The First Red Scare Essay -- American History

As World War I was heading towards its end Russia was focusing on internal issues. Led by Vladimir Lenin the Bolsheviks embarked on a campaign against the war. Using propaganda which focused on trying to turn the allied troops against their officers Lenin looked to inspire a socialist revolution. The Bolsheviks were also fueled by the poor conditions of the Russian Army. Nicholas II, in a letter to his wife Alexandra, admitted the obstacles that the Russian Army faced, "Again that cursed question of shortage of artillery and rifle ammunition - it stands in the way of an energetic advance." Czar Nicholas tried to deny the fact that his Army was in no condition to continue the fight. Lenin and the Bolsheviks used this information to gain the support of the Russian people who had grown to resent Russian involvement in the war. With the constant failures the Russian military faced the Bolsheviks took this opportunity to take action. On 25 October 1917 the Lenin-led Bolsheviks seized co ntrol of the Russian government. This Russian revolution had little effect on America until 1919. With the war over Americans began to focus more on domestic matters, the biggest issue being the fear of communism in the United States. 1919 Marked the beginning of the first Red Scare. This was a period of extreme fear of communism in America. One of the main missions of the Bolsheviks was to spread Communism around the world. Americans, against the idea of government controlling every aspect of its citizens' lives, took any action they could to prevent it from spreading to the United States. The main leader of this state of hysteria was A. Mitchell Palmer, President Wilson's Attorney General. Palmer feared that communist agents were trying to infiltrat... ...o the statement that America will do anything it feels is necessary to insure the survival of the American lifestyle. Bibliography Primary: Hale, Swinburne. "Raids, Deportations, and Palmerism." New Files. Oct. 1921. 08 Apr. 2007 . "Red Scare or Red Menace." Spartacus. 27 Feb. 2007 . "Russia and the First World War." Spartacus. 27 Feb. 2007 . Secondary: Burnett, Paul. "The Red Scare." Famous Trials. 2000. 05 Apr. 2007 . "Chinese Exclusion Act." Vincent Ferraro. Mount Holyoke College. 27 Feb. 2007 . Fariello, Griffin. Red Scare: Memories of the American Inquisition. New York: Norton, 1995. Murray, Robert K. Red Scare; a Study of National Hysteria, 1919-1920. West Port: Greenwood Pub Group, 1980. Schmidt, Regin. Red Scare: FBI and the Origins of Anticommunismin the United States, 1919-1943. Denmark: Copenhagen: Museum Tusculanum P, 2000.

Participant Observation in Sociology Essay

In Research All sociological research methods involve observation, however, participant observations is defined by when the researcher themselves participates in the activities of those he or she is observing and studying. Hughes (1976), describes participant observation as, ‘ When the researcher becomes part of a daily round, learning languages and meanings, rules of impersonal, relations†¦ and in short, living the life of the people under study. 1 Participant observations come in two forms, overt participant observations, in which, the researcher informs the groups members about the purpose of the research and othe details, and there is covert participant observations, in which, the researcher joins the group without informing the members, the research is carried out secretly and the members of the group are unaware they are being studied. This in itself can raise many issues.  When carrying out participant observations, whether covert or overt, there are many problems that can occur, including time, cost, bias, replication, generalisation, validity, reliability and ethical issues. An important aspect when carrying out participant observations is that the researcher must observe people in their natural settings, the researcher must not disturb that setting. In Parker’s study (View from the Boys 1974)2, of Liverpool adolescents, the researcher persuaded the boys to no commit a crime at the time, but did not stop them committing the crime ideally. This brings about many issues. For example, in participant observations, the researcher, as stated, should just observe. Parker broke this rule by convincing the boys not to steal at that moment. His intervention changed the behaviour of the boys, therefore any results can be said to be inaccurate as the group was not behaving as it would have if Parker was not present. Additionally, it raises ethical issues. He knew the boys would commit the crime later on, but because of his research, he couldn’t call the police or punish them, therefore to what extent did the means of the study justify the means. Another disadvantage of using participant observations is the time, money and personal cost it entails. Participant observations can be done over a number of months, during which the researcher is usually cut off from the support of their family and friends, giving them personal stress.

