bianca Save you, friend Cassio Cassio What make you from home? How ist with you, my most fair Bianca? (Ifaith,) sweet love was coming to your house. Bianca And I was going to your lodging, Cassio. What,keep a week away? Seven days and nights, Eightscorce eight hours, and loversabsent hours More tedious than the dial eightscorce times? O weary wreacking Cassio Pardon me, Bianca. I have this while withthis leaden thoughts been pressed, But I shall in a more continuate time Strike off this sorce of absence. Sweet Bianca, Take me this work out.(page one hundred sixty-five lines 190- 204) It is then that Cassio gives Bianca a token of his love. Upon reciving this token, Bianca becomes highly offended. She then acusses Cassio of having anohter lover.I find this very hard to believe. How could Bianca of all people have the nerve to question someones loyalty,whenit is her w ishing of loyalty that earns her money.The relationship between Bianca and Cassio is purely physical. Their relationship would fit the general sterotype, that women are only good for one thing.An example of this,lack of care, is when Iago and Cassio are talking about the relationship between Cassio and Bianca.

Role of Women in Shakespeares Othello :: GCSE English Literature Coursework

Role of Women in Othello Throughout history the fiber of women has been heavily debated. Women have had to struggle for the rights they have today, even if some of us may still question if women really do have the same rights as a man. Whether it was getting the right to vote or even beingness able to join the work force, women have earned their place in society today. There are many avenues that you could take to see and understand the role of women throughout history. For this essay, we will look at William Shakespeares Othello to see how he interputs women. There are three women in this play we can focus on. They are Desdemona, Bianca, and Emilia. As the story unfolds the roles of these women are set forth The first women that I will discuss is Bianca. Bianca would be known as a modern day prositute. By analizing her relationship with Cassio, it seems as though Bianca really wanted to have some sort of relationship with him. An example of this is in scence 3,act 4. It begins as Desdomona and Emilia exit as Bianca enters. Bianca begins to question Cassio about his whereabouts. Bianca Save you, friend Cassio Cassio What make you from home? How ist with you, my most fair Bianca? (Ifaith,) sweet love was coming to your house. Bianca And I was going to your lodging, Cassio. What,keep a week international? Seven days and nights, Eightscorce eight hours, and loversabsent hours More tedious than the dial eightscorce times? O weary wreacking Cassio Pardon me, Bianca. I have this while withthis leaden thoughts been pressed, tho I shall in a more continuate time Strike off this sorce of absence. Sweet Bianca, Take me this work out.(page 165 lines 190- 204) It is then that Cassio gives Bianca a sign of his love. Upon reciving this token, Bianca becomes highly offended. She then acusses Cassio of having anohter lover.I find this very hard to believe. How could Bianca of all people have the nerve to question someones loyalty,whenit is her lack of loyalty that ear ns her money.The relationship between Bianca and Cassio is strictly physical. Their relationship would fit the general sterotype, that women are only good for one thing.An example of this,lack of care, is when Iago and Cassio are talking about the relationship between Cassio and Bianca.

Casefile Method – Answer to Casefile 1.1

MEMORANDUM 03. 01. 2010 TO FROM RE Daphne Matthews Alex Associate 4667 Memo Assignment 1 Who Does the Pastry? I. Introduction collins was hired as Head Chef at the Marrimount Hotel and believed that this job came with the inherent authority to choose his abetter _or_ abettor chefs, even though nonhing of this was mentioned in the take on for conflict. Therefore, when pinnacle, owner of the Marrimount, attempted to determine collinss assistants, collins reconcile his job and went to work for the Treadwell Center. The contract It may actually be good for collins to argue that there was no contract between himself and circus tent.First, there was no detailed employment promise, just a letter signifying the contract terms. The letter referred to itself as a contract lasting for five years from the signature thereof. However, presumably it was never signed and therefore never consummated. Secondly, Collins could argue that this is an agreement in violation of the statute of fra uds, since it requires more than one year to perform and was not signed. Therefore, if Collins argues that he never signed nor agreed to the contract terms, perhaps he bathroom avoid, altogether, the issues of ruin of fiduciary duty and the injunction against working for a competitor.However, it seems evident that both Collins and Crest considered the agreement to be a cover charge employment contract. This is not merely an oral agreement to be finalized at a later date, as was the case in Tropicana Hotel Corporation v. Speer. Collins present an immediate intent to be bound by the agreement by moving to New York from Atlanta and performing for a year under the contract. Therefore, since it is credibly that the courtroom leave behind recuperate a five-year contract existed and the contract was bankrupted, the question becomes who is liable for the breach?III. Who breached premier(prenominal)? The facts are undisputed that Collins left the kitchen upon the hiring of an unim aginable pastry chef. This would seeming constitute a breach of Collinss employment contract absent any other considerations. However, as the Kansas court states A party is not liable for a veridical failure of instruction execution if it can show that the other party committed a prior material breach of the contract in such compositors case, the prior breach discharged the first partys own duty to perform. Therefore, if it can be shown that Marrimount breached its contract by preventing Collins from choosing his own assistant chefs, Collins can avoid Crests allegations of breach of fiduciary duty and the injunction against working for a competitor since Crest breached the contract first. II. a. Argument that Crest breached first i. Define operate chef to determine duties The Supreme Court of Virginia stated in Neely v. White, Before partial failure of performance of one party will excuse the other from performing his contract or give him a right of rescission, the act failed t o be performed must go to the root of the contract. Therefore, Collins must show that the overruling of his choice for pastry chef and the hiring of an unacceptable assistant chef constitutes a material breach of contract. The chief dispute is over what duties are included in a position of Head Chef. The written agreement merely states that Collins will assume the duties of head chef, without stating what those duties are. It might be facilitatory to dismantle out that the general rule with ambiguities in a contract is that the contract will be construed against the drafter, in this case, Crest.Additionally, it is helpful that Collins states in his certification that it is industry standard for a head chef to select his own assistants, much like a basketball coach selects the starting lineup, not the athletic director who hired him. Typically, when evidence of custom and usage of the trade is used to interpret a contract and the issue is disputed, summary judgment is inappropria te (Nadherny v. Roseland Property Company, Inc. ). It is likewise helpful to our case that Mrs. Stein states in her deposition, the head chef runs the dining room. While not acknowledging the specific ability to hire, Mrs.Stein is definitely associating Collinss usance as more managerial than Crest is titleing he had. Further, Collins was able to hire his own dessert chef without interference, creating a presumption that the hiring of his team was within his authority. to a greater extent logically, this is a big hotel that was seeking Collins out because he was known for preparing gourmet meals for large groups. A Head Chef is more than a evade. They are in charge of the dining room, carefully selecting staff that can help prepare these large meals that would not be possible to create with just one person.This was a managerial or executive position as much as it was a cooking one. Crest was not just looking for a cook when they hired Collins they were looking for a Head Chef. B y taking away Collinss ability to hire and fire his team they materially breached the contract to employ Collins as the Head Chef. A court will seeming find such an disputation persuasive and deem that Crest materially breached the contract first. ii. Reduction in duties or rank is a breach of contract Collins will want to argue that this case is analogous to Rudman v. Cowles Communications, Inc. , which is controlling authority in New York.In Rudman, an editor was hired to manage and oversee the publication of his series of books. The employer therefore began changing Rudmans books without grace and took away his managerial role and oversight. The court found a breach of contract and explained, If an employeeis engaged to fill a particular position, any material heighten in his duties, or significant reduction in rank, may constitute a breach of his employment agreement. Here, Crest will argue that the employment agreement was far clearer in Rudman, and the employer agreed up on Rudmans authoritative role, although not runly in the contract.Collins will want to re except this argument by examine an editor to a chef and looking at industry standards. Just as the court in Rudman stated that Rudman could not be reduced to being exclusively a productive writer, neither can Collins, the head chef, be reduced to being only another cook. And finally, the court states an independent entrepreneur like Rudman would not expect and probably would not accept a pendent scriveners role. If an editor would not accept a subordinate role as a writer, then the court will likely find that an esteemed head chef like Collins would definitely not accept a subordinate role either. iii.Crests re onlytal Crest will point to cases like Tropicana Hotel Corporation v. Speer in an attempt to compare Collins to Speer. Crest will argue that there was nothing in the employment agreement that gave Collins the sole right to hire assistant chefs. In Tropicana the court found that Spee r was not constructively discharged and Crest will argue for the same outcome. Additionally, Crest will argue that this case is more like Handicapped Childrens command Board of Sheboygan County v. Lukaszewski. There, a speech therapist claimed health reasons for breaching her contract and leaving one job to take on another position closer to home.The court held that the danger to Lukaszewskis health was selfinduced and that Lukaszewski did not resign for health reasons, but to take a founder job. Crest will compare Collinss actions to Lukaszewskis, claiming there was no breach by Crest, only a breach by Collins in walking out and taking a better position where he would possess managerial authority over his assistant chefs. iv. Likely outcome It is likely that the court will find that Crest breached the employment contract with Collins by hiring an unapproved member to his team of chefs, effectively converting Collins from a top-tier chef into just another cook in the kitchen.If h owever, the court determines that Crest did not breach the contract, then Crest will push forward with their claim for breach of contract and breach of fiduciary duty of loyalty. b. Argument that Collins breached first i. Breach by quitting before 5-year contract terminated Crests first argument will be that Collins breached his contract when he quit coming into work after the Hispanic chef was hired. Nothing in the contract stated that Collinss duties included the sole ability to hire chefs, but not coming into work is most definitely a violation of the duties of head chef that he did possess.Thus, if Collins cant show that Crest breached the contract first by hiring the chef without his approval, he is in trouble. ii. Breach of fiduciary duty of loyalty In Collinss deposition, he states that he was in discussions with the Treadwell center, but not until after Crests hired an assistant chef and breached the contract. Thus, if Collins cannot show that Crest breached the contract fir st, he is also passing game to have to keep back a claim for breach of fiduciary duty. Crest claims that Collins convinced the Casketmakers Convention to leave the Marrimount and relocate to the Treadwell Center.If they can prove this, they will have a claim for breach of fiduciary duty of loyalty. In Orkin Exterminating Co. v. Rathje, the court stated, An executive employee is barred from actively competing with his employer during the tenure of his employment, even in the absence of an express covenant so providing. iii. Collinss Rebuttal In response to Crests claim that Collins breached the contract by quitting, Collins should point to Tropicana. The argument is that by breaching its contractual duty to Collins, Crest constructively discharged Collins.Unlike Tropicana, in which the plaintiff failed to show constructive termination, here there is a contract that was agreed upon. Additionally, Collins is dealing with more than just trusted subordinates. Rather, Collins requires a team of chefs to prepare meals for these large groups, and it is industry standard for a head chef to control his assistant chefs. Additionally, Collins should argue lack of causation in responding to the breach of fiduciary duty claim. In Orkin, the plaintiffs could not show that suspects actions caused damage to the corporation.Similarly, Collins did no damage to the Marrimount because there were no statements make in competition with Marrimount. The only proof is Collinss deposition, which states that he informed his old friend at a school reunion that he was leaving the Marrimount. There is no proof of a secret telephone line arrangement with Treadwell and no proof that Collins desired to convince the Casketmakers Convention to relocate to the Treadwell. If Collins can show that business just followed his decision to leave, then there will not be a claim for a breach of fiduciary duty of loyalty. v. Likely outcome If the court finds that Crest did not breach the employment co ntract, then it will obviously find that Collins did breach by leaving the Marrimount. However, I believe it is unlikely that the court would find a breach of fiduciary duty of loyalty. There is simply too little evidence to survive a motion for summary judgment. While it is likely that the Casketmakers Convention changed venues to obtain Collins as the chef, it does not follow that Collins breached any fiduciary birth. Remedies available to the parties a.Salary Collins would like to recover withheld lucre that he earned from working in the kitchen prior to his termination. If Collins can show that he did not breach the contract or breach a fiduciary duty of loyalty, then he will obviously have no problems recovering his salary. Even if the court finds there was a breach of contract, Collins will still likely recover his salary, as the court in Prete v. Madison states, It does not follow from the fact that a breach is material that the breacher can recover nothing for his performa nce.In an appropriate case, the courts have allowed a party who did not substantially perform to recover in restitution. If, however, the court finds there was a breach of the fiduciary duty of loyalty, then Crest has a good argument to withhold earnings. In Orkin the court stated that one remedy for breach of this kind is forfeiture of compensation by the employee during the period of breach of fiduciary duty. Collins could still argue that he should get his salary from the period of m that he worked and was not yet in breach of his fiduciary duty. . Bonuses Whether or not Collins may recover his bonuses will be determined depending on if the court finds that Collins had a contractual entitlement to the percentage or a mere expectation. Crest will argue under Nadherny that Collins is not empower to any bonuses after he left the kitchen, and possibly attempt to withhold bonuses from the time when he was working in the kitchen as well. It is my opinion that Collins would be bette r off not fighting for the bonuses after he left.Like many contracts, there was nothing clear in the language that dealt with a failed relationship and pursuing this claim could distract the court from focusing on salary and bonuses for time worked. Plus, it makes our client seem like he is fighting to be made whole, not just get something for nothing. IV. c. Restitution for increased salary Crest will argue under Lukaszewski that Collins will owe them the difference in salary that they will be forced to get in order to procure a head chef to replace Collins.The court stated, Thus damages for breach of an employment contract include the cost of obtaining other services equivalent to that promised but not performed, plus any foreseeable consequential damages. In Lukaszewski the pay rates for teachers were set, and the school hired someone with more experience and the court still didnt give the teacher any room to avoid nonrecreational for the increased expenses the school was face d with. It is likely that if the court finds that Collins breached his duty, he will be responsible for these damages. Collins can, however, argue that he does not owe as much as 25%.Collinss salary was to be increased 12% each year. Thus, the additional 12% is money that the Marrimount was going to pay their head chef anyway and cannot be considered damages attributable to the breach. Additionally, Collins can argue that Crest cannot just go hire the most high-priced chef and expect to recover the entire difference from Collins (Lukaszewski). d. Injunction or declaratory judgment The best way to get the declaratory judgment that Collins seeks is to get the court to rule in his favor that Crest breached the contract.If Crest breached the contract, then it cannot enjoin Collins from taking the job with Treadwell. In the unlikely event that the court does not find in favor of Collins, he still has options. Collins can point to the contract and show that there is nothing in there conc erning any sort of provision not to compete. Therefore, Crest has no right to enjoin Collins from working where he chooses. V. Conclusion In conclusion, it seems likely that the court will find in favor of Collins on his breach of contract claim. Crest breached the contract by preventing Collins from hiring his own assistant chefs.Regardless of this, however, the court will likely find that Collins is owed salary for his time worked. There is no evidence sufficient to support a claim for breach of fiduciary duty and one cannot withhold salary from someone for a mere breach of contract. The issue of bonuses could go either way, but the argument is not that strong for either party. And finally, regardless of who breached the employment contract, it is likely that Collins will have not have trouble accepting the position of head chef at Treadwell, since there was no covenant to not compete.

