Radio Frequency Barcodes :: Technology Essays

Radio Frequency Barcodes History Traditionally, companies have used standard paper barcodes in conjunction with information databases to track inventory and monitor product movement. By tracking incoming and outgoing product, barcodes form an easy means of maximizing the overall efficiency of a business. Barcodes do however have certain limitations. Barcode scanning is dependent on the orientation of the barcode with the horizontal laser scanner and therefore the overall speed of the process becomes a function of the speed at which the individual can orient and then scan. This minor limitation may be a soon be resolved as Radio-Frequency Identification (RFID) technology maximizes the potential for efficient and quick product management in the form of electronic barcodes. Radio-Frequency Identification is not a new technology but has become realistic through recent advancements. Key Players A small handful of companies inside and outside the United States are developing this new technology. A company called RF-ID.Com specializes in electronic barcodes and transponders for the management of everything from automobiles to cattle, beer kegs, and packages. While another, RF Ideas Inc. has teamed up with such companies as Motorola and Microsoft to manufacture a form of proximity activated identification or AIR ID as a form of added security for Windows NT systems. These companies and others have been testing RF-ID technology throughout Europe for quite some time in product test runs. Technology Different companies offer a variety of products as solutions to different customer needs. "The core of any RF-ID system is the ‘Tag’ or ‘Transponder’ which can be attached to or embedded within objects." (1) RF-ID’s come in all shapes and sizes, from little glass transponder capsules to being placed in between layers of paper or plastic to form inexpensive stickers for disposable use. But all of the Radio-Frequency Identification technology relies on the same principle, wireless communication between a RF-ID or transponder and the RF Module of a reader. "The data collected from an RF-ID can either be sent directly to a host computer through standard interfaces, or it can be stored in a portable reader and later uploaded to the computer for data processing." (1) When a transponder comes within range of a reader it uses energy collected from a RF wave that is stored in a capacitor to broadcast its own answering message which is received by the reader. (1) Many of the new transponders feature read/write updating so that information can be read and uploaded on the fly.

Support Individuals to Maintain Personal Hygiene

Elements of competence |HSC420. 1 |Raise awareness of the value of leisure opportunities and activities for individuals | |HSC420. 2 |Negotiate and agree leisure opportunities and activities for individuals | About this Unit For this Unit you will need to promote opportunities for individuals to participate in leisure activities. Scope The scope is here to give you guidance on possible areas to be covered in this Unit. The terms in this section give you a list of options linked with items in the performance criteria.You need to provide evidence for any option related to your work area. Awareness raising audiences: sports and recreation associations; employers’ associations; local government planners; community self-help groups; governors; trustees; shareholders; the general public. Communicate using: the individual’s preferred spoken language; the use of signs; symbols; pictures; writing; objects of reference; communication passports; other non verbal forms of communica tions; human and technological aids to communication. Leisure activities related to: hobbies; interests; sports (as a spectator or participant); entertainment (e. g. ccess to the theatre or visiting theatre groups), socialising (e. g. eating out, talking to others about the old days). They may take place within or outside the care environment. People and organisations who are suitable and able to provide leisure opportunities and activities include: those who organise or provide recreation and leisure activities in the care setting (e. g. care workers, entertainers); those who provide leisure activities for the general public (e. g. theatres, swimming pools, sports centres); those who provide leisure activities for specific groups within the community (e. g. Women’s Institute, youth workers).Your knowledge and understanding for this Unit will relate to legal requirements and codes of practice applicable to the scope of your work and that of others with whom you work; your rol e, the level of responsibility you have within your organisation to manage activities to achieve an optimum service; the depth and breadth of understanding that will enable you carry out your job role and support others to perform competently; the need to be able to solve problems and resolve conflicts; the need to be able to evaluate, assess situations and act appropriately; systems and processes within your own and across other organisations and the need for you to be able to work in collaboration with individuals[1] Values underpinning the whole of the Unit The values underpinning this Unit have been derived from the key purpose statement[2], the statement of expectations from carers and people receiving services, relevant service standards and codes of practice for health and social care in the four UK countries. If you are working with children and young people they can be found in the principles of Care Unit HSC44.If you are working with adults they