Physical Changes in Adolescence Essay

Children must pass through several stages, or take specific steps, on their road to becoming adults. According to the U.S Department of Health and Human Services the term adolescence is commonly used to describe the transition stage between childhood and adulthood. Adolescence is also equated to both the terms â€Å"teenage years† and â€Å"puberty.† They also state that puberty refers to the â€Å"hormonal changes that occur in early youth; and the period of adolescence can extend well beyond the teenage years. In fact, there is no one scientific definition of adolescence or set age boundary.† During the adolescence stage, parents will notice the greatest amount of changes that will occur in their child’s body. The adolescent himself/herself will also take note of these changes. Some of these teenagers may experience theses signs of maturity sooner or later than others. Adolescence is the time for growth spurts and puberty. The adolescents may grow several inches in height. This is true for both boys and girls at the age of 13 and goes as far as 18 yrs old. When it comes to the puberty change then these become more visible since there are several signs. The females start with these changes as early as 8 years old and in males at 9.5 yrs. Sexual and other physical maturation that occurs during puberty is a result of hormonal changes. As a child nears puberty, the pituitary gland increases the secretion of a hormone called follicle-stimulating hormone (FSH). This hormone then causes additional effects. In girls, FSH activates the ovaries to start producing estrogen. In boys, FSH causes sperm to develop. In boys it is more difficult to know exactly when puberty is coming. There are changes that occur, but they occur gradually and over a period of time, rather than as a single event. Some of these changes might be the enlargement of the testicles, appearance of pubic hair their voice deepens and at the age of 14 some of them may have even ‘wet dreams’. The girls also happen to experience some changes as well. The first one to be noticed is the developmental of their breast, menstruation period and changes in their body shape start to show. No two teenage bodies are the same so some may  experience these physical changes before others. Physical development is a critical part of adolescence. How adolescents perceive their physical self, that is, what they think they look like and how they feel about it, directly relates to their overall sense of self-worth. Many of these feelings are influenced by their culture, the media, their peers, and their families. They are also influenced by their own initial sense of self-esteem as they enter this rapidly changing phase of physical development. We know that the changes are rapid and often drastic, resulting in rapid growth and physical maturity. Now that we have a sense of some of the important physical changes that occur during adolescence, we can use this information to help us better understand teens. It will also help us recognize their sensitive thoughts and feelings. We can use this information to help us direct them toward positive behavior and outcomes. By the beginning of late adolescence, many of these changes are nearing completion. This allows teens to gain more acceptance and ownership of their body image. By reminding ourselves of these changes, we can become more sensitive to teens’ growth experiences and treat them with the respect, compassion, and consideration that will help them move smoothly through these physical transitions. Parents can help their children by providing support and by being understanding and tactful during discussions about these changes. Preparing one’s children for the initial onset of puberty (menarche for girls and spermarche for boys) will let them know what to expect. It will also minimize any stress and shame that they may feel without adequate preparation. The approach to this preparation should be gentle, but informative. It may be given in a manner that is very positive, explaining that these events are â€Å"normal† and everyone experiences them once in their life. Once the child understands that this is part of the path to adolescence and a rite of passage, they will view these changes with minimal stress and maximum acceptance. What does my adolescent understand? The teenage years bring many changes, not only physically, but also mentally and socially. During these years, adolescents increase their ability to think abstractly and eventually make plans and set long-term goals. Each  child may progress at a different rate and may have a different view of the world. In general, the following are some of the abilities that may be evident in your adolescent: develops the ability to think abstractly  is concerned with philosophy, politics, and social issues  thinks long-term  sets goals  compares one’s self to one’s peers. As your adolescent begins to struggle for independence and control, many changes may occur. The following are some of the issues that may be involved with your adolescent during these years: wants independence from parents peer influence and acceptance becomes very important male-female relationships become important may be in love has long-term commitment in relationship How to assist your adolescent in developing socially: Consider the following as ways to foster your adolescent’s social abilities: Encourage your adolescent to take on new challenges. Talk with your adolescent about not losing sight of one’s self in group relations. Encourage your adolescent to talk to a trusted adult about problems or concerns, even if it is not you he/she chooses to talk with. Discuss ways to manage and handle stress. Provide consistent, loving discipline with limits, restrictions, and rewards. Find ways to spend time together. Topic Home Page | Return to Full List of Topics The information on this Web page is provided for educational purposes. You understand and agree that this information is not intended to be, and should not be used as, a substitute for medical treatment by a health care professional. You agree that Lucile Salter Packard Children’s Hospital is not making a diagnosis of your condition or a recommendation about the course of treatment for your particular circumstances through the use of  this Web page. You agree to be solely responsible for your use of this Web page and the information contained on this page. Lucile Salter Packard Children’s Hospital, its officers, directors, employees, agents, and information providers shall not be liable for any damages you may suffer or cause through your use of this page even if advised of the possibility of such damages.