Grignard Reagent

1598 Organomet all toldics 2009, 28, 15981605 CoVer Essay The Grignard Reagents Dietmar Seyferth De dampenment of Chemistry, Massachusetts Institute of Technology, Cambridge, Massachusetts 02139 ReceiVed February 4, 2009 During the past degree Celsius years the Grignard reagents probably exhaust been the most widely used organometallic reagents. Most of them be easily prep atomic number 18d in ethereal origin (usually diethyl ether or, since the proterozoic 1950s, THF) by the answer of an total halide with metallic milligram (eq 1).Table 1. Composition of Diethyl Ether Solutions of Various Grignard Reagents at Equilibrium (in mol %), 2RMgX h R2Mg + MgX2a RX in RX + Mg reacn CH3I C2H5I C2H5Br C2H5Cl n-C3H7I n-C3H7Br n-C3H7Cl C6H5I C6H5Br a RMgX 87. 0 43. 0 41. 0 15. 0 24. 0 24. 0 17. 0 38. 0 30. 0 R2Mg ) MgX2 6. 5 28. 5 29. 5 42. 5 38. 0 38. 0 41. 5 31. 0 35. 0 RX + Mg f RMgX (X ) Cl, Br, I) (1) Most of them be stable in ethereal solution (although atmospheric moisture and oxygen should be excluded) and in general are quite reactive.Discovered by Victor Grignard at the University of Lyon in France in 1900,1 their ease of preparation and their broad applications in constituent(a) and organometallic subtraction made these new organo milligram reagents an instant success. The importance of this region to synthetic chemistry was recognized very early, and for his discovery Grignard was awarded a Nobel Prize in Chemistry in 1912. Our cover molecule is the monomeric ethylmagnesium banality bis(diethyl etherate) (1), whose unshakable-state molecular structure was determined by an X-ray diffraction study by Lloyd Guggenberger and RobertRundle in 1964 use crystals isolated from a diethyl ether solution of a C2H5Br/Mg reaction smorgasbord by slow cooling with a stream of cold gaseous nitrogen. 2-4 Adapted from Schlenk, W. , jr. Ber. Dtsch. Chem. Ges. 1931, 64, 734. Wilhelm Schlenk and his son discovered 80 years ago, more than one magnesium-containing sp ecies exists in the diethyl ether solution of a Grignard reagent. 5 A redistribution of the substituents on magnesium takes place, and the RMgX species ends up in proportionality with the two symmetrical species, the diorganomagnesium and the magnesium dihalide the Schlenk Equilibrium (eq 2). 2RMgX h R2Mg + MgX2 (2) Generally written as RMgX in textbooks, monographs and research papers, the Grignard reagents in ethereal solution are more complicated than this simple random variableula indicates. As (1) (a) Grignard, V. Compt. rend. Hebd. Seances Acad. Sci. 1900, 130, ? 1322. (b) Grignard, V. Dissertation Theses sur les combinaisons organo magnesienes mixtes et leur application a des syntheses, University of Lyon, Lyon, France, 1901. (2) (a) Guggenberger, L. J. Rundle, R. E. J. Am. Chem. Soc. 1964, 86, 5344. (b) Guggenberger, L. J. Rundle, R. E. J. Am. Chem. Soc. 1968, 90, 5375. 3) A crystalline solid, CH3MgI (n-C5H11)2O, was isolated and identi? ed as such by elemental analys is (Mg and I) in 1908 Zerewitinoff, Th. Ber. Dtsch. Chem. Ges. 1908, 41, 2244. The oxonium structure The species that contain Mg-halogen bonds can be precipitated from Grignard reagent solutions in diethyl ether by the appurtenance of 1,4-dioxane. An insoluble, polymeric 1,4-dioxane adduct is formed, leaving behind a solution of R2Mg5sa reclaimable preparation of dialkyl- and diarylmagnesium reagents. 6 Wilhelm Schlenk, Jr. analyzed the 1,4-dioxane precipitations from a number of Grignard reagent solutions. Assuming that the precipitation is fundamentally instantaneous, i. e. , that the calculated R2Mg, MgX2, and RMgX percentages re? ect the actual composition of the Grignard reagent solution at equilibrium, Schlenk describe the compositions collected in Table 1. Direct evidence (5) Schlenk, W. Schlenk, W. , Jr. Ber. Dtsch. Chem. Ges. 1929, 62, 920. (6) (a) Cope, A. C. J. Am. Chem. Soc. 1935, 57, 2238. (b) As Erwin Weiss lay out, evaporation of diethyl ether solutions of methyl - and ethylmagnesium bromide and chloride at reduced pressure followed by heating of the colorless solid residues at ca. 00 C and 0. 001 mmHg for several hours gave a mixture of the respective pure, solvent-free, polymeric R2Mg compounds and magnesium halides. The solid MgCl2 thus obtained differed from a sample obtained from a MgCl2 melt in that its lattice showed a strong stacking disorder. This form of MgCl2 had an passing high surface area Weiss, E. Chem. Ber. 1965, 98, 2805. (7) Schlenk, W. , Jr. Ber. Dtsch. Chem. Ges. 1931, 64, 734 Further additions to the examples in Table 1 were soon thereafter account by other workers (a) Noller, C. R. Hilmer, F. B. J. Am. Chem. Soc. 1932, 54, 2503. (b) Johnson, G. O. Adkins, H. J. Am. Chem. Soc. 1932, 54, 1943. (c) Cope, A. C. J. Am. Chem. Soc. 1934, 56, 1578. was written for this compound. antecedent workers had isolated noncrystalline solid samples of etherates, e. g. , C2H5MgI (C2H5)2O and RMgI 2(C2H5)2O. (4) Other early Grignard reagent crystal structures (a) Stucky, G. D. Rundle, R. E. J. Am. Chem. Soc. 1964, 86, 4825 (C6H5MgBr 2Et2O). (b) Vallino, M. J. Organomet. Chem. 1969, 20, 1 (CH3MgBr 3THF). . 10. 1021/om900088z CCC $40. 75 ? 2009 American Chemical Society Publication on nett 03/16/2009 Organometallics, Vol. 28, No. 6, 2009 1599 Figure 1.tie of several Grignard compounds in tetrahydrofuran (J. Am. Chem. Soc. 1969, 91, 3847. ). that solutions of CH3MgBr in diethyl ether contain CH3MgBr and (CH3)2Mg was obtained by Ashby and co-workers by means of 1H NMR spectroscopic measurements at -105 C. Solutions of t-butylmagnesium chloride in diethyl ether similarly were canvas. 8 The tendency of the halide substituents in the RMgX and MgX2 species present in ethereal solution at equilibrium to form bridges between magnesium atoms, Mg-X-Mg, in a Lewis base/Lewis acid type interaction but complicates the nature of the Grignard reagent in ethereal solvents.In a very thorough study of the connectedness fac tors of various Grignard reagents in diethyl ether and THF by careful ebullioscopic molecular weight measurements, Eugene Ashby and Frank Walker at the Georgia Institute of Technology constitute that monomeric, dimeric, and higher(prenominal) oligomeric species were present, depending on the solvent and the halogen and the perfect substituents on the magnesium atom. 9 Included in this study a languish with data for the RMgX solutions were data for a few R2Mg compounds and for the magnesium dihalides.As Figure 1 shows, the observed association factor (the i value is the apparent molecular weight divided by the formula weight of the monoetherate) shows that the Grignard reagents and (C6H5)2Mg are close to monomeric in the relatively strong Lewis basic THF. The picture is quite different in diethyl ether solution (Figures 2 and 3), with association factors of 1 to close to 4 for solute concentrations up to ca. 3 molal. It is non clear what these i values mean in terms of the actual species present in these solutions.On the assumption that the Schlenk equilibrium is operative in all cases, in view of the heraldic bearing of a signi? cant concentration of MgX2, one can non expect only simple solvated species of type i(R)Mg-X n i (average n ) i). Toney and Stucky isolated crystals of a dimeric species, 2, from a solution of C2H5MgBr in di-n-butyl ether by addition of this solution to triethylamine. 10 The molecular Figure 2. Association of alkylmagnesium chlorides in diethyl ether. Demonstration of importance of halogen vs R group in determining the form of association in diethyl ether (J. Am. Chem. Soc. 1969, 91, 3848. ).Figure 3. Association of several alkyl- and arylmagnesium bromides and iodides and related magnesium compounds in diethyl ether (J. Am. Chem. Soc. 1969, 91, 3848. ). structure, as determined by X-ray analysis, contained a double Br bridge with the ethyl groups in a trans arrangement. That (8) In CH3MgBr solutions in diethyl ether (a) Ashby, E . C. Parrish, G. Walker, F. Chem. Commun. 1969, 1464. (b) (CH3)3CMgCl solutions in diethyl ether at-26 C Parris, G. Ashby, E. C. J. Am. Chem. Soc. 1971, 93, 1206. (9) (a) Walker, F. W. Ashby, E. C. J. Am. Chem. Soc. 1969, 91, 3845. (b) Ashby, E. C. Bull. Soc.Chim. Fr. 1972, 2133 (review, in English). (c) Meisenheimer, J. Schlichenmaier. Ber. Dtsch. Chem. Ges. 1928, 61 (an earlier, similar, but more limited study in diethyl ether). more complicated structures can be present in an RMgX solution in diethyl ether was demonstrated by the determination of the X-ray crystal structure of a crystalline compound obtained from a THF solution of C2H5MgCl of composition C2H5Mg2Cl3. This compound was not a simple Cl-bridged dimer, as the empirical formula might suggest. Actually, it was a tetramer (Figure 4) in which the Mg atoms impart a coordination number greater than 4. 1 There is a caveat, however the species that crystallizes from a Grignard reagent solution does not necessarily direc tly re? ect what species are swimming around in the solution. The crystalline solid shown in Figure 4 could well rent self-assembled during the crystallization process by combination of two molecules of the C2H5Mg2Cl3 dimer and not been present in solution at all. Even in the case of monomeric RMgX in THF solution, the Schlenk equilibrium will be operative and the strongly Lewis basic THF obviously prevents halide bridging between Mg atoms.Consequently, the (10) Toney, J. Stucky, G. D. Chem. Commun. 1967, 1168. (11) Toney, J. Stucky, G. D. J. Organomet. Chem. 1971, 28, 5. 1600 Organometallics, Vol. 28, No. 6, 2009 Scheme 1 Figure 4. Molecular structure of C2H5Mg2Cl3(C4H8O)32, a tetrameric Grignard reagent. Modi? ed from Toney and Stucky (J. Organomet. Chem. 1971, 28, 15. (copyright 1971, with permission from Elsevier)). mien of monomeric RMgX, R2Mg, and MgX2, all solvated, would result in the measurement of an association factor of 1, as Walker and Ashby observed.There are so m any factors that bear on the question of the constitution of a given Grignard reagent in ethereal solutionsthe Lewis basicity and steric properties of the ether solvent, the electronegativity and size of the halogen atom in RMgX, the nature and steric properties of the organic substituent on the magnesium atom. These will affect the magnitude of the equilibrium continual of the Schlenk equilibrium and the extent of Mg-X-Mg bridging. For most applications in synthetic chemistry it will suf? ce to take the easy way outsto regard and to write the Grignard reagent as RMgX.There is other interesting and useful property of ethereal Grignard reagent solutions. The magnesium species are weak electrolytes in such solvents of low dielectric constant, and RMgX solutions conduct an electric current. 12 The electrolysis of solutions of organomagnesium halides was studied in some detail by Kondyrew at the State Research Institute in Leningrad13 and by Ward Evans and his students at Northwestern University. 14 During the electrolysis, magnesium species migrate both to the cathode and to the anode. Scheme 1 shows the simplest picture based on RMgX. Metallic magnesium is formed at the cathode. 