Searching for the Real Me and We. A Filipino-American Experience Essay

Searching for the Real Me and We. A Filipino-American Experience - Essay Example This essay analyses the US invasion and occupation of the Philippines and the resulting waves of migration of Filipino workers and professionals to this country. It explores, not only the socio-economic results, but also the cultural impact of US direct and indirect rule on the Filipino people’s collective memories and consciousness. The migration of Filipinos to the US was basically determined in the past and at present by the desire of the US for cheap and efficient labor, a desire in keeping with capitalism’s exploitative character and racist framework. Many Filipino-Americans have absorbed the dominant US culture, which prevents them from understanding the realities behind their own migration experience, decolonizing their thinking, and developing their unity with all poor people of color. After defeating the Spanish colonial government, Filipinos were forced to wage another war, this time against the US invading forces. This time it was a vicious racist war that resulted in the death of â€Å"at least 1.4 million Filipinos† from the actual fighting and from war-related starvation and disease (San Juan). Studying history is a important step, and I have started to fully appreciate my Filipino heritage. Understanding myself and the Filipino-American experience, I am starting to understand the reality of the Black experience, the Latino experience, the experience of all the excluded in American society. I know I have to take the next step, going beyond the me and transforming myself into the we of humanity.

Art and Protest in Writing Essay Example | Topics and Well Written Essays - 2000 words

Art and Protest in Writing - Essay Example From this paper it is clear that to a new writer, attitude would be a critical component especially when sharing what has been written with other writers. Wiggins argues that every successful writer needs to posses some degree of arrogance. For example, Alvarez is a renowned novelist. In her novel Something to Declare, the author includes a reader’s comment claiming that after finishing one book by the author, the reader would automatically be led to buy another of the author’s books. This has been used as an intentional strategy by most writers to gain trust from the readers and thus make it easy to manipulate their minds in line with their purpose of the writing. This study highlights that Cambridge Educational Services introduces an important aspect in writing referred to as â€Å"wordsmithing†. This involves categorizing alphabetic symbols so as to convey a particular meaning. Writing involves use of symbols that could be easily predicted and symbolism plays an important role of communication in writing as writing in itself could have desirable or undesirable consequences. Probably, Alvarez avoiding to attack America directly for racism could be an example of symbolism in use. The author chose to use the America beauty pageant instead thus reduces chances of undesirable consequences. Most people would write about others but their works would not last. But for writers like Alvarez, their works become constantly new in the reader’s mind.  

Principal Intern Essay Example for Free

Principal Intern Essay As I embarked into this higher education path I wanted nothing more than to be an administrator of an Elementary or Middle School in Texas. I was able to even envision myself in the school district I currently work in working in school administration at one of the schools I have taught at. I was fortunate on my internship year to have the position of being the instructional technology facilitator and was able to help more in depth with the administrators of my campus and learn the in and outs of the administration side of the school. Looking at all of this and having experienced it I am now thinking I am leaning towards more working towards becoming a department head or maybe the head of a academic department for the district. I am hoping the first step to this will be to become the department head for fifth grade on my campus and then moving towards becoming the English Language Arts and Reading department head. Eventually over time I hope to move into a more Reading Specialist position for a campus or even possibly a district. My ultimate goal is to move into the administration building and become a curriculum director for a district. As a leader I hope to accomplish many things to my employee’s and staff like being stronger leaders in the classrooms, stronger teachers, and being able to empower students for long term success. I have always wanted since I entered education to see the end result of my students to be a positive one and love to see the academic growth my students show over the course of a school year. I think that being able to show teachers and staff how to be and become strong leaders in the classrooms will help to majorly accomplish this goal. For me a leader is someone who listens and empowers its learners to learn in a way that fits their own personal needs and not necessarily the needs of the teacher themselves. I also think that using these techniques it will help teachers to become stronger educators in life and in the long run. Helping teachers, just like students, create a solid foundation is a great way to start them in the right direction and therefore it will be easier for them to lead themselves one day. And finally I would love to see in teachers, like I do with my students, long term success over the course of a year, two years and even ten years as they grow academically with the students. In Texas we are constantly changing the way things are being tested and handled. Being able to be a leader that is open to those changes will help me to accomplish my goals to the best of my ability while creating successful teachers and students. Reflective Practice In