Preliminary Test and Solubility Classification of Organic Compounds

Preliminary Test and Solubility Classification of Organic Compound Keene Louise Topacio, Christopher Jay Robidillo Abstract The experiment focuses on how to classify organic compounds by its functional groups. It is done by preliminary test and with the solubility test. Preliminary test used two known compounds also the unknowns. Physical state, color, odor, and ignition test were noted. The known compounds are inorganic and organic compounds. A comparison is made from the observation in the unknown sample, by which we had concluded that there were two organic compounds and one inorganic among the unknowns. In order to have a strong background about the solubility test, we first classify organic compounds of known functional group using the said test. Butyl bromide, ethanol sucrose, butyraldehyde, ethanoic acid, methyl amine, nitrophenol, diethyl ether, benzoic acid and propanone were used. It is found out that they are class X, Sn, S, N, Sa, Sb, S, N, A1 and Sn, respectively. We use water, ether, HCl, NaOH, NaHCO3, H2SO4, litmus paper, and phenolphthalein in classifying each compound based on their solubility and color change. It follows a certain scheme on testing the compound. Each test will link to another test until we ended up with the class of that compound. We finally determine the class of the three unknowns. It is found out to be an Sb – amine -, S -salt -, and an N -aromatic compound-. Keywords: solubility, classification, organic compounds, solubility test, preliminary test Introduction One important part of experimental organic chemistry is to be able to analyze and identify an unknown organic compound from its functional groups. There are several steps in order to acquire this and there is no definite process. But there are systematic ways in different experimental organic chemistry books. For this experiment it will emphasize the preliminary examination and solubility characteristics of some known organic compounds and unknown samples. Preliminary test is basically noting informations with lesser effort compared to the other tests the physical state, color, odor, and its ignition properties. Physical state of a substance can make a distinction among organic compounds for the reason that at room temperature most of organic compounds are in its liquid state. This is due to the intermolecular forces of attraction in the compound. The color is also informative because most pure organic compounds are white or colorless. Some discolorations of brown color are effect of oxidation reaction. The odor of many organic compounds, especially the ones that have lower molar mass are highly distinctive. Also, functional groups have its' own different smell particularly alcohols, ketones, esters, aliphatic and aromatic hydrocarbons. Caution must be observed while smelling the unknown sample because large amounts of organic vapors should never be inhaled because of toxicity. The ignition test involves a procedure in which a drop or two of a liquid or about 50-100 mg of a solid is heated gently on a crucible with a bunsen burner flame. Whether a solid melts at low temperature or only upon heating more strongly is then noted. The flammability and the nature of any flame from the sample are also recorded. A yellow, sooty flame is indicative of an aromatic or a highly unsaturated aliphatic compound; a yellow but non-sooty flame is characteristic of aliphatic hydrocarbons. The oxygen content of a substance makes its flame more colorless or blue; high oxygen content lowers or prevents flammability, as does halogen content. The unmistakable and unpleasant odor of sulfur dioxide indicates the presence of sulfur in the compound. If a white, nonvolatile residue is left after ignition, a drop of water is added and the resulting aqueous solution is tested with litmus or pHydrion paper; a metallic salt is indicated if the solution is alkaline. Solubility of an organic compound in different solvents can present useful but not efficient information about the presence or absence of certain functional groups. It is because the basic principle in solubility is â€Å"like dissolves like†. In order to have a more distinct result a systematic approach can be considered and it is by solubility classification. First is to test the solubility of the unknown in water. Several structural features of the unknown can be deduced if it is water-soluble. It must be of low molar mass and will usually contain no more than four to five carbon atoms, unless it is polyfunctional. Also, it must contain a polar group that will form a hydrogen bond with water, such as the hydroxy group of an alcohol or a carboxylic acid, the amino functionality of an amine, or the carbonyl group of aldehydes or ketones. Esters, amides, and nitriles dissolve to a lesser extent, and acid. chlorides or anhydrides react with water rather than simply dissolving in it. Test in ether for water soluble compounds are also observed this is to identify further the functional groups in ther unknown. On the other hand, alkanes, alkenes, alkynes, and alkyl halides are water-insoluble. Supplementary test such as solubility in hydrochloric acid, then sodium hydroxide, sodium bicarbonate, and finally tested in