12) The earliest report appears to be a 1912 French paper Jolibois, P. Compt. rend. Hebd. Seances Acad. Sci. 1912, 155, 213. See also Nelson, ? J. M. Evans, W. V. J. Am. Chem. Soc. 1917, 39, 82. (13) (a) Kondyrew, N. W. Ber. Dtsch. Chem. Ges. 1925, 58, 459. (b) Kondyrew, N. W. Manojew, D. P. Ber. Dtsch. Chem. Ges. 1925, 58, 464. (c) Kondyrew, N. W. Ber. Dtsch. Chem. Ges. 1928, 61, 208. (d) Kondyrew, N. W. Ssusi, A. K. Ber. Dtsch. Chem. Ges. 1929, 62, 1856. (14) The Evans group published many papers in J. Am. Chem. Soc. during the 1933-1942 period. See, for example (a) Evans, W. V. Lee, F.H. J. Am. Chem. Soc. 1934, 56, 654. (b) Evans, W. V. Field, E. J. Am. Chem. Soc. 1936, 58, 720. (c) Evans, W. V. Braithwaite, D. J. Am. Chem. Soc. 1939, 61, 898. (d) Evans, W. V. Braithwaite, D. Field, E. J. Am. Chem. Soc. 1940, 62, 534. (e) Evans, W. V. Pearson, R. J. Am. Chem. Soc. 1942, 64, 2865. The alkyl mathematical groups formed at the anode can undergo the usual alkyl radical processes of coupling (to R-R), disproportionation (to RH + R(-H)), or, if the anode is composed of a reactive metal such as zinc, aluminum, cadmium, or lead, they can attack the anode to form an organometallic compound.A graduate student of Evans, David G. Braithwaite, joined the Nalco Chemical Co. after he graduated and develop an electrolytic process for the commercialscale syntheses of tetramethyl- and tetraethyllead antiknock agents in which the respective alkyl Grignard reagents were electrolyzed in a mixed THF/diethylene glycol dimethyl ether solvent system using a lead anode and a steel cathode. 15 The reactions of the Grignard reagents with organic, organometallic, and inorganic substrates and their applications are in addition numerous and varied to be covered here.Not only do they ? nd extensive use on a small to moderate scale in research laboratories but they also have been prepared and utilized on a large scale in diverse industrial processes. For the most part they react as nucleophilic reagents, as would be expected, on the basis of the polarity of the carbon-magnesium bond, C? Mg? +. However, they also can undergo electron transfer reactions with capture electron-acceptor substrates. They are weak bases capable of deprotonating the stronger weak organic acids such as terminal acetylenes and cyclopentadiene.Their basicity can be enhanced (as can be the basicity of organolithium reagents) by the addition to RMgX solutions in ethers of additives such as hexamethylphosphoric triamide (HMPA) and N-methyl-2-pyrrolidinone (NMP) or alkali-metal alkoxides. All such information can be found in books devoted solely or in part to Grignard reagents. 16 Two special topics are of current interest and merit special mention. (1) The preparation of highly functiona lized organomagnesium reagents by Paul Knochel and his co-workers at the University of Munich17 by means of halogen-magnesium exchange (e. . , eq 3). The availability of reagents such as 3-8 (which must be utilized at low temperature) has added a new and spectacular mark to Grignard reagent chemistry. (2) The synthesis of ole? ns, styrenes, 1,3-dienes and biaryl derivatives by the crosscoupling of Grignard reagents with organic halides. The crosscoupling of Grignard reagents with vinylic halides was discovered by Morris Kharasch and Charles Fuchs at the University of Chicago Organometallics, Vol. 28, No. 6, 2009 1601 Table 2.Transition Metal Halide Catalyzed Homocoupling of Phenylmagnesium Iodidea metal halide FeCl2 CoBr2 NiBr2 RuCl3 RhCl3 PdCl2 OsCl3 IrCl3 a amt, mol 0. 01 0. 01 0. 03 0. 0036 0. 0036 0. 00566 0. 00275 0. 003 amt of C6H5MgI, mol 0. 03 0. 03 0. 095 0. 0108 0. 013 0. 0163 0. 007 0. 01 number of biphenyl, % 98 98 100 99 97. 5 98 53 28 Taken from J. Am. Chem. Soc. 193 9, 61, 957. in 1943 during the classic studies of Kharasch on the chemistry of Grignard reagents in the movement of transition-metal halides. 6b Kharasch and Fuchs found that arylmagnesium bromides in diethyl ether reacted readily with vinylic halides of type RCHdCHX and R2CdCHX (but not CH2dC(R)X) to give styrenes in 50-75% yield when the reactions were carried out in the presence of 5 mol % of CoCl2 (eq 4). 18It was reported that other metal halides (of iron, nickel note, and chromium) also were effective throttle valves of this cross-coupling reaction. Benzylmagnesium chloride also reacted in this manner with vinyl bromide to give PhCH2CHdCH2 in 75% yield.Alkylmagnesium halides such as cyclohexyl- and n-butylmagnesium bromide, on the other hand, gave only small to negligible yields of the expected coupling point of intersection. The ArMgBrderived biaryl usually was obtained as a byproduct in these reactions. Such homocoupling of arylmagnesium halides in the presence of a trans ition metal halide as well as copper and silver halides was a known reaction. It had been investigated in 1939 by Gilman and Lichtenwalter, who found that aryl Grignard reagents undergo homocoupling in the presence of ca. 0 mol % of various transition-metal halides in diethyl ether solution to give the respective biaryl in high yield in most cases (eq 5, Table 2). 19 The metal halide, in addition to being the needed catalyst precursor, also served as an oxidizing agent and, in some cases (CoBr2, NiCl2, RhCl3), formation of a black solid indicated complete reduction to the metal. not occur in the absence of the organic halide but in its presence was vigorously exothermic. The added organic halide was only partially consumed and did not show up in the biaryl product.When p-bromotoluene was added to a phenylmagnesium bromide/CoCl2 catalyst reaction mixture, only biphenyl was formed. A remarkable reaction smost likely a free radical process, as Kharasch suggested. The organic halide was believed to function as an oxidizing agent. This interesting, simple, and potentially useful cross-coupling reaction, as exempli? ed in eq 4, was not adopted by the synthetic organic community right away. After a long dormancy it was rediscovered some 30 years later by a number of groups in the USA, Japan, and France, all of whom apparently were not aware of the 1943 Kharasch/Fuchs JACS paper. 1 Transition-metal catalysts other than CoCl2 were used, but the concept and the basic reaction were the same. In 1971 Tamura and Kochi reported a thorough study of the cross-coupling of Grignard reagents with vinylic halides catalyzed by soluble iron species in concentrations of ca. 10-4 M in THF at 0-25 C. 26,27 Various Fe(III) compounds could be used as Fe catalyst precursors the best were Fe(III) -diketonates such as Fe(RC(O)CHC(O)R)3 (R ) Ph, CH3, t-Bu). These exothermic reactions were not free radical processes. The reactions of cis- and trans-propenyl bromide proceeded with retention o f geometric con? uration (eqs 6 and 7) and were not adversely affected by the presence of 0. 4 M styrene. A ArMgBr + RCHdCHX 9 ArCHdCHR + MgBrX 8 (X ) Cl, Br) CoCl2 5 mol % (4) 2ArMgX + MXn f Ar-Ar + MgX2 + MXn-2 (5) A novel catalytic process for such ArMgX to Ar-Ar coupling was discovered by Kharasch and Fields when ethereal solutions of an aryl Grignard reagent that contained a catalytic touchstone (3 mol %) of CoCl2 were heated at re? ux for 1 h and then treated with an equivalent amount of an organic halide (C6H5Br, C2H5Br, i-C3H7Cl). 20 The coupling reaction to give Ar-Ar did (15) (a) Bott, L.L. Hydrocarbon Process. Petrol. Re? ner 1965, 44, 115. (b) Guccione, E. Chem. Eng. 1965, (June 21), 102. See also Part 2 of the tetraethyllead essay (c) Seyferth, D. Organometallics 2003, 22, 5154 (pages 5172-5174). (16) (a) Krause, E. von Grosse, A. Die Chemie der metall-organischen Verbindungen Gebruder Borntrager Berlin, 1937 pp 14-61, 110-114. ? ? (b) Kharasch, M. S. Reinmuth, O. Gr ignard Reactions of Nonmetallic Substances Prentice mansion house New York, 1954. (c) Handbook of Grignard Reagents Silverman, G. S. , Rakita, P. E. , Eds. Dekker New York, 1996. d) Grignard Reagents-New DeVelopments Richey, H. G. , Ed. Wiley Chichester, New York, 2000. (e) The Chemistry of Organomagnesium Compounds Rappaport, Z. , Marek, L. , Eds. Wiley-VCH Weinheim, Germany, 2008. (17) Knochel, P. Dohle, W. Gommermann, N. Kneisel, F. F. Kopp, F. Korn, T. Sapountzis, J. Vu, V. A. Angew. Chem. , Int. Ed. 2003, 42, 4302 (review). (18) Kharasch, M. S. Fuchs, C. F. J. Am. Chem. Soc. 1943, 65, 504. (19) Gilman, H. Lichtenwalter, M. J. Am. Chem. Soc. 1939, 61, 957. and earlier (back to 1914) references cited therein. 20) Kharasch, M. S. Fields, E. K. J. Am. Chem. Soc. 1941, 63, 2316. mechanism involving an organoiron(I) intermediate, obtained by reduction of the Fe(III) precursor by the Grignard reagent, was suggested. The results of a few experiments carried out on a 30-40 mmol scale (Table 3) showed that such iron-catalyzed reactions would be useful in the synthesis of ole? ns, but a broader study to optimize them and to broaden the celestial orbit of their application was not undertaken. The coupling of vinylic Grignard reagents with alkyl halides is catalyzed also by Ag(I) salts. 8 Thus, cis-propenylmagnesium (21) Two later historical notes22,23 and two book chapters24,25 that dealt with the cross-coupling reactions of Grignard reagents with vinylic halides also did not cite the Kharasch/Fuchs paper. (22) Tamao, K. J. Organomet. Chem. 2002, 653, 27. (23) Murahashi, S. -I. J. Organomet. Chem. 2002, 653, 27. (24) Kochi, J. K. Organometallic Mechanisms and Catalysis academician Press New York, 1978 Chapter 14, Sections III and IV. (25) Hou, S. Negishi, E. -i. In Handbook of Organopalladium Chemistry Negishi, E. -i. , Ed. , Wiley New York, 2002 Vol. 1,Chapter III. 2. 6, pp 335408.As a historical note, the following quotation from this reference (p 335) is of interest Although the reaction of Grignard reagents with organic halides was shown to be catalyzed by various late transition metal compounds (the Kharasch reaction) in the 1950s, it was not until the early 1970s that the applicability of this catalytic method was extended to the cross-coupling involving alkenyl and aryl halides catalyzed by Ag, Fe and other late transition metals. (26) (a) Kochi, J. Tamura, M. J. Am. Chem. Soc. 1971, 93, 1487. (b) Tamura, M. Kochi, J. Synthesis, 1971, 303. (27) Full papers (a) Neumann, S.M. Kochi, J. K. J. Org. Chem. 1975, 40, 599. (b) Smith, R. S. Kochi, J. K. J. Org. Chem. 1976, 41, 502. (c) Reviews ref 24. (d) Kochi, J. K. J. Organomet. Chem. 2002, 653, 11 (historical note). (28) (a) Whitesides, G. M. Casey, C. P. J. Am. Chem. Soc. 1966, 88, 4541. (b) Tamura, M. Kochi, J. J. Am. Chem. Soc. 1971, 93, 1483. 1602 Organometallics, Vol. 28, No. 6, 2009 Table 3. Alkenylation of Grignard Reagents using FeCl3 as Precatalyst (in THF)a R MgBr (amt, mmol) n-C6H13MgBr (40) CH2dCH(CH2)4MgBr (36) n-C6H13MgBr (40) a 1 R2Br (amt, mmol) CH2dCHBr (204) CH2dCHBr (102) CH3CHdCHBr (355)FeCl3 (amt, mmol) 0. 05 0. 05 0. 10 reacn temp, C 0 25 25 product (yield, %) n-C6H13CHdCH2 (83) CH2dCH(CH2)4CHdCH2 (64) n-C6H13CHdCHCH3 (67) (53/47 cis/trans mixture) Taken from Synthesis 1971, 6, 303. Scheme 2 bromide reacted with methyl bromide in THF in the presence of an Ag(I) catalyst to give cis-butene-2, but a similar reaction of trans-propenylmagnesium bromide gave a 73 mixture of cisand trans-butene-2, respectively. 