can be found in HSC45. To a chieve this Unit you must demonstrate that you have applied the principles of care outlined in either Unit HSC44 or HSC45 in your practice and through your knowledge. Evidence Requirements for the Unit It is essential that you adhere to the Evidence Requirements for this Unit – please see details overleaf. |SPECIFIC Evidence Requirements for this unit | |Simulation: | |Simulation is NOT permitted for any part of this unit. | |The following forms of evidence ARE mandatory: | Direct Observation: Your assessor or an expert witness must observe you in real work activities which provide a | |significant amount of the performance criteria for most of the elements in this unit. For example how you were able to make | |and develop relationships with individual people for whom you are providing care, which enabled you to advise on and promote| |leisure opportunities and activities. | |Reflective Account/professional discussion: You should describe your actions in a particular situati on and explain why you | |did things. For example you could write about the ways you create opportunities to advise and inform individuals and groups | |of the benefits an active lifestyle holds, explaining what research and reading you used and how you selected appropriate | |information to share with others. |Competence of performance and knowledge could also be demonstrated using a variety of evidence from the following: | |Questioning/professional discussion: May be used to provide evidence of knowledge, legislation, policies and procedures | |which cannot be fully evidenced through direct observation or reflective accounts. In addition the assessor/expert witness | |may also ask questions to clarify aspects of your practice. | |Expert Witness: A designated expert witness may provide direct observation of practice, questioning, professional discussion| |and feedback on reflective accounts. | |Witness Testimony: Can be a confirmation or authentication of the activities described in your evidence which your assessor | |has not seen. This could be provided by a work colleague, individuals or other key people. |Products: These can be any record that you would normally use within your normal role e. g. communication records, reports | |and records; minutes of meetings, policies and procedures, etc. | |You need not put confidential records in your portfolio, they can remain where they are normally stored and be checked by | |your assessor and internal verifier. If you do include them in your portfolio all names and identifying information must be| |removed to ensure confidentiality. | |These may also be assignments/projects: For example from HNC, O. U. courses. You could also use evidence of previous | |in-house training courses/programmes you have completed showing professional development. |GENERAL GUIDANCE | |Prior to commencing this unit you should agree and complete an assessment plan with your assessor which details the | |assessment methods you will be us ing, and the tasks you will be undertaking to demonstrate your competence. | |Evidence must be provided for ALL of the performance criteria ALL of the knowledge and the parts of the scope that are | |relevant to your job role. | |The evidence must reflect the policies and procedures of your workplace and be linked to current legislation, values and the| |principles of best practice within the Care Sector.This will include the National Service Standards for your areas of work| |and the individuals you care for. | |All evidence must relate to your own work practice. | Knowledge specification for this unit Competent practice is a combination of the application of skills and knowledge informed by values and ethics. This specification details the knowledge and understanding required to carry out competent practice in the performance described in this unit. When using this specification it is important to read the knowledge requirements in relation to expectations and requirements of your job role. You need to provide evidence for ALL knowledge points listed below.There are a variety of ways this can be achieved so it is essential that you read the ‘knowledge evidence’ section of the Assessment Guidance. |You need to show that you know, understand and can apply in practice: |Enter Evidence Numbers | |Values | | |1 The ways in which stereotyping, discrimination and stigmatisation might affect risk assessment and| | |how to guard against this. | | |2 How to apply the principles of equality, diversity and anti-discriminatory practice to your work. | |Legislation and organisational policy and procedures | | |3 The specific legislation, guidelines of good practice, charters and service standards which relate| | |to the work being undertaken, and the impact of this on the work. | | |4 The effect which Health and Safety legislation may have on the leisure opportunities and | | |activities promoted. | | |5 The boundaries and limits of your role in terms of pro moting leisure opportunities and activities,| | |particularly in respect of the level of risk involved. | | |6 The role of the agency and its services and how they relate to other agencies and services in the | | |sector. | |7 The agency’s policy and procedures regarding confidentiality of information and the disclosure of | | |information to third parties, and the specific circumstances under which disclosure may be made. | | |8 Any particular factors relating to the agency’s policies and practices which affect the work | | |undertaken. | | |9 Your own role and responsibilities and from whom assistance and advice should be sought if