sulfuric acid must be done accordingly. Solubility in one or more of these acids and bases is defined in terms of the compound being more soluble in base or acid than in water and reflects the presence of an acidic or basic functional group in the water-insoluble unknown compound. Methodology The experiment was divided into two parts and the group was given three unknowns. The first part was for the preliminary test. Data were recorded according to the physical state, color, and odor of the compound. Small amount of the test compounds, copper nitrate, acetic acid also the unknowns were placed in separate porcelain crucible. It was then heated and covered. Observations were noted. If residues were sighted it was tested for acidity or basicity using a drop of distilled water and a litmus paper. Also, a drop of 15% HCl was added to determine if there was formation of gas. Lastly, flame test using a nichrome wire was also observed in order to determine if metals were present. For the second part of the experiment, solubility class test. 1mL of the solvents; water, ether, HCl, NaOH, NaHCO3, and H2SO4, were placed on separate micro test tubes. A drop or pinch of the test compounds; butyl bromide, ethanol, sucrose, butyraldeyde, ethanoic acid, methylamine, nitrophenol, diethyl ether, benzoic acid, propanone, and the unknowns, were added to the solvent. It was then mixed and observed if it dissolved or not, miscible or not, or if there are discoloration present. The solubility flow chart was used in order to classify the compounds. Results and Discussion Preliminary test determines the physical state, color, odor, and the combustion reaction of the compound during ignition. It is shown in Table 1. That copper nitrate which is blue liquid has an odorless smell while it produces a green flame when it is ignited. On the other hand, an organic compound, acetic acid, is liquid and is colorless. It has a sour smell and it produces no residue when it is ignited. With respect with our group samples, all are in liquid state while differs in odor. A1 has a very foul odor, while A2 possess an alcohol like then A3 have a strong odor. A1 and A3 does not have a residue after it was heated it only evaporated and evolution of smelly (unpleasant) gas was also observed. In the case of A2 there were close to black residue and after ignition, a red flame was observed. Table 1 Preliminary Examination Data X| Cu(NO3)2| C2H4O2| A1| A2| A3| A| Liquid| Liquid| Liquid| Liquid| Liquid| B| Blue| Colorless| Colorless| Colorless| Colorless| C| odorless| sour| foul| Alcohol like| Strong| D| Green flame| orange| No residue| red| orange| X – compounds, A – physical state, B – color, C – odor, D – ignition test| Copper nitrate and acetic acid are both in liquid phase. Normally, an organic compound such as acetic acid is a colorless liquid. Copper nitrate, on the other hand, is in aqueous form. Although they are in the same phase, it doesn’t mean that they have the same volatility and solubility. Upon ignition , their volatility differences are noticed. The presence of ash is observed in copper nitrate while on acetic acid there is no present. It is an indication that there was solid present in copper nitrate solution. Since a solid is not volatile, we can easily identify the presence of solid upon ignition. Thus, it is an indication that the physical state of copper nitrate is actually solid. Finally, copper nitrate has color while acetic acid has none. It is because of the presence of metal in the aqueous copper nitrate. While for our unknowns, it was all in liquid form which has an ammonia-like smell A1, alcohol like smell A2 and strong smell A3. By that, the one will know that A1 is already an amine. When it is ignited, it produces no ash and no soot. It is an indication that there is no metal present. Also, we found out that it was an organic compound because the observation was similar with acetic acid. By all obtained observation, it is possible that A1 is an amine. For A2, it was observed that it contains metal, for the reason that when it ignited the flame was red with that we could say that it is a salt. Unknown A3, was found out to be an organic compound because the observation was similar with acetic acid. We can't determine the compound with just preliminary test due to the insufficient data. Table 2. 1 Solubility Test Data Y| C4H9Br| C2H5OH| C12H22O11| C4H8O| C2H4O2| A| | | | | | B| | | | | | C| | | | | | D| | | | | | E| | | | | | F| | | | | | G| -| | | -| -| | | | H| -| colorless| -| -| colorless| I| X| Sn| S| N| Sa| Y – Compounds, A – Water, B – Ether, C – HCl, D – NaOH, E- NaHCO3, F- H2SO4, G – Litmus Paper, H – Phenolphthalein, I – Solubility Class| Table 2. 2 Solubility Test Data (Known) It is found out in Table 2. 1 and 2. 