28b Apparently propenyl radicals were involved. A similar Grignard reagent based cross-coupling, ole? n synthesis in which a copper(I) catalyst was used was published by French workers. 9 Normant et al. reported that their reactions (e. g. , n-Bu(Et)CdCHI + i-PrMgCl in THF at -20 C with a Cu(I) catalyst) proceeded with retention of con? guration. 29a For a reaction of CH3CHdC(CH3)MgCl with n-C3H7I in THF at 0 C using CuI as catalyst, Linstrumelle reported that the coupling product obtained in 97% yield was 88% cis and 12% trans, while a similar reaction of CH2dC(CH3)MgBr with trans-n-C6H13CHdCHI gave a 41 trans/cis product. 29b TheuseofNi(II)catalystprecursorsforGrignardreagent-vinylic halide cross-coupling was reported in 1972 by Corriu and Masse30 and by Tamao, Sumitani, and Kumada. 1 The French group found Ni(II) acetylacetonate to be the most effective catalyst precursor, while the Japanese group favored a bis(tertiary phosphine)NiCl2 catalyst precursor and, especially, chelating diphosphine complexes such as (Ph2PCH2CH2PPh2)NiCl2. Reactions carried out in diethyl ether at re? ux generally gave excellent yields. This procedure has been carried out commercially on an industrial scale in the preparation of p-chloroand p-tert-butylstyrene. 32 Finally, the last to be discovered at that time and the most versatile procedure for the cross-coupling of Grignard reagents (29) (a) Normant, J. F. Commercon, A. Cahiez, G. Villieras, J. Compt. ? rend. Hebd. Seances Acad. Sci. , Ser. C 1974, 278, 967. (b) Derguini? Boumechal, F. Linstrumelle, G. Tetrahedron Lett. 1976, 3225. (30) Corriu, R. J. P. Masse, J. P. J. Chem. Soc. , Chem. Commun. 1972, 144. (31) (a) Tamao, K. Sumitani, K. Kumada, M. J. Am. Chem. Soc. 1972, 94, 1375. (b) See also ref 22. Later work (c) Tamao, K. Kiso, Y. Sumitani, K. Kumada, M. J. Am. Chem. Soc. 1972, 94, 9268. (d) Kiso, Y. Tamao, K. Kumada, M. J. Organomet. Chem. 1973, 50, C12. (e) Kiso, Y. Tamao, K. Miyake, N. Yamamoto, K. Kumada, M. Tetrahedron Lett. 974, (No. 1), 3. (f) Tamao, K. Sumitani, K. Kiso, Y. Zembayashi, M. Fujioka, A. Kodama, S. Nakajima, I. Minato, A. Kumada, M. Bull. Chem. Soc. Jpn. 1976, 49, 1958. (g) Tamao, K. Kodama, S. Nakajima, I. Kumada, M. Minato, A. Suzuki, K. Tetrahedron 1982, 38, 3347. (32) Banno, T. Hayakawa Umeno, M. J. Organomet. Chem. 2002, 653, 288. (33) (a) Yamamura, M. Moritani, I. Murahashi, S. -I. J . Organomet. Chem. 1975, 91, C39. Full paper (b) Murahashi, S. -I. Yamamura, M. Yanagisawa, K. -i. Mita, N. Kondo, K. J. Org. Chem. 1979, 44, 2408. (c) Historical note ref 23. ith vinylic and aryl halides, that catalyzed by palladium complexes, was reported by Shun-Ichi Murahashi and coworkers in 1975. 33a The reactions were carried out in diethyl ether/benzene at room temperature using (Ph3P)4Pd as the catalyst precursor, and they proceeded stereospeci? cally in excellent yield (Scheme 2). Dang and Linstrumelle also used this procedure to prepare 1,3-dienes stereospeci? cally by the reaction of vinylic iodides with vinylic Grignard reagents. 34 Palladium-catalyzed cross-coupling of Grignard reagents with organic halides has been a very active area in organic synthesis.Reference 25 reviews (up to 2002) its application in (alkenyl) MgX-ArX, ArMgX-(alkenyl)X, and (alkenyl)MgX-(alkenyl)X coupling processes. A further chapter in this book deals with ArMgX-Ar? X coupling. 35 Another surge of research activity on cross-coupling of Grignard reagents with organic halides started around the turn of the century and even so appears to be in progress at the present time (January 2009). Interest has revived in the use of iron complexes as precatalysts for the cross- and homocoupling of Grignard reagents,36 since iron complexes are cheaper than those of palladium and are nontoxic.The iron-catalyzed cross-coupling of organomagnesium bromides with vinylic bromides, although it produced ole? ns in good yield, was of interest to Jay Kochi, as noted above, primarily from the point of view of its reaction mechanism rather than of its potential for application in organic synthesis. After some 25 years several research groups carried out much experimental work which has shown iron-catalyzed cross-coupling and homocoupling of Grignard reagents to be broadly applicable and very useful additions to the methods of organic synthesis.In 1995 Gerard Cahiez, at the Universite Pierre e t Marie Curie ? ? in Paris, during the course of his extensive investigations of organomanganese chemistry, found that the cross-coupling of vinylic bromides with alkyl, vinylic, and phenylmanganese chlorides could be effected in good yield in the presence of 3 mol % of iron(III) acetylacetonate in a THF/N-methyl-2pyrrolidinone (NMP) mixed solvent at room temperature. 37 In a thorough study, this reaction was extended to the crosscoupling of vinylic halides with alkylmagnesium halides using 1 mol % of Fe(acac)3 and the same solvent mixture. 8 High yields of ole? nic products were obtained. Successful crosscoupling of Grignard reagents with AcO(CH2)6CHdCHCl, CH3C(O)(CH2)3CHdCHCl, Cl(CH2)4CBrdCH2, 9, and 10 are noteworthy as examples of the selectivity and functional group tolerance of this reaction. The scope of this chemistry was extended further when some of Knochels functionally substituted aryl Grignard reagents17 (vide supra) were reacted with vinylic bromides and iodides. 39 Th e cross-coupling reaction between aryl Grignard reagents and vinylic bromides and iodides also was found by Cahiez and co-workers to give ole? ic products in good yield with Organometallics, Vol. 28, No. 6, 2009 1603 Table 4. Iron-Catalyzed Biaryl Coupling Reactions a Table 5. Iron-Catalyzed Homocoupling of Grignard Reagents with Atmospheric Oxygen as Oxidanta a Taken from J. Am. Chem. Soc. 2007, 129, 13788. palladium or nickel precatalysts. 42 Of these procedures, that of Cahiez et al. 41f appears to be the most useful. Alkyl halide/ alkylmagnesium halide cross-coupling is not a practical process. 43 RMgX + R? X 9 R-R? + MgX2 8 Fe (8)Iron-catalyzed reactions of aryl Grignard reagents with aryl halides to give biaryls generally are not synthetically useful. The desired cross-coupling products are obtained in only poor yield, the main product being the homocoupled biaryl derived from the aryl Grignard reagent (eq 9) (recall the Gilman/ Lichtenwalter and Kharasch/Fields reactions, vid e supra). ArMgX + Ar? X f Ar-Ar? + (low yield) (major Ar-Ar product) (9) a Taken from J. Am. Chem. Soc. 2007, 129, 9844. retention of geometric con? guration when carried out in THF solution in the presence of 10 mol % of MnCl2. 0 As noted above, Kharasch and Fuchs had found that attempts to cross-couple aryl Grignard reagents with alkyl halides in the presence of catalytic amounts of CoCl2 were unsuccessful. On the other hand, such reactions do occur in the presence of an iron precatalyst and various additives (eq 8, R? ) alkyl), as summarized in ref 36. A number of other groups have reported the results of their research directed toward development of an effective procedure for the process shown in eq 8, all using an iron precatalyst of one kind or another, various additives such as TMEDA, NMP, etc. nd generally diethyl ether (but sometimes THF) as solvent. 41 It is noteworthy that primary and secondary alkyl halides, i. e. , ones that contain hydrogen substituents on the carbon a tom, can be cross-coupled with aryl Grignard reagents, a process that cannot be completed using (34) Dang, H. P. Linstrumelle, G. Tetrahedron Lett. 1978, 191. (35) Anastasia, L. Negishi, E. -i. Chapter II. 2. 5, pp 311-344, in ref 25. (To date palladium and nickel catalysts have been widely used to effect aryl-aryl cross-coupling reactions. However, arylmagnesium halides were found to undergo cross-coupling with aryl halides that contain electron-withdrawing activating substituents ortho or para with respect to the halogen substituent in the presence of 10 mol % of manganese(II) chloride (eq 10). 44 Cyclohexyl and 2-methylpropenyl Grignard reagents reacted with such substituted halobenzenes in a similar manner. Very (36) (a) Cahiez, G. Duplais, C. Iron-Catalyzed Reactions of Grignard Reagents, Chapter 13, pp 594-630 in ref 16e. (b) Furstner, A. Leitner, ? A. Mendez, M. Kraus, H. J. Am.Chem. Soc. 2002, 124, 13856 (a long ? paper that brings an excellent discussion of the liter ature, of questions concerning mechanism, and original results). (c) Sherry, B. D. Furstner, ? A. Acc. Chem. Res. 2008, 41, 1500. (37) Cahiez, G. Marquis, S. Tetrahedron Lett. 1996, 37, 1773. (38) Cahiez, G. Avedissian, H. Synthesis 1998, 1199. (39) Dohle, W. Kopp, F. Cahiez, G. Knochel, P. Synlett 2001, 1901. 1604 Organometallics, Vol. 28, No. 6, 2009 Table 6. Manganese-Catalyzed Homocoupling of Grignard Reagents with Atmospheric Oxygen as Oxidanta Scheme 4THF to a mixture of 3 mol % of FeF3 3H2O and 9 mol % of an N-heterocyclic carbene (SIPr HCl). In one example, chlorobenzene (1. 0 equiv) and p-CH3C6H4MgBr (1. 2 equiv) were added to this catalyst system and the reaction mixture was stirred at 60 C for 1 day. The desired product, p-CH3C6H4-C6H5, was obtained in 98% yield. The homocoupling product, biphenyl, was present only in trace amount, while CH3C6H4C6H4CH3 was formed in 3% yield. Some examples of the application of this remarkable reaction are shown in Table 4. Good r esults were obtained only with aryl chlorides.Aryl bromides and iodides gave low biaryl yields. A German group reported similar MnCl2-catalyzed cross-coupling between various heterocyclic chlorides and aryl as well as alkyl Grignard reagents e. g. , eq 11. 46 a Taken from J. Am. Chem. Soc. 2007, 129, 13788. The homocoupling reaction of aryl Grignard reagents, mentioned earlier, also has received renewed attention recently, and synthetically useful procedures have resulted. Nagano and Hayashi developed a procedure in which the reaction is carried out in re? uxing diethyl ether in the presence of 1-5 mol % of FeCl3, NMP and 1. molar equiv of 1,2-dichloroethane (which serves as the oxidant). 47 Cahiez and co-workers have improved this procedure by using THF as solvent, in which arylmagnesium halides, including the chlorides, are more easily prepared. 48 This procedure works well with Knochels functional arylmagnesium halides (Scheme 3). Of interest also is the clever construction of th e tricyclic system 11 by intramolecular homocoupling (Scheme 4). (40) (a) Cahiez, G. Gager, O. Lecomte, F. Org. Lett. 2008, 10, 5255. (b) Alami, M. Ramiandrasoa, P. Cahiez, G. Synlett 1998, 325. 41) A selection (a) Martin, R. Furstner, A. Angew. Chem. , Int. Ed. ? 2004, 43, 3955 (see also ref 36b and references cited therein). (b) Nagano, T. Hayashi, T. Org. Lett. 2004, 6, 1297. (c) Bedford, R. B. Bruce, D. W. Frost, R. M. Goodby, J. W. Hird, M. Chem. Commun. 2004, 2822. (d) Nakamura, N. Matsuo, K. Ito, S. Nakamura, E. J. Am. Chem. Soc. 2004, 126, 3686. (e) Bedford, R. B. Bruce, D. W. Frost, R. M. Hird, M. Chem. Commun. 