the beginning of these courses reflective writing did not seem to be an influential part of my learning process as a student myself. In my own classroom I did not use much reflective writing for my students because I saw it as time that I could be using on something else related to the content. Throughout the courses related to my master’s degree through Lamar University I have had to reflect in every course on what I learned throughout the class. At first I was skeptical about the reflective writing but as the course progressed I realized that by writing reflectively I was able to take the course material and transpose it into my own words. This helped me to have a clear understanding of what I learned and make it my own. One of the meaningful things that I feel I should have walked away from these courses is that the best way to become a leader is to create ownership for the staff, and I relate that to reflective writing. In my reflective writing I am walking away with a sense of ownership from my courses, and this helps to realize the main facts of what the course was about. Reflective writing now has a new meaning to me; it is now more of me creating my own ownership to the material presented in the course. I have even now find myself using reflective writing more and more in my own classroom and finding it a useful tool to assess what the students are walking away from my lessons with. To me reflective writing is a great tool to check students understanding of what was taught and what was learned. Reflective writing has had a significant influence on my practice currently in my classroom. Instead of using traditional quizzes and test I find myself using more reflective writings in my own classroom. It is a great form of writing to use to allow the students to use their own words to explain what they have learned in the classroom. In my future I plan on using reflective writing more and more in a leadership role for my staff to obtain information on how well the school is operating and working as a team. I feel that if my current principal used more reflective writing in our faculty meetings then he would have a better understanding of what is going on inside the campus. When I am a principal with my own campus I plan on using reflective writing responses in order to check if my staff walked away from staff developments with what was intended for them to learn and to also make sure that the training was effective or not to use on our campus. I would also like to implement a feedback process that involves reflective writing, which will allow staff to respond to any procedures implemented on campus that might need to be adjusted. By using this reflective writing process in the future I can make sure that my staff walks away with the knowledge they need in staff developments and in-services. This will prove to be an effective form of feedback for me and reflection on what skills they acquired. In Examining what we do to Improve our Schools Tool 8.1 the CARE Model: Planning Tool uses four steps to address change for the future the final step Evaluate allows the staff to reflective on the prior steps they have created (Harris). In this process the staff or administrator is to take steps into identifying and solving problems they are facing on campus. The first three steps are steps on how to implement and strategize the problem at hand. The fourth step in the CARE Model is to ‘identify the best ways to evaluate the implemented recommendations’ which is a way for the person(s) making the decisions can reflect on what they have created. In the same book Tool 8.2 (Harris) provides a list of reflective type questions to be answered to examine school improvement. These are great questions to guide someone’s reflection or at the very least jump start their reflection process so they have a starting point. An example of one of the questions asked in Tool 8.2 is ‘What am I doing to sustain improvement?’ These types of questions allow me as a future administrator to use for myself and others to reflect upon what we are doing as a team to create positive school improvement. Competency Development DOMAIN I School Community Leadership Competency 001- The principal knows how to shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. In this competency I learned many things on how to create a vision for my campus and how to make it happen. I found it is not only important to make your school have a vision or just a common goal but the process of getting to that vision is equally important. Competency 001 is the foundation for that solid house you want to build, without the foundation a house will eventually fall and break, just like a school would without a solid foundation. As a leader of my campus it is my duty to look into creating a climate that promotes higher level thinking and teaching. When I do obtain my own campus I will be using this competency to ensure that higher expectations are required. It is not just enough to create higher standards and expect people to follow them it is equally important to create them in such a way that they can become obtained. In order to make these goals and visions obtainable and reachable it is important not to just let one person make these decisions, but to allow all stakeholders to have a say in the creation and implementation of them. I found throughout all of my courses that the most important factoring in leading your staff and students in any direction is the ownership that they have in the school. It is important that all stakeholders have a clear understanding that each party involved was and is clearly represented. I know that I feel better implementing a plan that I took part in planning or know someone in the plan that had my best interests and the student’s best interests at heart. I found myself spending 23 hours on this competency with my principal and assistant principal. The majority of the time was spent prior to school