you are| | |unsure. | | |Theory and practice | | |10 The role which recreation and leisure plays in the health and well-being of individuals. | |11 The effects of the therapeutic value or stimulation provided by leisure activities. | | |12 Evidence based practice in promoting leisure opportunities and activities to meet individual | | |nee ds and how to apply this evidence to your own work. | | |13 Methods of presenting information and encouraging interest in and about the role of leisure, in | | |meeting individual’s needs and promoting well-being. | | |14 The particular difficulties that individuals may face in seeking leisure opportunities and | | |activities. | | You need to show that you know, understand and can apply in practice: |Enter Evidence Numbers | |15 National and local schemes and agencies (statutory, private and voluntary) which are involved in | | |providing, promoting or creating leisure opportunities and activities, for whom they are designed | | |and how to access them. | | |16 The range of local leisure opportunities and activities, the forms these take, who they are aimed| | |at and how to access them. | | |17 The potential concerns which people and organisations may have about providing leisure | | |opportunities and activities for individuals, why it is important to acknowledge their con cerns and | | |how to offer information to help them make informed decisions. | |18 How to gauge the level of interest and ability of people and organisations who may offer leisure | | |opportunities and activities to individuals. | | |19 How to alter communication when working with different individuals and representatives of | | |different agencies. | | |20 The options for promoting leisure opportunities and activities and which are the most appropriate| | |options for the people and organisations concerned. | | |21 Methods for assessing and managing risk. | |22 Methods of evaluating your own competence, determining when further support and expertise are | | |needed, and the measures to take to improve your own competence in this area of work. | | HSC420. 1Raise awareness of the value of leisure opportunities and activities for individuals |Performance criteria | | |DO |RA |EW |Q |P |WT | |1 You identify, contact, meet and communicate appropriately with | | | | | | | |people and o rganisations to establish their interest in the value | | | | | | | |of leisure activities for individuals. | | | | | | |2 You present clear, accurate and relevant information to awareness| | | | | | | |raising audiences about: | | | | | | | |(a) the relationship between and benefits that appropriate leisure | | | | | | | |activities can bring to individuals | | | | | | | |(b) the impact of discrimination, oppression and social exclusion | | | | | | | |on individuals | | | | | | | |(c) ways of offering leisure opportunities and activities to | | | | | | | |individuals | | | | | | |3 You give people the opportunity to ask questions and confirm | | | | | | | |their understanding of the information provided. | | | | | | | |4 You seek further support and advice in areas that are outside | | | | | | | |your expertise to deal with. | | | | | | | |5 You refer people and organisations who need information and | | | | | | | |advice that is outside your expertise to provide, to other | | | | | | | |appropriate sources. | | | | | | |6 You challenge constructively attitudes and behaviour which are | | | | | | | |ill informed, misguided, abusive or discriminatory. | | | | | | | |7 You identify and encourage people and organisations to become | | | | | | | |champions in the provision of leisure opportunities and activities | | | | | | | |for individuals and support them to raise the awareness of other | | | | | | | |people and organisations. | | | | | | | HSC420. Negotiate and agree leisure opportunities and activities for individuals |Performance criteria | | |DO |RA |EW |Q |P |WT | |1 You encourage people and organisations to consider their capacity| | | | | | | |and any reasonable adjustments that they could make, to enable them| | | | | | | |to offer individuals leisure opportunities and activities. | | | | | | | DO = Direct ObservationRA = Reflective AccountQ = Questions EW = Expert Witness P = Product (Work)WT = Witness Testimony HSC420. Negotiate and agree leisure opportunities and activities for individuals (cont) |Performance criteria | | |DO |RA |EW |Q |P |WT | |2 You evaluate the willingness and ability of people and | | | | | | | |organisations to provide leisure opportunities and activities for | | | | | | | |individuals. | | | | | | | |3 You identify people and organisations who are suitable and able | | | | | | | |to provide leisure opportunities and activities. | | | | | | |4 You examine with people and organisations who are suitable and | | | | | | | |able to provide leisure opportunities and activities: | | | | | | | |(a) the potential challenges and rewards | | | | | | | |(b) any resources which will be required | | | | | | | |5 You clearly explain your role and responsibilities to people and | | | | | | | |organisations who can provide leisure opportunities and activities. | | | | | | |6 You discuss and agree with people and organisations that have | | | | | | | |agreed to offer leisure opportunities and activities: | | | | | | | |(a) the number of individuals they are able to cater for | | | | | | | |(b) the type of leisure opportunities and activities they are able | | | | | | | |to offer | | | | | | | |(c) any reasonable restrictions on those o whom the opportunities | | | | | | | |would be made available | | | | | | | |(d) any reasonable