2 that ethanol, sucrose, nitrophenol, ethanoic acid, methyl amine, diethyl ether and propanone are soluble in water while butyl bromide, butyraldehyde, and benzoic acid are not. (Table 2. can identify the intermolecular forces of attraction and polarity from the structure and the functional group) Since water is a polar compound (possesses hydrogen bond) it is a poor solvent for saturated hydrocarbons. As we all know, saturated hydrocarbons are not polar because they only posses Van der Waals intermolecular force. Due to long chains (or high molecular weights) do not affect by polarity greatly; unsaturated hydrocarbons such as aromatic hydrocarbons have similar solubility with saturated hydrocarbons. The introduction of halogen atoms does not alter the polarity appreciably. It does no increase the molecular weight, and for this reason, the water solubility falls off. On the other hand, salts are extremely polar, the ones encountered in this work generally being water soluble. Y| CH5N| C6H5NO3| C4H10O| C6H5COOH| C3H6O| A| | | | | | B| | | | | | C| | | | | | D| | | | | | E| | | | | | F| | | | | | G| | | -| -| | | -| | H| pink| colorless| -| -| colorless| I| Sb| S| N| A1| Sn| Y – Compounds, A – Water, B – Ether, C – HCl, D – NaOH, E- NaHCO3, F- H2SO4, G – Litmus Paper, H – Phenolphthalein, I – Solubility Class| As might expected, acids and amines generally are more soluble than neutral compounds. The amines probably owe their abnormally high solubility to their tendency to form hydrogen-bonded complexes with water molecules. This theory is also linked with the fact that the solubility of amines diminishes as the basicity decreases. It also explains the observation that many tertiary amines are more soluble in cold than hot water. Apparently at lower temperatures, the solubility of the hydrate is involved whereas at higher temperatures the hydrate is unstable and the solubility measures are that of the free amine. Ethers, esters, ketones, aldehydes, alcohols, nitriles, amines, acids and amines may be considered together with respect to water solubility. Due to their similarity in structure with water, their solubility is high. For that, the solute-solvent interaction is strong because of their compatibility made possible by their common polarity. Because of the polar nature of water; compounds owe their solubility in it almost entirely to the polar groups which they may contain. The functional groups stated above are hydrophilic. As the hydrocarbon percentage increases, the hydrophobic part also increases. As a result, the solubility in water of these compounds containing functional groups, decreases as the hydrocarbon chain is getting longer or the ring is present. The tendency of certain oxygen-containing compounds to form hydrates also contributes to water solubility. The stability of this hydrate is therefore, a factor in determining water and ether solubility. These compounds have great solubility in water because of their capability to form hydrates. It is the reason why diethyl ether and propanone are soluble in water. On the other hand, although generally, aldehydes are soluble in water, butyraldehyde is not. It is due to long chain of the butyl hydrocarbon. For the same reason as for long chains of amines, aromatic alcohols and aromatic carboxylic acid do not exhibit solubility in water. Greater number carbon chains due to ring decreases the effect of polarity. For propanone, it doesn’t just dissolve in water. It undergo reaction which is a nucleophilic addition reaction. As a consequence, it yields a diol. As for the compounds that are water soluble, we can still further classify them through their solubility in ether. It is obtained that ethanol, ethanoic acid, methyl amine, propanone are soluble while insoluble compound are sucrose and nitrophenol. Since dipole bond is present on ether groups, it can differentiate short chain ethers, alcohols, carboxylic acid, ketone and amines from carbohydrates. Ethers cannot dissolve carbohydrates, such as sucrose. Thus, it can be classified as class S. Table 2. 3 Structure and Functional Groups of Known Compounds| Compound| Structure| Functional group| Butyl bromide, C4H9Br| | Alkyl halides| Ethanol, C2H5OH| | alcohols| Sucrose, C12H22O11| | Carbohyd-rates| Butyraldehyde| | Aldehydes| Ethanoic acid| | Carboxylic acid| Methyl amine| | Amines| Nitrophenol| | Alcohols| Diethyl ether| | Ethers| Benzoic acid| | Carboxylic acid| Propanone| | Ketone| The water soluble organic compounds that are also soluble in ether are monofunctional group compounds. We can classify their functional group base on their acidity and basicity and it is done with the use of litmus paper. When the blue litmus paper is dropped in the test compounds, only at ethanoic acid the litmus paper changes its color to red while at ethanol, methyl amine, diethyl ether and propanone. On the other hand, when red litmus paper is dropped on the test compounds, only methyl amine turned the R. L. P to blue while it remained at red for ethanol, diethyl ether and propanone. By that, we concluded that, ethanoic acid is an acid, methyl amine is a base while ethanol, diethyl ether and propanone are neutral. In the other realm, water-insoluble compounds such as butyl bromide, butyraldehyde, nitrophenol and benzoic acid are further tested with 5% HCl. It is obtained that none of these compounds are soluble in the dilute HCl. The explanation for this is that the acid can only dissolve are basic amines. Aliphatic amines (of any class) forms salts (a polar compound) when it is mixed with the dilute acid because of its basicity. 