2005, 4161. (f) Cahiez, G. Habiak, V. Duplais, C. Moyeux, A. Angew. Chem. , Int. Ed. 2007, 46, 4364. g) Cahiez, G. Duplais, C. Moyeux, A. Org. Lett. 2007, 9, 3253. (h) Guerinot, A. Reymond, S. Cossy, J. Angew. ? Chem. , Int. Ed. 2007, 46, 6521. (42) However, Terao and Kambe have recently developed new Pd- and Ni-based precatalyst systems which avoid the problem of -elimination of primary and secondary alkyl groups Terao, J. Kambe, M. Acc. Chem. Res. 2008, 41, 1545. (43) (a) Tamura, M. Kochi, J. J. Organomet. Chem. 1971, 31, 289. (b) Rollick, K. L. Nugent, W. A. Kochi, J. K. J. Organomet. Chem. 1982, 225, 279. (44) Cahiez, G. Lepifre, F. Ramiandrasoa, P. Synthesis 1999, 2138. (45) Hatakeyama, T. Nakamura, M. J. Am. Chem. Soc. 2007, 129, 9844. (46) Rueping, M. Ieawsuwan, W. Synlett 2007, 247. (47) Nagano, T. Hiyama, T. Org. Lett. 2005, 7, 491. (48) Cahiez, G. Chaboche, C. Mahuteau-Betzer, F. Org. Lett. 2005, 7, 1943. Scheme 3 special, but generally applicable, reaction conditions developed by Japanese workers45 have ? nally provided the possibility of clean aryl-aryl cross-coupling reactions in which competitive homocoupling of the aryl Grignard reagent has been almost completely suppressed.In this procedure an active catalyst system was prepared by addition of 18 mol % of C2H5MgBr in Organometallics, Vol. 28, No. 6, 2009 1605 A further improvement resulted when it was found that atmospheric oxygen could replace the 1,2-dihaloethane as oxidant in the homocoupling of aryl, vinylic, and alkynyl Grignard reagents using either Fe or Mn catalyst precursors. 49 As Tables 5 and 6 show, this procedure gave excellent results. The most recent contribution to iron-catalyzed cross-coupling, which appeared during the preparation of the ? al draft of this paper, involves application of the old one-pot Barbier procedure in which FeCl3 served as precatalyst and stoichiometric amounts of magnesium turnings and TMEDA additive were used. A mixture of an alkyl and an aryl bromide was added to the mixture of precatalyst, TMEDA, magnesium, and solvent at 0 C. Good yields of cross-coupled products were obtained. 50 There has been a great deal of activity in the areas of Grignard reagent/organic halide cross-coupling and aryl Grignard reagent homocoupling, and the coverage in this essay, whose focus is on the histo rical aspects, is far from exhaustive.Attention is called to the 2005 review by Frisch and Beller51 and especially (49) Cahiez, G. Moyeux, A. Buendia, J. Duplais, C. J. Am. Chem. Soc. 2007, 129, 13789. (50) Czaplik, W. M. Mayer, M. von Wangelin, A. J. Angew. Chem. , Int. Ed. 2009, 48, 607. (51) Frisch, A. C. Beller, M. Angew. Chem. , Int. Ed. 2005, 44, 674. to the recent Accounts of Chemical Research special issue on cross-coupling. 52 Since ? st reported in 1943, the cross-coupling of Grignard reagents with organic halides, thanks to further development by many later workers, has become a broadly applicable, very useful reaction in organic synthesis. There is much more about Grignard reagents that I have not covered the various procedures used in their preparation, the mechanism of their formation (which is still controversial), the more complex organomagnesium compounds such as bis(cyclopentadienyl)magnesium, magnesium butadiene, and magnesium anthracene, and the many kinds of reactions that Grignard reagents have been reported to undergo.But this is only a short essay, and so I have been able to cover only a few selected topics, ones which I hope will be of interest to the reader. More information can be found in the books that I have cited earlier. 16 Acknowledgment. My thanks, as always, to Professor Arnold L. Rheingold for the cover ? gure. OM900088Z (52) Acc. Chem. Res. 2008, 41, No. 11, 1439-1564, special issue. A collection of 11 reviews, many of them relevant to the line of business matter of the present essay, with useful, up-to-date references.

What reading you enjoy the most

Question 3 what reading have you enjoyed close to in the past year and why? The reading I have enjoyed the most In the past year Is To kill a mocking bird by harper Lee The Storrs main theme is ab come in racial variety and gender Inequality. It substance abused a childs take aim of visualize to tell the story so I can throw myself Into the main font Scout. Thanks to her naivety, the injustice and the hypocrisy of Maycomb folks are enhanced. The most excltlng part of the story Is the tight In the court. Scouts fetch is a lawyer and he is trying to fight for a black man.Although I expect there will be a courageous character to stand up and correct the bias but it comes out as a bad ending, which prejudice Is Imposed. However I can still thought that the author is trying to tell us what is wrong and what is right If I have to use a word to describe the story, the word would probably be Amazing. My emotion flows with the story, and every detail is mentioned clearly, Harpers writ ing is really coherent as well. I was reminded that Your never really gain a person until you consider things from his brain of view til you ride inside of pelt and walk around in It. This is an absolute delight reading and I highly recommend others to read. The reading I have enjoyed the most In the past year Is To kill a mocking bird by Harper Lee. The storys main theme is about racial discrimination and gender inequality. It used a childs point of view to tell the story so I can throw myselt into the Maycomb folks are enhanced. The most provoke part of the story is the fight in the court. Scouts father is a lawyer and he Is trying to fight for d black man.Although I comes out as a bad ending, which prejudice Is Imposed. However I can sull sense that the author is trying to tell us what is wrong and what is right. If I have to use a word to describe the story, the word would probably be Amazing. My emotion tlovw with the story, and every detail is mentioned clearly, Harpers w riting is really you consider things from his point of view untll you climb Inside of skin and walk around in it. This is an absolute delight reading and I highly recommend others to read.The reading I have enjoyed the most In the pastyear Is To kill a mocking bird by Harper Lee. The storys main theme is about racial discrimination and gender inequality. It used a childs point otviewto tell the story so I can throw myselt into the court. Scouts father is d lawyer and he Is trying to fight for d black man. Although I 1 Of3 coherent as well. I was reminded that mfour never really understand a person until you consider things from his point of view Until you climb inside of skin and walk read.The reading I have enjoyed the most in the past year is To kill a mocking bird inequality. It used a childs point of view to tell the story so I can throw myself into the court. Scouts father is a lawyer and he is trying to fght for a black man. Although I comes out as a bad ending, which prejudi ce is imposed. However I can still sense by Harper Lee. The storys main theme is about racial discrimination and gender Maycomb folks are enhanced. The most exciting part of the story is the fght in the coherent as well. I was reminded that miour never really understand a person until

Various Architecture Problems

Undertaking 1A ) Identify Three ( 3 ) different types of edifice1.Residential A residential edifice is a constructed for residential tenancy and can suit a persons to populate in. there ar a few types of residential edifice such as flat set of room fitted donationicularly with housekeeping. whence Condominium in any case include as a type of ownership in existent belongings where all of the proprietors own the belongings, common countries and edifices together, with the exclusion of the inside of the unit to which they have title. at a lower placementioned townhouse is similar to condo in that each abode is attached to next abodes. emblem 1 ( A )2.Non-Residential-Non-residential edifices use some intent other than residential. Non-Residential atomic number 18 edifices other than homes, including fixtures, installations and equipment that ar built-in parts of the sayings and costs of site clearance and readying. Non-residential edifices comprise.Example include commercial su ch as is a edificethat is use for commercial concern intents, educational expressiona edifice designed for assorted activities in a primary, secondary, or higher educational system such as school and college. Then Manufacturing edifice ar include as a non-residentialis the edifice for production of goods for usage or sale.3.Industry Building-industrial edifices be frequently a warehouse or other monumental. Industrial edifice designed to house industrial operations and the provide necessary status for work and the operation of industrial equipment. Industrial edifices has been grown up with firm long times ago in the universe. There are a few industrial edifices such as mill, refinery, factory and others. Industrial edifice by and large have skeletons in the form of cross frames, with Colum embedded in the baseation and balk gleam or trusses hinged to the Colum.Figure 3 ( A )B ) Select One type of edifice in undertaking 1 ( a ) , place and depict Two constituent of infrastruc ture and superstructure of the selected edifice.Residential Building-Residential Buildings is an of import thing of all. Residential edifice is a edifice that is occupied by all the people all the clip. Residential edifice is likewise genuinely fast turning but non in Malaysia but around the universe. Custom residential edifices will be sold or rented to those in need through and through the building companies or agents that have been registered. Residential edifice included such as cottage, patio house, flat and condominium.Infrastructure-Substructure is a last delay part of a construction. Basically a construction located that inside the institute degree such as foundation. A foundation is hence that portion of the construction which is in direct contact with the land to which the tonss are transmitted.Foundation-Ensure that the structural tonss are transmitted to the undersoil safely, economically and without any unacceptable motion during the building period and throughout t he expected life of the edifice or construction.Figure 1 ( B )Superstructure-Superstructure is an drawn-out portion of the infrastructure. A construction that stands above the land degree and the account degree is known as pedestal. Plinth is hence defined as the part of the construction between the muster up of environing land and surface of the floor.Floor-floor is that portion of a edifice on which furniture, family, commercial and others. Floor is used for walking about and besides authorisation and stableness to utilize. There are a few types floor such as solid log floor, timber laminated floor and concrete floor ( Solid Ground Floor )Figure 2 ( B )Roof-Roof is do to move through room from upper face. Different types of roofs are used in constructing depending on the location and roof besides keep back a protective covering to the edifice, so rain, air current or snow may non damage the edifice.Figure 2 ( C )C ) Explain the characteristic and map ( s ) of each edifice c onstituent that has been province in Task 1 ( B )-The characteristic and maps of floor is the floor surface of a edifice site which receives all the activities and other tonss.The building floor shall hold safety