adjustments (beyond those that are legally | | | | | | | |required), they will need to make and who will resource and make | | | | | | | |the adjustments | | | | | | | |7 You confirm agreements in writing and take appropriate actions to| | | | | | | |enable the leisure opportunities and activities to be accessed. | | | | | | | |8 You record and report processes and outcomes within | | | | | | | |confidentiality agreements and according to legal and | | | | | | | |organisational requirements. | | | | | | | DO = Direct ObservationRA = Reflective AccountQ = Questions EW = Expert Witness P = Product (Work)WT = Witness Testimony To be completed by the Candidate | |I SUBMIT THIS AS A COMPLETE UNIT | | | |Candidate’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |Candidate’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | |To be completed by the Assessor | |It is a shared esponsibility of both the candidate and assessor to claim evidence, however, it is the responsibility of the | |assessor to ensure the accuracy/validity of each evidence claim and make the final decision. | | | |I certify that sufficient evidence has been produced to meet all the elements, pcS AND KNOWLEDGE OF THIS UNIT. | | | | | |Assessor’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. | | | |Assessor’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | |Assessor/Internal Verifier Feedback | | | | | | | | | | | | | | | To be completed by the Internal Verifier if applicable | |This section only needs to be completed if the Unit is sampled by the Internal Verifier | | | |Internal Verifier’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |Internal Verifier’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. â € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | ———————– [1] If you are working with children and young people the term â€Å"individuals† covers children and young people and â€Å"key people† covers parents, families, carers, friends and others with whom the child/young person has a supportive relationship [2] The key purpose identified for those working in health and social care settings is â€Å"to provide an integrated, ethical and inclusive service, which meets agreed needs and outcomes of people requiring health and/or social care†

The Complete Persepolis By Marjane Satrapi And I Am Nujood

One element will always define a person: where one grew up, one’s culture. This simplistic idea, this thought, this lifestyle is what defines humanity, joy, right, wrong, and the absence or abundance of truth. Growing up in the U.S, one is given an almost intolerance for acts that are against one’s own culture. These ethnocentric ideals, ideals that look down upon other cultures for the differences from one’s own culture, come from American pride and the patriotism that the country gives. Having these ideals one can see that some Americans are even question their own culture, and are constantly changing it due to the surge of countercultures and trend setters. From the texts The Complete Persepolis by Marjane Satrapi and I Am Nujood by†¦show more content†¦Within The Complete Persepolis Marjane is selected to design a new uniform for women and with what she designs it’s still very not very individualistic, but it is seen as a progressive step towa rds the future. (298) The final design of the uniform contains a shorter hijab and wider pants to allow for free movement without any issues of becoming stuck due to fabric being in the way. This idea against oppression could be progressive is something that would outrage almost any group within the U.S. It is also see as dehumanizing, but in regards to visiting their culture, one doesn’t have to follow them, but they must judge or publicly display an act against their culture even if it is in alignment with their own culture. To an American it might seem normal, but to an Iranian it is a foreign idea that is as radical to them as Iranian culture is to an American. Nujood’s plight is seen as just as if not more radical within the eyes of the Yemeni culture as Marjane’s is within her own. Nujood of course being ten can be seen as a leader within the Feminist movement over in Yemeni. Asks for a divorce as a child and as a woman. To an American the woman part is not a difference from if she was a boy, but due to Yemeni culture it is. One from the U.S. could also view this as a terrible act that she should have never gone through, but without theShow MoreRelatedThe Women Behind The Veil2301 Words   |  10 Pageswomen in Iran’s contemporary culture. For this purpose, the veil, which is worn by Iran women, is often identified as a symbol of obedience, respect or modesty which is otherwise an example of an oppressed patriarchal society. Author Marjane Satrapi’s novel Persepolis, exposes the regime behind this oppression of the Iran woman and compares western cultural expectations to that of Iranian culture. Yet, even behi nd the confinements of the veil many women are finding ways to rebel against the IranianRead MoreThe Women Behind The Veil2291 Words   |  10 Pageswomen in Iran’s contemporary culture. For this purpose, the veil, which is worn by Iran women, is often identified as a symbol of obedience, respect or modesty which is otherwise an example of an oppressed patriarchal society. Author Marjane Satrapi’s novel Persepolis, exposes the regime behind this oppression of the Iran woman and compares western cultural expectations to that of Iranian culture. Yet, even behind the confinements of the veil many women are finding ways to rebel against the Iranian

Aspects of Materiality A Continuing Education Report...