helping the committees to set up the vision and goals. We then revisited the vision in the middle of the school year to adjust to the changes our campus faces. It was also important that my principal have me sit in on grade level meetings to see if each grade level had a clear understanding of what the vision meant for them and what it looked like in their classrooms and for their students. I would say in this section of the domains I believe that I am walking away with the most mastery because of all of the actual hands on time I got to spend working with my campus vision and missions. Competency 002 The principal knows how to communicate and collaborate with all members of the school community, responds to diverse interests and needs, and mobilizes resources to promote student success. In this section I learned the importance of correctly communicating with all staff, students, and community stakeholders for my campus. Although it was difficult at times to get parents to communicate and participate at school functions I was able to learn a lot about the process of correctly communicating with them. I was able to assist in almost every letter we sent home with students explaining our events. We not only had to have a copy in English but we also had to translate all letters in Spanish as well. Over the course of the year, logging over seven hours, as paper became more and more precious I was able to focus more on call outs over the phone system and also to work on maintaining accurate information on the schools website. I had a bit of the upper hand in comparison to others in these course because I was able to find ways through our website to communicate effectively with the community. In our many multicultural events we held on campus (Hispanic Heritage Art Contest, Black History Writing Contest, Math Night, and Science Night) I was able to have exposure to the positive effect it has on students through multicultural awareness. On this competency I spent around seven hours of internship time (I believe more logged hours were possible). Another wonderful thing I learned during this lesson was how to correctly manage school wide communication that took place on campus. I was very fortunate to have a very supportive principal who was willing to take me under her wing and allow playing a huge role in all activities on the campus. My principal always told me anything you would not say out loud make sure you do not put it in writing. She taught me through example and doing how to effectively write and create e-mails to be sent to the staff. I know now the importance of tone in my writing to ensure the way the e-mail is received it is received correctly. Competency 003 The principal knows how to act with integrity, fairness, and in an ethical and legal manner. One of the most memorable things I will walk away from this course is the question to always ask myself â€Å"Is the decision to the question in the best interest of the child(ren)?† My mentors (principal, assistant principal, counselor, veteran teachers) taught me this valuable lesson that any decision, no matter the size, has to have the student’s best interest at heart. This is a great way to keep you in check to make sure you are being ethical and act with integrity in everyday decisions as a campus administrator. The legal portion of this competency comes with the knowledge of making sure to follow all state guidelines set for by the Texas Education Agency. One of the best ways I found to make sure you are following the rules legally is to ask questions. My internship supervisor, Sherry Gore through my eighteen internship hours, taught me to never be afraid to ask questions or research the answer before making a decision. The way she taught me this was not in a direct manner but more indirectly. By demonstrating to me on topics that she was unfamiliar with how she asked other principals or administrators to solve her problems I learned his valuable lesson. With the ever changing ways of education in the State of Texas, and the Country for that matter, it is important for an administrator to make sure they are up to date with all their knowledge about the laws concerning the education of the children in their school. It is also the responsibility of the principal to make sure their staff knows about any changes in laws and procedures. Making sure the staff knows of these changes it will make the transition to the new ones a smoother one for their campus and thus make the impact less stressful on the children. DOMAIN II Instructional Leadership Competency 004 The principal knows how to facilitate the design and implementation of curricula and strategic plans that enhance teaching and learning; ensure alignment of curriculum, instruction, resources, and assessments; and promote the use of varied assessments to measure student performance. One of the major witnessing to competency 004 was that of how our campus was having year after year to adjust to its ever growing numbers of bilingual and ESL students on our campus. Each year we a faced with the challenge of how to adjust to the growing numbers not only with resources but also with the staffing of these new positions needed. In all campus purchases, technology or academic workbooks, we find ourselves looking as administrators on the campus at what kind of Spanish and ESL supplements were available and how well they will work for our students needs. I found it very interesting in choosing our new reading textbooks in how different the Spanish supplements are for the different adoptions. As a person on the committee, logging over twenty-three internship hours, for our school to help us choose our next adoption it was made very clear to us at the beginning of the process that we needed to make sure we are considering not only the English portion of the textbook but the ESL materials are equally important. I knew going into it that the ESL supplements were important but