characteristics and comfort. Shocking normally consists of a figure of sales booth bed, bed of sand, concrete liner and coating coatings. Stability should be included on the floor. The stableness of the floor doing it a robust construction. The following is floor should besides dwell from floor qualification besides to suit unrecorded burden. Comfort is besides of import to do certain the temperatures either hot or cold. Then the characteristic and maps of the roof is to give a protective covering to the edifice, such as rain, air current or snow may non damage the edifice. interest conditions opposition is required to protect a edifice from the damaging. Structural stableness besides could be supplying support for the roof. Supply good visual boldness might be a major ocular component in the design of a edifice.Undertaking 2A ) Define motherfucker try-Soil probe is of primary importance in the building sector. It is necessary before constructing a new construction to forestall the failure of the foundations at a later(a) phase. Bearing capacity of dirt and the dirt must be established to find whether the stableness of the foundation can be obtained. Soil of probe is of overriding importance for building undertaking.B ) Briefly explain Two ( 2 ) types of dirt simple-Disturbed dirt SamplesDisturbed dirt stresss, as their name implies, are samples taken from the cuting tools. Examples are auger slivers, the contents of the split-spoon sampling station in the standard incursion trial, sludge from the shell or wash-water return, or helping hand sample dug from test cavities. Disturbed samples are usually used for the finding index belongingss of the dirt such as the unit weight and unique(predicate) gravitation. The sample besides used for cate gorization trial such as screens and gravimeter analysis to obtained the atom size distribution and Waterberg bound trials to happen the consistency of cohesive dirt.-Undisturbed Soil SamplesUndisturbed dirt samples, obtained by driving a thin-walled tubing into the dirt, represent every bit closely as is operable the confessedly unmoved construction and H2O construction and H2O content of the soil.it is of import non to overdrive the sampling station as this compresses the contents. It should be recognized that no sample taken by driving a tubing into the dirt can be genuinely undisturbed. Undisturbed samples are needed for more sophisticated science lab trial such as shear strength, include the unconfined compaction trial, direct shear or shear box trial and Trixie trial under unconsolidated untrained ( UU ) , amalgamate untrained ( CU ) , and consolidated drained conditions ( Cadmium ) .C ) Soil drilling are the most common rule of subsurface geographic expedition in the fiel d. Briefly explain THREE ( 3 ) types of drillings.( 1 ) Percussion Boring Boring-Percussion boring is the procedure of doing boreholes by striking the dirt so taking it. The tools are repeatedly dropped down the borehole while suspended by wire from the power windlass. Meanwhile, H2O is circulated to convey the dirt film editings to the land surface. A shell and a pump are required to go around the H2O.( 2 ) Rotary Boring Boring-Rotary Drilling uses rotary motion of the drill spot with the coincident application of force per unit area to progress the hole. In this procedure a hole is made by rotary motion a hollow steel tubing holding a cutting spot at its base. The cutting spot makes an annulated cut in the strata and leaves a cylindrical nucleus of the stuff in the hollow tubing. This method is the most rapid method of progressing a hole in dirt and stone. Boring clay may be needed to forestall dirt cave-in.( 3 ) Hand/Mechanical Auger Boring-Hand plumbers snakes may be used for t iring to a deepness of about 6m. power plumbers snakes may be used for tiring to a deepness of approximately 10 to 30 m. Next, as the hole is tiring a short distance, the plumbers snake may be lifted to take dirt. The removed dirt can be used for field categorization and research lab testing, but it must non be considered as an undisturbed dirt sample. Power plumbers snake set with a drill rig can be used to obtain samples from deeper strata.Undertaking 3A ) Describe with the assistance of studies the anatomy of the lumber1 ) Bark-Hard outermost covering.-Protect tree from harm.2 ) Bast-Layer surrounds the cambium.-Carries nutrient made from foliages to the other portion of the workss.3 ) GROWTH RINGS-Annual rings.-Each pealing one twelvemonth grown.4 ) channel-Convey nutrient from the blast into the cambium bed to sapwood to heartwood.5 ) Sapwood-Newly formed portion of the tree.-Cells carry H2O and minerals to subdivisions and foliages.6 ) Heartwood-Provides useable lumber for b uilding ( difficult, strong, and lasting ) .-Gives support to the tree.7 ) Pith-Centre of the bole.-Consists of soft, dead cells from original sapling.B ) Discuss the THREE ( 3 ) factors that will impact strength and lastingness of lumber.Factors that will impact strength and lastingness of lumber are due to natural factors. The temperature can besides impact the strength and lastingness of wood. lumber that has been cut can non be unexpended at high temperatures because it could impact the opposition of wood Example, the grains are way of wood cell and the longitude axis of a lumber that were swan and this can give an consequence to the strength of a lumber. interest, Factors act uponing the humidness changes the wood and adhesive strength. Visibility between wood and adhesive are affected by unbendable content. Following factors is will give affect is transition defect it usually, cause by human such as hapless drying and hapless film editing. Following is deterioration defect Reproduction by spores and the favourable status for it growing is where the topographic point have a good temperature, O and skew-whiff. Higher wet content will cut down strength and lastingness and cause lumber to disintegrate. Densities besides give consequence to strength and lastingness due to slow microstructure.C ) With the assistance of studies, briefly explain the THREE ( 3 ) types of lumber defect A defect of lumber is any abnormality looking in or on the lumber that may cut down its strength or lastingness if used for building work. It may happen in the lumber during fending or flavoring. Defect can sort three types such as natural defect, transition defect and impairment.Natural defect Nature defect its the grains are way of wood cell and the longitude axis of a lumber that were swan. This can give an affects to the strength of a lumber.Conversion defect Normally, cause by human. Example hapless drying and hapless film editing.Deterioration defect Reproduction by spore s and the favourable status for it growing is where the topographic point have a good temperature, O and wet included dry coiffurerefaction ( most common and fungous onslaught ) and wet putrefaction ( become toffee, lose strength and crumble ) .Undertaking 4Describe and discourse about the choice of the roof system The roof system for a cottage is level roof. This is because to cover a level or low-pitched roof. This is normally known as a membrane and the primary intent of these membranes is to waterproof the roof country. Besides, these roofs are found in traditional edifices in parts with a low precipitation. Modern stuffs which are extremely impermeable to H2O do possible the really big low-pitch roofs found on big commercial edifices.Materials that cover level roofs typically let the H2O to run off from a little disposition or camber into a trough system. Water from some level roofs such as on garden sheds sometimes flows freely off the border of a roof, though gutter systems are of advantage in maintaining both walls and foundations dry.The Philosophy behind the selected roof system-I had purpose utilizing level roof because there are plentifulness of advantages. The advantages utilizing level roof. The most obvious advantage is that they are easier to mount and inspect. These roofs offer more stableness than sloped roofs. Flat roofs are besides cheaper to re-coat and put in so their aslant opposite numbers. With proper attention, level roofs are durable and easier maintain.Sketch the subdivision of the foundation, land beam and floor of the edifice, and besides roof beam and roof system of the edifice

Provides the following

A Study Guide, which provides the following a. An orientation of each chapter, along with an abstract of the important topics being addressed. B. Sample problems for the student to complete, with the worked-out solutions. C. Self-test questions ( original/false and multiple choice) with answers. D. A tutorial on understanding the internal rate of return. E. An In-depth self-teaching supplement on capital-budgeting techniques. 2. ally Website online study gulled for the student Includes true/false, multiple hooch, and short answer quizzes for each chapter.From my. Prenatal. Com/shown students can also access the Internet exercises, current events articles with questions, and Excel spreadsheets for the end-of-chapter problems. For the teacher 1. A Test Item File provides more than 1600 multiple-choice, true/false, and short- answer questions with complete and detailed answers. It is designed for use with the Prentice Hall Custom Test, a computerized pile that allows users to custom d esign, save, and generate classroom exams. 2. Companion Website provides academic support for faculty adopting this text.From the www. Prenatal. Com/shown text website, you can download supplements and talk aids such as instructors manuals, lecture notes, Powering presentations, problems and case solutions, and chapter outlines. Register online or call your Prentice Hall sales representative to get the necessary surname and password to access these detail supplements or contact Prentice Hall Sales directly at 3. Powering lecture notes. These Powering graphics provide individual lecture outlines to accompany Foundations of Finance.These lectures are class well-tried and can be used as is or easily modified to reflect your specific presentation needs. 4. Color transparencies for the primary chapters of the text, including a brief overview of the chapter, somewhat of the exhibits in the text, and example problems that are useful in lectures. 5 Excel spreadsheet solutions to end-of-c hapter problems downloaded from www. Prenatal. Com/shown. For any teacher wanting information about the supplements, please contact the Prentice-Hall field representative for your area. Also, feel free to call any of the authors with any questions you may have.By calceolaria e. An in-depth self-teaching supplement on capital-budgeting techniques. 2. Companion Website online study guide for the student includes true/false, multiple choice, and short answer quizzes for each chapter. From www. Prenatal. Com/shown students can also access the internet exercises, current events articles with the necessary surname and password to access these digital supplements or contact Prentice Hall Sales directly at emailprotected Com. 3. Powering as is or easily modified to reflect your specific presentation needs.