Introduction The concept of materiality provides a topic for continuing educational discussion that many firms across the country find essential to the development of their audit staff. Measuring and using materiality to obtain desired results during an audit becomes the responsibility of the staff member of a CPA firm. Partners and managers of a firm typically allow the staff member to use his/her judgment when applying this concept during the fieldwork of an audit. The overall success of an audit relies at least in part on the materiality concept; therefore, staff members’ continuing education on the concept becomes important and necessary. This report will define the term materiality, determine how to measure materiality, and†¦show more content†¦The article discusses that in 1976 the U.S. Supreme Court ruled in one case that omitted financial statement information altering a reasonable investor’s decision proves the material nature of the information. 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Gross Domestic Product ( Gdp ) - 1695 Words

Gross Domestic Product (GDP) is a description of a nation’s production levels for a period of time, as well as a measurement of economic viability. It is calculated by adding the consumption, investments, governmental outlays, and net exports of a nation in either one year or a quarter. The different components of GDP are at differing levels in each nation. China and Germany, for example, have substantial net exports, and Singapore comparatively relies much more on government outlays to grow its economy. Although the latter uses more governmental outlays than most nations, all nations to some degree make attempts to alleviate economic downturns, as well as to maximize upward movement. Though there must be concern for issues such as the notorious crowding out effect, government activity is often the catalyst to dramatic changes in the economy. The previous example of China as an exporter is true, however it must be noted that it too relies heavily on government expenditures to create a stable economy that has the financial infrastructure to grow. As a matter of fact, all the Economic Tiger nations had to use government planning to change their course from being impoverished nations, to being financial hubs with much room for opportunity in the work force. Japan alone, would not have become the first industrialized nation without its use of public loans and active national bank. Since understanding a government’s ability to spend is important for an economy, it is critical toShow MoreRelatedGross Domestic Product ( Gdp )920 Words   |  4 PagesGross Domestic Product (GDP) is an economic objective used to predict and measure economic growth and output. GDP is defined as the monetary value of all goods and services produced in an economy in one year. 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Demand and Supply of Iron Ore in Australia- myassignmenthelp

Question: Discuss about theDemand and Supply of Iron Ore in Australia. Answer: Today, iron is one of the most important resources in the world. Fundamentally, this is because the mineral is used in many industries as a raw material. Mainly, it is used in manufacturing industries throughout Australia and the rest of the world. Today, the metal is a major export product from the country. For this reason, any changes in its supply or demand significantly affect the performance of other industries in the economy. Over the recent past, the price of the metal has been low. However, according to an article in the Business Insider, its demand, and hence the price of the metal is expected to rise. In the article CBA says demand for Australian iron ore and coking coal will continue to increase the demand for the product is expected to rise and meet its supply. It is imperative to note that the article may be useful to various stakeholders. For instance, the article may attract the interest of manufacturing companies who use iron as a raw material in their production. In the same way, mining corporations may find the information contained in the article as useful. According to the news, the production of steel in the country is expected to rise in the near future. Consequently, this implies that the demand for iron ore is also expected to rise substantially since it is a main ingredient in the production of steel. In addition, the Australian government is also a key stakeholder in the mining industry. For this reason, government mining agents may take keen interest in the information provided in the article. Fundamentally, the information provided in the article can be explained in terms of economic concepts and theory. According to economic theory the demand and supply of a product influences its price. The law of demand postulates that a rise in the price of a good leads to a decline in its demand. On the other hand, the law of supply proposes that a rise in the price of a product brings about an increase in the quantity supplied of that product. However, some goods such as iron have a low price elasticity of supply (Khan, n.d.). For that reason, a significant increase in the price of