5% hydrochloric acid is also polar so they are soluble. Those compounds that dissolve in 5% HCl will probably fall under class B, which are amines. Compounds that are insoluble in 5% HCl (all compounds) are then tested with 5% NaOH. It is observed that only benzoic acid is the only soluble compound. Compounds dissolve in aqueous base solutions because they form sodium salts hat are soluble in aqueous medium. Probably, it is the only compound which is sufficiently acidic to form salt with the dilute base. Upon comparison, carboxylic acid is the functional group which is the most acidic among all organic functional group aside from sulfonic and sulfinic acids. To prove it, we can compare the acid constant of the functional group of each compound tested. The soluble benzoic acid can sti ll be classified as either a strong organic acid and as a weak organic acid. Upon mixing, it is found that it is a strong organic acid because it dissolves with the reagent. Thus, benzoic acid will fall under class A1 The compounds insoluble with 5% NaOH which are the butyraldehyde and butyl bromide and diethyl ether are further categorized. Upon mixing those compounds with the concentrated sulfuric acid, only butyraldehyde dissolves. So, butyraldehyde is on class X, while butyl bromide and diethyl ether are on class N. As we all know, butyraldehyde contains a functional group with oxygen (aldehyde), so it can undergo sulfonation with the concentrated acid. On the other hand, butyl bromide is saturated and has no functional group with O atom so it can’t undergo sulfonation. Thus it is not soluble. Table 3. 1 Solubility Test Data (Unknown) unknown| A | B | C | D | E | F | 1| | | | | | | 2| | | | | | | 3| | | | | | | A – Water, B – Ether, C – HCl, D – NaOH, E- NaHCO3, F- H2SO4 For solubility test of the 3 unknowns of the group, it is on Table 3. 1 and 3. 2, we initially confirm its solubility in water. It is found that A1 and A2 are soluble. From that, we can anticipate that our sample can be a monofunctional group compound with short chain or a carbohydrate or salts. So, the next steps for the water-soluble compounds were to check its solubility with ether. When we mixed ether and our samples were immiscible dissolves. From that, we may say that one is a salt. From the smell of the unknown A1 we already know that it will fall under amine that has a short chain so we stll tested it with litmus paper because amine are basic. It is observed that when red L. P. is exposed in the sample, it turned to blue, whereas the blue L. P. have no color change when it is exposed. It is an indication that our sample is basic. Thus, our assumptions are correct that it is a short-carbon chain, monofunctional amine and it falls under class SB. Table 3. Solubility Test Data (Unknown) unknown| 1| 2| 3| a| | | -| | | b| Pink| -| colorless| c| Sb| S| X| Possible compounds| Monofunctional alcohols, aldehydes, ketones, amides, esters, aromatic amines, nitriles, and amides with five or fewer carbons. | Salts of organic acids; amine hydrochlorides, amino acids, polyfunctional compounds with hydrophilic functional groups, carbohydrates, polyhydroxy compounds, polyb asic acids, etc. | Saturated hydrocarbons, haloalkanes, arylhalides, other deactivated aromatic compounds, diaryl ethers| a – Litmus Paper, b – Phenolphthalein, c – Solubility Class| For A3, being immiscible to water it was tested with HCl, NaOH, NaHCO3, and H2SO4 for its acidity or basicity. Unfortunately, it failed the entire tests so sum it up to a class X compound. Conclusion The objectives of the experiment were obtained. We were able to examine compounds by using the preliminary test. We were able to recognize the solubility class of each known compound given to us with the aid of solubility test. Finally, we were also able to classify organic compounds based on their solubility in some other compounds and on their acidity and basicity. The analysis and identification of organic compound for this particular experiment consists of two parts which are probably adopted from common schemes. This systematic approach enables us to have a precise analysis without spending much reagents, thus it is useful and efficient tool of identifying organic compounds. Both preliminary test and solubility test are considered. We concluded that preliminary test and solubility test are effective ways of classifying organic compounds. In preliminary test, we had seen the different properties of different compound by its physical state, color, odor and ignition test. We had compared the result of our unknown sample with the known ones, and upon comparison, we concluded that our sample is an organic compound which contains no metal. We had differentiated an organic compound from a non organic compound. An organic compound may be in a form of a solid or liquid, may be colored or not depending on the degree of conjugation, produces odor and has no ash during ignition because of the absence of metal. For our unknown sample, the significant observation is that its fishy, ammonia-like smell. Since it is an organic compound, we can say that it is an amine. By the study of solubility data it has been found possible to lay down certain generalizations which often enable one to predict the solubility behavior of a compound merely by inspection of its structural formula. In the solubility test, we found out the different class of the different organic compound. It is obtained that water soluble compounds are