Maritime Students Perception on School Related activities Essay

instill twenty-four hourss activities atomic number 18 very classical for the learners and for the take. For the bookmans, because they gain new skills and motivation. Its a real chance for them to enjoy inculcate and choose to do approximatelything they are really interested and passionate ab come step to the fore of the closet, and therefore their motivation for knowledge and their motivation for their teachers and the rail increase.It makes them relate donnish knowledge to the practical experience, which leads to a fracture understanding of their have got abilities, talents, and career goals and for the coach because as studies depicts that such corporation provides marginal school-age childs an fortune to create a positive and voluntary friendship to their school also. Involvement in cheating(a) activities may support the at-risk student by maintaining, enhancing, and strengthening the student-school connection therefore decreases dropout groom activities at St. on that pointse MTC Colleges are often held when there is a celebration its either a school celebration (like gear upation day), theme or inter subject area. These were held most especially for the enjoyment of the students and for them to fulfill their potentials. But these activities often spatecels classes.We can non hide the fact roughly students are non participating in the school activities thus, they take the cancellation of classes as an prospect for them to go out and do whatever they want that commonly results into bad things like drinking alcohols, fetching drugs and some other vices. composition some considers it as a burden for it adds to there payment. Some consider it mainly as a disruption of classes and a delay to their learning. While some consider it very important and take the opportunity to express and discover themselves, enjoy and boost their potentials.Every person eat up varying acquaintance on things especially on things that they really do not know about. And everytime there is an natural transition students make a different perception about it. Either better or bad.These perceptions are very important in the part of the organizers and to the facilitators for it makes them know if the activity was successful or not and what get out they do to make it to a greater extent successful so that they could apply it the next time they conduct the similar activity.nautical Courses here in the Philippines are at high cost. Though legion(predicate) are still taking it because of high demand in the market and higher salary rate especially on international voyages where one earns dollar, numerous of the marine students are coming from families having low Socio Economic Status (SES). Still they pursue even though they get through loans and depts hoping that when their children graduate and get onboard ships they can easily pay all their depts and raise their lifes situation.Every centavo and Peso is important. It is a produ ct of blood and sweat of those who earned it. Thats why in every centavo and a peso increase in the bills of the student adds to the burden of their family.Rumors were heard every time there is an activity and everytime the statement of account were released. Some say that another payment is added to the school fee. While some say that the payment was worth it.For these reasons that triggered the look intoers to conduct this analyse to further find out and discuss the real perception of maritime students on school related activities and create a guidelines on what and how to conduct the activities the maritime students want. Statement of the ProblemThis search aims to find out what are the perceptions of maritime students towards school related activities.Consequently, this look for flying field seeks answers to the following questions1. What are the school related activities of ST-MTCC engaged by oceanic students when classified as to course and socio-economic class level?2 . What are the perceptions of Maritime students on school related activities when classified as to course and stratum level?3. How to conduct the activities that the students want?4. Is there a significant difference on the perception of the maritime students to school related activities when classified as to course and category level?Objectives of the studyThis research main objectives is to determine and discuss the main perception of Maritime students about the school related activities. Furtherto a greater extent it aims to 1. Determine the school related activities of ST-MTCC students when classified as to course and year level. 2. Determine the perception of Maritime students on school related activities when classified as to course and year level. 3. Determine how to conduct the activities that the students want. 3. Find out the significant difference of the students on school related activities when classifies as to course and year level.HypothesesBased on the introductor y statements, the hypotheses are advanced H0There is no significant difference on the perception of the Maritime students on school related activities when classifies as to course and yearlevel. H1There is a significant difference the perception of the Maritime students on school related activities when classifies as to course and year level. Definition of TermsActivities things beingness done for leisure, fun or learning (Meriam Websters Dictionary)In this study activities refers to the school related activities enrolld by the ST-MTCC Maritime students.BSMar E (Bachelor of Science in Marine Engineering) In this study BSMar E refers to the Maritime course that focuses on studying the works and obligations of the Engine Department onboard ship.BSMT (Bachelor of Science in Marine ecstasy) In this study BSMT refers to the Maritime course that focuses on studying the works and obligations of the Deck Department onboard ship. Maritime Students in this study maritime students refers to students taking up Bachelor of Science in Marine Transportation (BSMT) and Bachelor of Science in Marine Engineering (BSMar E) courses. Perception the act or faculty of perceiving , or apprehending by means or of the mind understanding.In this study perception refers to the understanding of the students about the school related activities. School an institution for the teaching of children (Meriam Websters Dictionary) In this study school refers to St. Therese MTC- Colleges (ST-MTCC), Tigbauan Site. socio-economic class level in this study, year level refers to the level achieved in school by which the respondents are enrolled in.Significance of the studyThe conduct and result of this study leave aloneing bring avails to the followingSchool Administration the significant result Made from this study will serve as guide to the Student Affairs subroutine, Office of the Students Services, Student Executive Council, and other activity implementing departments and bodies of t he school.Students The significant result of this study would help the students enjoy the activities and satisfy their expectations as the result of thisresearch were applied.Future Researches this study was highly recommended to have a further study on the same topic. Scope and Limitations of the StudyThe descriptive study will be conducted to find out the perception of the maritime students on school related activities.This study will involve 310 students who are taking Bachelor of Science in Marine Transportation (BSMT) and Bachelor of Science Marine Engineering (BSMarE) SY 2012-2013. The participants will be selected randomly and will be classified according to course and year level. The data to be utilise in this study will be pull together by the researchers.The Antecedent Variable will be the respondents course and year level and the School Related activities classified into in and out campus activitiesThe dependent variable to be treated in this study will be the percep tion of the maritime students on school related activities.This study will be conducted at St. Therese MTC-Colleges in Tigbauan, Iloilo on June-October 2013. The descriptive statistics to be employ in this study will be the mean and mean standard passing. The inferential statistics to be used will be the Mann Whitney U test for independent samples, Kruskal Wallis H Test, and Spearman Rho to determine the perception of the students in school related activities. All levels of significance will be set at 0.05 alpha. The Statistical Package for the Social Sciences Software (SPSS) version 16.0 will be used to process the data. Chapter IIReview of Related LiteratureKey Concepts on Benefits of Co-curricular ActivitiesActivities Support the Academic Mission of SchoolsSchool Activities are not a diversion but rather an extension of a good educational program. Students who get in in activity programs tend to have higher grade-point numbers, better attending records, lower dropout rates a nd fewerer discipline problems than students generally. Activities are inherently EducationalActivity programs provide valuable lessons for practical situations teamwork, sportsmanship, winning and losing, and hard work. Through battle in activity programs, students learn self-discipline, build self-confidence and develop skills to handle competitive situations. These are qualities the public expects schools to produce in students so that they become answerable adults and productive citizens. Activities Are Privileges, Attendance Is RequiredSchool zones typically define two-timing(a) activities as privileges students earn the right to participate by complying with school rules and regulations. These typically include rules on school and class attendance. Annandale spunky School in Virginia, for example, has an extracurricular activities participation policy that requires students to attend all scheduled classes on the day of a competition or activity to be eligible to particip ate in extracurricular activities on that day Outreach ActivitiesOutreach activities are designed to strengthen the human relationship between a school system and the surrounding town groups or businesses. Outreach activities invite students to become much active members of their community as well as encourage community members to become part of the school community. Activities Foster Success in Later LifeParticipation in school activities is often a predictor of later success in a career and becoming a contributing member of society. Students who spend no time in extracurricular activities are 49% more likely to use drugs and 37% more likely to become teen parents than those who spend one to four hours per week in extracurricular activities. two-timing(a) school activities are often important to adolescent students, and they have many benefits.Students learn how to lead through student government or how to play a musical instrument, or take on the responsibility of teamwork in sports, while maintaining their academics. The challenge of balancing these competing responsibilities is an opportunity for students to grow and mature. Educators have canvas the relationship between class attendance and extracurricular activities, and many schools set policy in these areas. Foreign StudiesA 2010 study of a western atomic number 10 school district found a correlation between a students extracurricular activities and her attendance record. The study concluded that students who participated in extracurricular activities had a higher rate of school attendance than students who did not participate. It used data from 2007-08 and 2008-09 pertaining to 275 of the districts high school graduates. A University of Massachusetts educator studied middle and high school students and how certain school-related factors including extracurricular activities and school attendance affected their eventual completion of a college degree.The study concluded that a students good att endance not skipping classes or school had a positive correlation to college degree completion. Additionally, the study concluded that the more a student participated in school-sponsored extracurricular activities, the more likely he was to complete a bachelors degree. The study also tested these results across racial lines and found that attendance was equally important to future completion of the bachelors degree regardless of the students race or ethnicity.A Harvard Educational Review article in 2002 found that participation in extracurricular activities in high school appears to be one of the few interventions that benefit low-status, disadvantaged students those less well served by traditional educational programs as much or more than their more advantaged peers. In telephone interviews of a national sample of teens in 2001, more than half (54%) said they wouldnt watch so much TV or play video games if they had other things to do by and by school.The same survey found that more than half of teens wish there were more community or neighborhood-based programs available after school, and two- thirds of those surveyed said they would participate in such programs if they were available. Bonnie Barber and her colleagues, contributors to the 2005 book, Organized Activities as Developmental Contexts for Children and Adolescents, concluded that making diverse clubs and activities available to a wide range of students is important.The opportunity to embed ones identity in multiple extracurricular contexts and to experience multiple competencies facilitates attachment to school and adjustment. Activity participation is also conjugated to affiliation with peers who are academically focused. Adolescents can benefit from this synergistic system when they have opportunities to participate in diverse activities.A Minnesota State HighSchool League survey of 300 Minnesota high schools showed that the average GPA of a student-athlete was 2.84, compared with 2.68 for t he average student, and that student-athletes missed an average of only 7.4 days of school each year, compared with 8.8 for the average student.(Trevor Born. High Standard for GPA, in Minneapolis Star Tribune, May 14, 2007.) Participation in extra-curricular activities provides all students including students from disadvantaged backgrounds, minorities and those with otherwise less than distinguished academic achievements in high school a measurable and meaningful gain in their college admissions test scores according to researchers Howard T.Everson and Roger E. Millsap, report for the College Entrance Examination batting order in 2005.In a 2006 research project published by the Center for Information & Research on Civic Learning & Engagement (CIRCLE), it was found that 18-25 years old who participate in sports activities while in high school were more likely than nonparticipants to be engaged in volunteering, stiff volunteering, registering to vote, select in the 2000 election , feeling comfortable speaking in a public setting, and watching news (especially sport news) more closely than non-participants.An extensive study accredited by the Alberta Schools Athletic tie found, in that Canadian province in 2006, an average of 78.3% of Albertas top corporate CEOs and Members of the Legislative Assembly had participated in extramural sports. N primeval 80% indicated that being compound in school sports significantly, extensively or moderately complemented their career development and/or academic 5 pursuits. This same study pointed out that normal participation rate of students in high school sports is around 30 to 35%.The corporate and political leaders surveyed in Alberta (see above) cited the following benefits associated with their stake in high school athletics teamwork, discipline, goal setting, leadership, independence, self confidence, stress relief, character development and individualised growth, fair play, and acceptance of others. From a cost st andpoint, activity programs are an exceptional bargain when matched against the overall school districts education budget.Researcher Richard Learner, writing in Promoting Positive young person Development through Community After-School Programs, found that informal educational and developmentally supportive experiences offered to young people in the context of after-school or community-based programs are a potent source of resourcesincreasing the fortune of positive development among offspring. In 2003, the Journal of Adolescent Research reported that extracurricular activity participation is linked to lower rates of dropping out of school, greater civic involvement and higher levels of academic achievement.Moreover, research tracking participation from ordinal through twelfth grades and examining outcomes in the postsecondary years concluded that consistent participation has positive effects that last over a moderate length of time. Extracurricular activities stand out from oth er aspects of adolescents lives at school because, according to the Winter 2005 issue of the Journal of Leisure Research, they provide opportunities to develop initiative and allow youth to learn emotional competencies and develop new accessible skills. A study conducted by Boston University, and published in Adolescence, Winter 2001, reported on a survey of 1,115 Massachusetts high school students.Survey results indicated that athletes were significantly less likely to use cocaine and psychedelics, and less likely to smoke cigarettes. Researchers writing in 2004 in the American Journal of Health Behavior conducted an examination of cross-sectional data from a nationally representative sample of high school students enrolled in public high schools in the U.S.They showed that students participating in organized sports were 25 portion less likely to be current cigarette smokers Stephanie Gerstenblith and her fellow researchers, writing in the 2005 book, Organized Activities as Deve lopmental Contexts for Children and Adolescents state, Just as schools with efficient procedures and structure have been found to have positive outcomes, our findings indicate that participants in after school programs with these qualities experience reductions in rebellious behavior and increases in intentions not to use drugs.In 1985, the NFHS sponsored a national survey of high school principals and close 7,000 high school students in all 50 states. The survey, funded by a grant from the Lilly Endowment in Indianapolis, was conducted by Indiana University in cooperation with the National Association of Secondary School Principals.Following are the results of that survey. 