iron brings about a less than proportionate increase in the quantity of iron ore supplied. From the article, the reader notes that the demand for iron ore in the country is expected to rise in the near future. More precisely, the author predicts that Australian iron ore exports to China will rise substantially (Pakiam, 2017). Notably, exports to China account for approximately 80 percent of the countrys iron ore export production (Business Insider, 2017). In addition, the demand for Australias iron ore is expected to increase again this year (Monfort, 2017). Furthermore, the demand from India is also projected to increase over time. Therefore, as economic theory suggests, the increase in quantity demanded for iron and its related products will create an upward pressure on its price, forcing it to rise. Graph illustrating the effects of increasing in demand on price Source: (Khan, n.d.). As noted earlier, iron ore has a relatively low elasticity of supply. Markedly, iron ore is a natural resource. For this reason, the resource is scarce and its extraction and production has to be done sparingly to avoid depletion (Adam, 2009). Holding this view, the mining of the product is done in moderation. In turn, it makes the supply elasticity of iron ore in the country low (Diss, 2016). A low elasticity of supply implies that the increase in price of iron following an increase in the demand for the product will be accompanied by a small increase in its supply. Therefore, a continued increase in the quantity of the resource demanded amidst a substantially inelastic supply would result in significant increases in the price of the good in the near future. Graph illustrating inelastic PES Source: (Khan, n.d.). By and large, the increase in demand of the commodity will be very beneficial for the Australian economy. Today, proceeds from the mining sector are a major source of government revenue in the country. More specifically, an increase in export demand for the product will raise export revenue for the country. Consequently, it will improve the countrys net exports and, thus, improve the nations balance of payment position. In this regard, it is crucial for the Australian government to initiate marketing strategies and policies that will ensure an increase in foreign demand for the countrys iron ore. Indeed, an increase in the level of demand from both local and international firms would increase the level of government revenue in the country. This way, the Australian economy will experience substantial increases in its GDP and, hence, economic growth. All in all, all factors taken into consideration, the demand and supply of iron the country is plays a significant role in the Australian economy. Through the article, the reader notes that the demand for iron ore is expected to rise in the near future. Largely, the rise in demand is expected to originate from economies such as India, China, and other Asian countries. On the other hand, the supply of the commodity is expected to change only by a small proportion. Mainly, this is because the mineral is a scarce resource. For this reason, a surplus demand over an inelastic supply of the commodity may bring about significant increases in the price of the metal. Imperatively, the increase in demanded for the product will be beneficial for the Australian economy. As such, the country will benefit from high net exports, leading to an improvement in the nations foreign account. Internal demand would also raise government revenue substantially. Hence, the government should instigate measures that ensure an increase in demand and supply of the commodity. Reference List Adam, G. (2009). Economic Theory Supply and Demand. [Online] Science 2.0. Available at: https://www.science20.com/gerhard_adam/blog/economic_theory_%E2%80%93_supply_and_demand [Accessed 20 August 2017]. CBA says demand for Australian iron ore and coking coal will continue to increase. (2017). [Online] Business Insider. Available at: https://www.businessinsider.com/cba-says-demand-for-australian-iron-ore-and-coking-coal-will-continue-to-increase-2017-5?IR=T [Accessed 20 August 2017]. Diss, K. (2016). Iron ore prices explained: What is causing the spike?. [Online] ABC. Available at: https://www.abc.net.au/news/2016-11-15/iron-ore-price-hike-explained/8028298 [Accessed 20 August 2017]. Khan, S. (2017). Law of Demand. [Online] Khan Academy. Available at: https://www.khanacademy.org/economics-finance-domain/microeconomics/supply-demand-equilibrium/demand-curve-tutorial/a/law-of-demand [Accessed 20 August 2017]. Khan, S. (2017). Supply, demand, and market equilibrium. [Online] Khan Academy. Available at: https://www.khanacademy.org/economics-finance-domain/microeconomics/supply-demand-equilibrium [Accessed 20 August 2017]. Monfort, J. (2016). Iron Ore Outlook and Implications for the Australian Dollar. [Online] Pound Sterling Live. Available at: https://www.poundsterlinglive.com/aud/6321-the-australian-dollar-and-its-link-to-iron-ore [Accessed 20 August 2017]. Pakiam, R. (2016). China demand for iron ore sets new record high for February [Online] Financial Review. Available at: https://www.afr.com/business/mining/iron-ore/china-demand-for-iron-ore-sets-new-record-high-for-february-20170308-gutwwn [Accessed 20 August 2017]