compounds which have a short-carbon chain compounds with monofunctional group and are carbohydrates. For ether, it is capable dissolving short-carbon chain compounds due to their common polarity. It is a way of differentiating carbohydrates from that. For those ether-soluble, their classifications are identified based on their acidity or basicity since they are monofunctional. Acidic groups are carboxylic acids, basic groups are amines while neutral groups are alcohols, aldehydes, ketones, and some carboxylic acid derivatives except the acid halides and anhydrides. For those insoluble compounds, a test for solubility with 5% HCl is made to identify strong bases such as amines that have longer chains or aromatic ring. The dilute acid can only form salt with strong bases, to dissolve. On the other hand, 5% NaOH is then used to check for the presence of acidic organic compounds. For acids, they can form salt with strong base such as NaOH, thus making it soluble. The 5% NaHCO3, which is a weak base is used to identify the degree of acidity of those obtained acidic organic compounds. Strong acidic acids are soluble with 5% NaHCO3 while weak organic acids are not. Lastly, neutral compounds with long chains or ring remained. The concentrated sulfuric acid is used in identifying functional group that has O and organic compounds that are unsaturated. Those compounds undergo sulfonation, making it soluble with the reagent. Solubility plays a major role in the identification and characterization of an organic compound. Through certain chemical tests, one can identify an organic compound. These concepts regarding the solubility of organic compounds are primarily applied in identifying the nature and properties of carbon-containing compounds as wells as predicting their behavior and reaction mechanism when allowed to be reacted with specific solvents during different chemical processes. References Baluyut John Y. G. , De Castro Kathlia A. Organic Chemistry Laboratory for Chemical Engineering Students Part 2, 2004 Klein, David (2012). Organic Chemistry. Danvers. John Wiley & Sons, Inc. , Gilbert, John. Experimental Organic Chemistry: A miniscale and Microscale Approach 5th Ed. Australia, Brooks/Cole Cengage Learning. http://www2. volstate. edu/chem/2020/Labs/classification. pdf http://www. sharjah. ac. ae/English/Academics/CentralLabs /asl/cl/Pages/IdentificationofOrganicCompounds. aspx http://www. wellesley. edu/Chemistry/chem211lab/Orgo_Lab_Manual/Appendix/ClassificationTests/index. html http://wwwchem. uwimona. edu. jm/lab_manuals/c10expt25. html

Are Leaders Born or Made Essay Example | Topics and Well Written Essays - 1750 words

Are Leaders Born or Made - Essay Example Discussion In recent times there has been debate over whether leaders are born or these skills can be acquired. Social scientist have attempted to identify the traits, behavior, sources of power or aspects of a situation that makes a leader standout and influence followers to accomplish group objectives. Effectiveness of a leader depends a lot on his following i.e. how the followers follow. What is leadership? Humankind has been pondering over this issue for about three thousand years and after over hundred years of academic research we have not yet reached the consensus. Many books have been written over this topic. By the end of 2009 the no of books written on leadership were 53,121. In a short span of time we will literally have more books on this topic than the people to read them. It tells not only the importance, relevance of this topic but also the complexity associated with it. There is no consensus on the definition of leadership as well simply because it is not required. Ho wever there seems to exist four areas of dispute around which theory of leadership revolves namely person, process, positional and result. Personal approach associate leadership with the person this approach is usually derived from autobiographies. Others define it as a process, the process through which information which is contradictory and undigested is made sense of. It is basically the style that leaders adopt. Positional approach is based on authority. It is the ability to exert pressure and get things done. Result approach is based on mobilizing a community or group of people to achieve a purpose. Thus leadership can be defined in various ways. It strengthens our argument about its complexity. 1(Keith Grint, 2010) What leadership is all about? Is it only about influencing others? How can we differentiate leadership from other means of authority such as power, dominance, and authority? Leaders inspire their followers and make them do things which otherwise they would not do be cause followers have trust and faith in their leaders. There are certain myths about leadership which needs clarification. An identification of essential elements and skills provide the basic framework required for success. A simple and unique not basic, explanation of leadership procedure Insight into the rationale of leading. Sound understanding of the organizational context in which one intends to lead Appreciation and ability to grasp opportunities and unique challenges innate in every situation. Clarity and transparency about ones leadership role, what one possesses priori to exercising leadership Savvy and successful leaders build their own agenda based on their skills and capabilities, reflecting self learning and knowledge and a healthy respect for challenges, opportunities and risks. 2(Joan V. Gallos, 2008) Leadership cannot be confined to political or social life only. It is as much needed in our business world as in any other walk of life. It is a widely accepted fact tha t leaders play a pivotal role in organization’s success. It is a critical factor in enabling organizations to adapt to its environment readily, surviving and thriving by successfully implementing organizational strategy. Based on vast research three themes about human behavior have been