10 95 share believed that participation in activities teaches valuable lessons to students that cannot be learned in a regular class routine. 99 percent agreed that participation in activities promotes citizenship 95 percent agreed that activity programs contribute to the development of schoolspirit among the s tudent body. 76 percent said they believe the demand made on students time by activities is not excessive. 72 percent said there is satisfying support for school activity programs from parents and the community at large.Students who compete in high school activity programs make higher grades and have better attendance.A study of nearly 22,000 students conducted by a University of Colorado professor for the Colorado High School Activities Association which was released in the fall of 1999 indicates students who participate in some form of interscholastic activities have significantly higher grade-point averages than students who do not. Data obtained from the spring 1997 study by Dr. Kevin J. McCarthy revealed student participants in Jefferson County high schools had an overall grade-point average of 3.093 on a 4.0 scale, while the GPA for non-participants was 2.444.Jefferson County School District, the states largest school district, has matched the academic success of its students with success on the playing field. The 16 district schools have won a combined 39 state championships in the 1990s in sports, while its music programs consistently bring home sterling(prenominal) ratings. Nancy Darling, et al., writing in the 2005 Journal of Leisure Research notes that extracurricular activities allow youth to form new connections with peers and acquire social capital.They are one of the few contexts, out-of-door of the schoolroom, where adolescents regularly come in contact with adults to whom they are not related. Students who spend no time in extracurricular activities are 49% more likely to use drugs and 37% more likely to become teen parents than those who spend one to four hours per week in extracurricular activities (United States Department of Education. No Child Left Behind The facts about 21st Century Learning.Washington, DC 2002.) On June 23, 2000, then President Bill Clinton issued an Executive Memorandum directing the deposit of Health and Human Se rvices and the Secretary of Education to work together to identify and report within 90 days on strategies to promote better health for our nations youth through physical activity and fitness.The resulting report entitled Promoting Better Health for Young People through fleshly Activity and Sports was released in November 2000 and stated that enhancing 7 efforts to promote participationin physical activity and sports among young people is a critical national priority. Of the 60 students listed in the May 14, 1998, USA Todays All-USA High School Academic First, Second and Third Teams and the 51 who earned honorable mention, 75 percent were tough in sports, speech, music or debate. The 29th annual Phi Delta Kappa/Gallup Poll of the Publics Attitudes toward the Public Schools of September 1997 reflects an increase in perceptions about the foster of co curricular activities.In 1978, 45 percent of the public, judged extracurricular activities to be very important. That propose fell t o 31 percent in 1984. In 1985, the figure was 39 percent and jumped to 63 percent in the 1997 poll. The 1997 poll also asked about the emphasis placed on such sports as football and basketball. cardinal percent of the respondents believed the current emphasis was about right. In a survey of 4,800 high school students in March 1995, the Minnesota State High School League found that 91 percent of them said students who participate in school activities tend to be school leaders and role models 92 percent said that participation in school activities provides an opportunity not found in a regular classroom setting to develop self-discipline.Adolescent magazine Use, Risky Behavior, and Outcomes An Analysis of National Data, issued in September 1995, by the Department of Health and Human Services found that students who spend no time in extracurricular activities are 57 percent more likely to have dropped out of school by the time they would have been seniors 49 percent more likely to have used drugs 37 percent more likely to have become teen parents 35 percent more likely to have smoked cigarettes and 27 percent more likely to have been arrested than those who spend one to four hours per week in extracurricular activities.A study by Search Institute in 1995 indicates that co curricular activities play a central role in students healthy development. Yet too many schools are finding it necessary to cut these programs for budgetary reasons. With asset building as a focus, these programs are not peripheral to the schools mission, but important components of a comprehensive strategy.In the March 1997 issue of School Counselor, 123 students involved in interscholastic soccer are analyzed. Results indicate that activity participation does not harm and may enhance academic performance. Male athletes showed in- normalize improvements in academic performance. Ralph McNeal (1995) showed that different kinds ofactivities have varying abilities to control school dropout rates.He concluded that students who participate in athletics, fine-arts activities, and academic organizations were an estimated 1.7, 1.2, and 1.15 times, respectively, less likely to drop out than those who did not participate. Athletic participation reduces the probability of school dropouts by approximately 40 percent. For example, the probability that the typical person in the sample would drop out of school is .0487, but if this same person participated in athletics, the estimated probability would be .0299.The impact of fine-arts participation for the typical persons estimated probability is reduced from .0487 to .0415, or 15 percent. Silliker and Quirk (1997) investigated the academic improvement of students who participated in extracurricular activities. In this case, they looked at antheral and female high school students who participated in interscholastic soccer and who did not engage in another sport or major activity at the conclusion of the soccer season.They discovered that female participants in season maintained a GPA of 87.7 mean (M) with a 5.6 standard deviation (SD). Out of season these statistics dropped to 87.5 M with a 6.4 SD. The male participants in season maintained a GPA of 84.7 M with a 7.5 SD, and out of season their GPAs dropped to 83.8 M with an 8.7 SD.These data show that participants had significantly higher GPAs in season than out of season. The girls earned higher GPAs than did the boys, but the boys GPAs rose significantly in season versus out of season. The study supports the touch sensation that involvement in athletics for high school students does not endanger, and may enhance, academic performance. Susan Gerber (1996) also found that extracurricular participation is not detrimental to student performance and that participation in these types of activities promotes greater academic achievement.In addition, she discovered that participation in school-related activities was more strongly associated with achievement than was par ticipation in activities outside of school. Herbert Marsh (1992) compared predicted outcomes for students who did not participate in extracurricular activities with those of students who were moderately active. He found that this difference in participation level is associated with outcome differences of .582 SD in social self-concept and .390 SD in academic self-concept. He concluded that the effects of participation on social and academic self-concepts are significant.Evidently, participationin extracurricular activities, even those not obviously associated with academic achievement, leads to increased commitment to school and school values, which leads indirectly to increased academic success. William Camp (1990) studied the effects of participation in activities on overall student success in school, as measured by grades, while controlling for the effects of other variables that could reasonably affect those grades. He used the symbol b* to represent standardized regression coef ficients calculated in his structural analysis.He found that students activity levels produced a positive, significant effect on academic achievement (b* = .122). Particularly interesting in his study was the fact that this effect was more than twice as great as that of study habits (b* = .055), which are generally regarded as an important causal variable of academic achievement. John Mahoney and Robert Cairns (1997) indicated that engagement in school extracurricular activities is linked to decreasing rates of early school dropouts in both boys and girls. They discovered that such participation provides marginal students an opportunity to create a positive and voluntary connection to their school.Conversely, other strategies typically used to address the needs of at-risk students, such as school dropout prevention programs and remedial education, focus on the deficits of students and serve as a catalyst in the formation of deviant groups. The researchers strongly believe that invol vement in extracurricular activities may support the at-risk student by maintaining, enhancing, and strengthening the student-school connection. Theoretical FrameworkThis study is anchored to the Theory of Involvement that has been proposed by Astin (1984). According to the theory, students learn more the more they are involved in both the academic and social aspects of the collegiate experience. An involved student is one who devotes considerable energy to academics, spends much time on campus, participates actively in student organizations and activities, and interacts often with faculty. Based on the 1984 report, Involvement in Learning, student involvement takes the form of participation in academically related activities, out of class activities, and interactions with faculty, staff, and peers.Activities related to academics could include attending class prepared for backchat and the days lesson participating in study groups and/or membership in academichonor programs or socie ties, career-related organizations, and performance groups in the arts. Involvement in outside-of-class, or co-curricular activities, could include campus based student organizations, college athletic or intramural sports, employment on-campus, and volunteer service experiences.Involvement with peers and faculty/staff include those relationships where learning takes place beyond classroom settings serving as a teaching or research assistant, talking with faculty during office hours, assisting in a science lab or a fine arts production. Different from the role of the student in Astins earlier input-process-output model (Pascarella, 1991, P.50), where the student is passively developed by the faculty and by university programs, this theory posits that the student plays an integral role in determining his or her own degree of involvement in college classes, extracurricular activities and social activities.Of course, the more quality resources available, the more likely those students who are involved will grow or develop. Therefore, faculty interaction both inside and outside the classroom and high quality university programs and polices reflective of institutional commitment to student learning are necessary for student growth. Astin states that the quality and quantity of the students involvement will influence the amount of student learning and development (Astin, 1984, p.297).True involvement requires the investment of energy in academic, relationships and activities related to the campus and the amount of energy invested will vary greatly depending on the students interests and goals, as well as the students other commitments. The most important institutional resource, therefore, is student time the extent to which students can be involved in the educational development is tempered by how involved they are with family friends, jobs, and other outside activities (p.301).There are several practical applications resulting from this theory, but Astin states tha t the most important to teaching is that instructors are encouraged to take the focus off the course content and their own technique and put it on their students. Astin states that the intended end of institutional and pedagogical practices is to achieve maximum student involvement and learning to do that instructors cannot focus just on technique but must also be aware of how motivated students are and how much time and energy they are devoting to the learning process (p.305).According to Astin, his theory of involvement has an advantage over traditional pedagogical approaches because it focuses on the motivation and behavior of the student. Therefore all institutional policies and practices can be judged by the degree of involvement they foster in student. Also, all faculty, from instructors to counselors, can work with the same goal in mind, unifying their energies into making the students more involved in the college environment and therefore better learners (p.307).Astin also discusses the benefits to students of staying connected to the campus environment by living in campus-related housing, attending college full-time rather than part-time, studying with other students on campus, and working at jobs on campus. Based on the stated theories, the study is conducted and has the following variables as shown in Figure 1.( The research paradigm )The research paradigm of the study is presented in Figure 1.Figure 1.Research Paradigm. The paradigm shows the relationships of the antecedent variable, Course and year level and the in and out campus activities to the dependent variable, Perception of the maritime students on school related activities.Chapter 3Research Design and MethodologyResearch DesignThis study will use descriptive method of research consisting of qualitative research as it seeks to determine the perception of the maritime students on school related activities Respondents/SampleThis study will involve 310 students who are taking up Bachelor of S cience in Marine Transportation (BSMT) and Bachelor of Science in Marine Engineering (BSMar E), S.Y. 2013-2014. The sampling method to be used for this study will be the simple random sampling because students from each course with varying year levels will be included as respondents of the study. disconcert 1. Profile of RespondentsCourse and year levelTotal populationNumber of respondentsPercentageBSMT 11954423%BSMT 21924323%BSMT 31844223%BSMar E 12996823%BSMarE 22555823%BSMar E 32435523%13683102.3%Table 1 shows the number of respondents as classified as to course and yearInstrumentThis study will use the researcher-made questionnaire based on the paradigm of this study that the researcher has gathered and subject for validation by the experts. There will be two parts of the instrument Part One will be the personal information of the respondents such as course and year level. Part Two is the questionnaire which will gather data relative to the perception of the maritime students on school related activities.Data-Gathering ProcedurePermission to conduct the study will be secured from the Dean of Maritime Studies of St. Therese MTC Colleges Tigbauan. The researchers will personally distribute the questionnaires which will be make full out by the respondents in their respective classrooms. After which, these will be retrieved and reviewed fro completeness of data. The data obtained will be culled, encoded, analyzed, and interpreted. Data Analyses ProcedureAll data gathered will be computer-processed using the Statistical Package for the Social Sciences software (SPSS).The descriptive statistics to be used will be the mean and standard deviation to determine the perception of the students on school related activities. The inferential analytical tools to be utilized will be the t- test for independent samples to determine differences that would survive in course and year level with the outreach activities analysis of variance (AnoVa) for antecedent samples to d etermine differences that would exist in course and year level with the school activitiesSpearman Rho the perception of the maritime students on school related activities Finally, the level of significance for the analysis was set at 0.05 alpha. The bases for interpretation of the trainings (SSO/SSA), company support, self-preparedness, onboard preparation and measures and national/international coordinationand measures will be as follows Mean ScaleQualitative Description3.25 4.00Highly effective2.50 3.24effective1.75 2.49moderately effective1.00 1.74less effective