Synthesis of Aspirin Essay Example

Synthesis of Aspirin Essay Sypnopsis In this experiment, acetylsalicylic acid was synthesized from the acidification of salicylic acid and acetic anhydride. The objective was to convert a specific amount of salicylic acid into the same amount of aspirin that was high in purity. Furthermore, the other objectives were to enable students to conduct the synthesis of aspirin, reinforce skills or recrystallisation and the technique of melting point determination. The amount of each compound should be the same because there is a 1:1 ratio between them. The purity of the synthesized aspirin was measured by determining its melting point and percent yield. Soluble impurities increase the range over which a compound melts and often decreases its overall melting point temperature1. If the experiment went as expected, a pure sample of aspirin with a high percent yield would have been obtained. The percent yield obtained was 56. 1% and the melting point was 134. 7- 136. 8. Introduction Aspirin (acetylsalicylic acid) is a versatile drug that is consumed in huge quantities worldwide. It is a non-steroidal anti-inflammatory drug (NSAID) with a wide range of physiological effects. The first discovery of aspirin occurred in England, in 1963, believing that the bark of willow trees with a beneficial effect in alleviating distress due to fevers, aches, and pains2. Salicylic acid was later extracted from the willow bark and it proved to be an active ingredient. Salicylic acid was synthesized from basic starting materials by 1860 which was helpful to the medicinal field but there were some problems2. Salicylic acid turned out to be irritating to the membranes of the throat, mouth, and stomach. We will write a custom essay sample on Synthesis of Aspirin specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Synthesis of Aspirin specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Synthesis of Aspirin specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The product had a high acidity of the compound but fortunately, successful amendments were done, namely, the replacement of the acidic phenolic hydrogen atom with an acetyl group. In 1893, a effective synthesis of acetylsalicylic acid was created, patented in 1899, commercialized under the trade name of ‘aspirin’ by the Bayer Company in Germany3. The name ‘aspirin’ was invented by the chemist, Felix Hoffman, who originally synthesized acetylsalicylic acid for Bayer3. At very low doses, aspirin is used to treat and prevent heart attacks and blood clots. At higher doses, it is used as an analgesic to reduce pain and as an antipyretic to reduce fever. At very high doses, it is an effective anti-inflammatory agent used to treat rheumatic fever, gout and rheumatoid arthritis. It is also an anticoagulant, it dissolves corns and calluses, and it provokes loss of uric acid (a toxin) but promotes retention of fluids in the kidneys. It kills bacteria and induces peptic ulcers. When ingested, acetylsalicylic acid remains intact in the acidic stomach, but in the basic medium of the upper intestinal tract, it hydrolyzes forming the salicylate and acetate ions. When ingested, acetylsalicylic acid remains intact in the acidic stomach, but in the basic medium of the upper intestinal tract, it hydrolyzes forming the salicylate and acetate ions. The exact mechanisms of its pharmacological actions are still under study. In many plants, salicylate can induce flowering. However, aspirin may cause side effects for example, nausea, vomiting, stomach pain and heartburn. Theory Aspirin is prepared from salicylic acid and acetic anhydride with the help of an acid catalyst. Concentrated sulphuric acid acts as a catalyst. After preparation, the product is purified. This is especially important for chemicals that are used as food additives and pharmaceuticals. The most common method of purifying solid organic compounds is by recrystallization. When an impure solid compound is dissolved in a solvent, it is then allowed to slowly crystallize out as the solution cools. As the compound crystallizes from the solution, the molecules of the other compounds dissolved in solution are excluded from the growing crystal lattice, giving a pure solid. Crystallization of a solid is different from a precipitation of a solid. In crystallization, there is a slow, selective formation of the crystal framework resulting in a pure compound. In precipitation, there is a rapid formation of a solid from a solution that usually produces an formless solid containing many trapped impurities within the solids crystal framework. For this reason, experimental procedures that produce a solid product by precipitation always include a final recrystallization step to give the pure compound. Figure: The esterification of salicylic acid by acetic anhydride5. The -OH group of salicylic acid that reacts with acetic anhydride to form an ester-like product. The carboxylic acid group of salicylic acid remains unchanged. Acetic anhydride is used because it is cheap and forms a by-product, acetic acid. Acetic acid is non corrosive and can be recovered to produce more acetic anhydride. Procedure 2. 