Hierarchy of Gender Roles in the Traditional Jewish Religion Essay

Hierarchy of Gender Roles in the Traditional Jewish Religion - Essay Example I found that atmosphere to be more family-oriented and comfortable for the crowd that gathered. There were several differences that caused me to have a negative reaction. First, in the traditional Jewish religion, there is a strong and obvious hierarchy of gender roles in which the men and women engage. While some might dismiss that as chauvinism, others think differently and truly appreciate the importance of the different gender portrayals. Regardless of personal preference, Judaism has a particular set of laws that have not changed; nor will they change any time soon. One of these laws indicates clearly that women are forbidden from holding the holy Torah book, and are not allowed to lead the ritual ceremony. Without getting into the theological explanations of why these laws are important, I would simply like to point out an idea which I believe all religions have in common; follow the laws as they are given to you. While individuals can interpret these laws differently within certain parameters, the main idea should stay the same. That is why a Jewish woman should not walk around holding the Torah book or, prior to that, go to the arch where the book is placed and open it. Yet, they do this at Temple Sinai. Another negative exp... So, once I entered the temple, I turned off my cellular phone and got into the mood of that special holiness that a synagogue provides whenever I attend a service there. I found it particularly ironic that, during the service, the Rabbi who lectured us about the importance of keeping the Shabbat, as it was written specifically in the Torah, was violating the Shabbat by using a microphone to deliver his speech! According to the Jewish faith, he was committing a great sin, and he made other Jews join in that sin as well. To makes things worse, and even bizarre, there was a man next to him that played the keyboard (again, on Shabbat and inside a synagogue!) which made me feel that I was taking apart in a mass, in a church on a Sunday morning. Further, I wore my "yamaka" (a small hat that Jewish men put on their heads when they pray), and put on my "tall" (a special cloth that Jewish men put on top of their clothes at the time of prayer) as is the requirement for men who attend the service. Some of the male participants that morning did not respect even this simple requirement of covering their heads during the reading of the Torah.  Ã‚  

ANIMAL FARM RESEARCH PAPER Example | Topics and Well Written Essays - 1500 words

ANIMAL FARM - Research Paper Example His regime mistreated people especially those who disagreed with his way of doing things, later adopted ruthless and cruelty to be a method within the Russian Monarchical government before the revolution. By 1944 Orwell was through with his book but majority of individual especially in the larger United States and Western Europe were not willing to hear the dark side history, apart from Stalin being their ally, to many politically, he was a hero as well as role model In 1945 when German was defeated, the real relationship that existed between her previous allies during the WW2, for instance Britain and USA drastically changed. The Soviets who were viewed as heroes, they were no more, instead, they were looked at as oppressor especially those countries they invaded and finally occupied in part of Eastern Europe, by 1948 the Soviet army went ahead and blocked the roads leading to Germany capital city Berlin by then, the city was surrounded by the troops from Soviet that were controlling the East Germany. The city had no option but to divide into two, western under Allies as the Eastern part of Soviets, the supplies were flown by air and other necessities. A well known British politician by the name Winston Churchill said, Europe now is divided by one thing. â€Å"Iron curtain† this kind of state was known as a cold war, this is a term said to have been used first by Orwell. But in late 1989 the wall that was constructed by the Soviets was smashed to the ground by the Germans as the Soviet Union disintegrated down in 1991. The Soviet system used not to be very powerful or rather long lasting as it is suggested by Orwell (Kort 35) Animal farm is classified both as a fable and an Allegory. This story fits the description of allegory due to its use of fictional characters and even events that are representative of people and events of the real world. Therefore, the Animal Farm has not lost its relevance as a political