it never crossed my mind how important it is to our campus. With my campus being one of two bilingual campuses it was important to my principal that our vote was heard at the district level when choosing the newest adoptions. The next step in this was implementing a new reading textbook while adjusting to the new district wide curriculum CSCOPE. It was my principal’s job to make sure that all of her staff was well aware of how to use the materials mandated by the district for our new instructional focus always keeping the students best interests at heart when training the teachers to prepare for our school year of academic success. Competency 005 The principal knows how to advocate, nurture, and sustain an instructional program and a campus culture that are conducive to student learning and staff professional growth. All too often there is going to be a change in policy or educational law, and with these changes there is always going to be changes in educational practices that have proven to be effective. The older methods of teaching are not necessarily the best methods to be used to reach the students of 2011. This competency ensures that the principal keep up with the best practices and methods out in the world to use for the success of our students and staff. This includes making sure that the staff is up to date on the latest practices in teaching in new and exciting ways to reach children. I spent close to twenty-one hours working with my principal and instructional facilitators to ensure that our campus had what we needed to implement new teaching practices in our classrooms. This section requires a lot of research into the newest needs of the students and then the needs of the staff to meet those needs. One example of a staff development that I was part of implementing with the principal and instructional facilitators was when we had to move into a new online lesson planning system. This system was completely online and making paper lesson plans not necessary. It was my responsible to make sure the staff was trained in how to use this new system to its full potential. I had to attend training provided by the company ht owned the software as well as district training to show me how to show the staff how to use this new system. It was essential that the staff knew how to implement this program because it was soon to become a mandate by the district to improve district lesson plan sharing throughout the entire district. The essential great thing for the teachers was that of making teachers resources more readily available to district employees across the di strict. Competency 006 The principal knows how to implement a staff evaluation and development system to improve the performance of all staff members, select and implement appropriate models for supervision and staff development, and apply the legal requirements for personnel management. With this area I feel I need a little more practice, and that is my fault in the internship hours and plan. I do however plan on using my current principal to help me to understand the evaluation process of a staff member. With only putting in eight hours into this area of focus I feel that I need to focus more on the PDAS system. I know the system as a teacher but I feel I need to works towards better understanding of the administrator side of the evaluations. I did focus my attention on part of this aspect as determining the needs of the staff and creating a staff development for the staff to grow from. With the help of the assessment specialist on my campus I found that we as a staff needed more focus on how to properly prepare the kids to take tests for a long period of time. We gathered information and tips for the staff to use while preparing the students for their long awaited TAKS tests. We then used a simple evaluation survey at the end of the training to evaluate the effectiveness of the training to meet the needs of the teachers and students. We produced a lot of reflective time for teachers to share their own experiences in the classroom that allowed students to work to their best potential. With the knowledge of the results of the survey we used the knowledge we gained to conduct follow mini-trainings to assess the needs of the staff after they implemented the practices. The reason we conducted the mini-follow ups was because of the survey evaluation at the end of the training said they enjoy the trainings we have but they need further help after we implement the training in our classrooms. Competency 007 The principal knows how to apply organizational, decision-making, and problem solving skills to ensure an effective learning environment. Spending close to eighteen hours working on this competency it clear to see that this competency is an important one in relationship to the effectiveness of a campus. One major thing I learned from my principal was that you need to be organized enough to make sure you put together a quality interview to ensure that you put together a quality staff. I was fortunate enough to be able to sit in the interview process of one of our future teachers. The before part of the process was the preparation in getting ready for the interview, my principal using the Gallup interview process so she must be organized and ready. During the interview quality questions prove to be the most effective in choosing future staff members. Following the interview there is a debriefing with the hiring committee to ensure that the newest staff member would be a good fit for our campus and our students. We then moved onto working with the staff and interviewing them on what needs to be improved on campus. The next step in this process for my principal and I was to look towards the staff and see how well they internalized or resisted change in our continuous improvements implemented at the campus. We had to look at what changes were the best for the students as a whole and the needs of our at risk students.