4g of salicylic acid was weighed and poured into a 100ml conical flask. The actual weight was then recorded. In the fume hood, 6ml of acetic anhydride was added to the salicylic acid in the flask. To this mixture, 3 to 4 drops of sulphuric acid was added, swirled to mix and then heated in a water bath for 10-15 minutes to complete the reaction. The mixture was removed from the water bath while it was still hot and then 1ml of distilled water was added from a dropper carefully to decompose the excess acetic anhydride. An additional 40ml of cold water was added and stirred with a stirring rod to induce crystallisation. The crude product was collected by suction filtration and washed with a little cold water. The crude product is relatively impure; hence it was needed to be purified by recrystallisation. A solvent suitable for this recrystallization process would be a mixture of ethanol and water. The crude product was dissolved in approximately 5ml of ethanol in a 100ml conical flask and heated on a hot plate. To the solution, 30ml of hot distilled water was added in. The solution was then warmed till all solid has dissolved. The solution was allowed to cool. A clean, dry watch glass together with a filter paper was weighed and the weight was recorded. The recrystallised product was obtained by suction filtration using the weighed filter paper. The crystals and filter paper was transferred onto the weighed watch glass and dried in to the oven (100Â °C) for 15 to 20 minutes. The crystals, filter paper and watch glass are then placed in desiccators for 5 to 10 minutes. The dried crystals, together with the filter paper and watch glass were weighed. The weight was recorded and the weight of dried, recrystallised aspirin was calculated. The expected yield of aspirin was calculated from the amount of salicylic acid used. The percentage yield of dried, recrystallised aspirin was also calculated. The melting point of aspirin was determined. Results Mass of salicylic acid Mass of filter paper and watch glass Mass of dried, recrystallised aspirin, filter paper and watch glass Mass of dried, recrystallised aspirinMass of dried, recrystallized aspirin, filter paper and watch glass Mass of filter paper and watch glass Percent yield Number of moles of salicylic acid used (mol wt of salicylic acid = 138) Expected number of moles of aspirin Expected mass of aspirin Percent yield Melting point Temperature Range134. 7 – 136. 8 Appearance The crystals are white and shiny, shaped needle-like. The crystals resemble glass wool. Discussion The results and calculations shows how much acetylsalicylic acid was synthesized compared to how much salicylic acid was used. Since there is a 1:1 ratio between the two, then the amount of salicylic acid used should be equal to the amount of acetylsalicylic acid recovered at the end of the experiment. As the result shows, this is not the case, for 1. 83g of acetylsalicylic acid was harvested when 2. 40g of salicylic acid was used. This could have some effect on the purity; for the melting point of the harvested acetylsalicylic acid which is 134. 7 – 136. 8 was not very close to the theoretical melting point. The percentage yield is only 56. 1%. Since the final product was determined not to be very pure, it is highly likely that less than 1. 83g of the product was acetylsalicylic acid. Further analysis of the product will have to be done to determine exactly how pure the product actually was. There were several problems that could have contributed to the low purity or mediocre percent yield. When dissolving the initial amount of salicylic acid in the solution of acetic anhydride and concentrated sulphuric acid, it did not completely dissolve into the solution, even when it was heated. There could also be loss of product on the filter paper. Some crystals would be stuck onto the filter paper and this might have affected the mass of the crystals. The sample may not have been completely dried out before weighing. This could have a slight impact on the results of the overall yield of aspirin because it was possible that not all of the salicylic acid was synthesized. To determine if this affected the synthesis of aspirin at all, the experiment should have been ran a second time to see if the same thing occurred. Conclusion The experiment did not go completely as expected. The reaction yielded only 56. 1% of its expected product. The purity of the aspirin was not very high, because there might be impurities in the acid used. Reference 1. Henry, Dr. Geneive. 2004. Susquehanna University. Synthesis of acetylsalicylic acid (aspirin). 2. The history of Aspirin, accessed 25th May 2009, 3. History of Aspirin, viewed on 13th Dec 2010, ; http://inventors. about. com/library/inventors/blaspirin. htm; 4. Theory, accessed 15th Dec 2010, 5. Dr. Carman. 2002. University of Nevada, accessed, 15 Dec 2010, ; http://tooldoc. wncc. nevada. edu/aspirin. htm; 6. Synthesis of Aspirin, accessed 13th Dec 2010, 7. Aspirin, accessed 14th Dec 2010,