Laboratory Report on Properties of Carboxylic acids

Laboratory Report on Properties of Carboxylic acids Ramona Mae S. Rajaratnam Abstract: This report presents the different properties of carboxylic acids including solubility, acidity of some carboxylic acids, difference in strength of carboxylic acids compared to phenols, action of oxidizing agent on the carboxylic group and the neutralization equivalent of carboxylic acids. Carboxylic acids like acetic acid, butyric acid, oleic acid, succinic acid, stearic acid and benzoic acid were each mixed with water to test their solubility. The same acids were each mixed with 10% sodium bicarbonate to test their acid strength. The typical pKa values of carboxylic acids, phenols, HCO3 and CO32- were used to compare the acid strength of carboxylic acids with phenols and to judge whether both Na2CO3 and NaHCO3 can be used to successfully separate phenols from carboxylic acids. Carboxylic acids like acetic acid, formic acid, lactic acid, succinic acid and oxalic acid were each mixed with 0.5% KMnO4 to look at the action of KMnO4, an oxidizing agent, on the carboxylic acid group. Thi s report also focuses on the finding the neutralization equivalent to determine the unknown molar mass of a carboxylic acid. An accurately weighed sample of an unknown carboxylic acid was dissolved, heated and titrated with a previously standardized NaOH solution to find the neutralization equivalent and ultimately, the molar mass of the unknown carboxylic acid. Introduction: This experiment focuses on the different properties of carboxylic acids. The experiment aims to compare the solubility of acetic acid and stearic acid in water and to describe the relationship between molecular weight and solubility of carboxylic acids in water. The experiment also intends to infer the relative acidities of carboxylic acids and phenols based on the relative differences of their reaction with NaHCO3 and explain how NaHCO3 can be used to separate a mixture containing a water-insoluble carboxylic acid and a water insoluble phenol. The experiment also aims to identify reducing acids and the functional groups responsible for their reduction potential. The experiment also intends to describe a physical property such as physical state, color, odor or solubility that can differentiate succinic acid and oxalic acid, acetic acid and lactic acid, acetic acid and formic acid, benzoic acid and stearic acid and acetic acid and butyric acid. And lastly, the experiment looks into th e determination of the neutralization equivalent and molar mass of an unknown mono- and dicarboxylic acid. Experimental Details: The following apparatus were used in the experiment: Vials Vial rack Micro spatula Dropper Test Tubes Test Tube Rack Weighing boat 50 mL Buret Iron stand Buret clamp Erlen Meyer flasks Funnel Corks Graduated Cylinder Bunsen burner Wire gauze Test tube brush Vial brush Safety goggles The following materials were used in the experiment: Distilled water Acetic acid Butyric acid Oleic acid Stearic acid Succinic acid Benzoic acid Formic acid Lactic acid Oxalic acid 10% NaHCO3 0.5% KMnO4 0.09413 M NaOH Bromthymol blue indicator unknown carboxylic acid (at least 0.2 g) The following procedures were carried out in the experiment: a. Solubility in Water. The solubility of carboxylic acids in water was tested by mixing water with the following acids: acetic, butyric, oleic, stearic, succinic and benzoic. Three drops of the liquid or one micro spatula of the solid acid were added to 2 mL of water. The qualitative results obtained with the solubilities listed for the compounds were checked in a chemical handbook. The data were tabulated. b. Reaction with 10% Sodium Bicarbonate. The solubility test of the same acids was repeated with 10% sodium bicarbonate solution. Three drops of the liquid or one micro spatula of the solid acid were added with 2 mL of 10% sodium bicarbonate solution. The evidence for reaction when water soluble acetic acid and succinic acid when added to reagent was noted. The typical pKa values of carboxylic acids, phenols, HCO3 and CO32- were compared. c. Action of an Oxidizing Agent on the Carboxylic Acid Group. Five drops of acetic acid were added to three to five drops of 0.5 KMnO4 in a vial. The test was repeated with the following acids: formic, lactic, oxalic and succinic. d. Neutralization Equivalent of Carboxylic Acids. A 0.2 g sample of unknown carboxylic acid was weighed accurately to four significant figures. The acid was dissolved in 50 mL water or ethanol. The mixture was heated to dissolve completely the compound. The solution was titrated with a previously standardized NaOH solution. A bromthymol blue indicator was used. The neutralization equivalent and molar mass of the unknown carboxylic acid were calculated. Results and Discussion: Carboxylic acids are organic compounds containing a carboxy group (COOH). The carbon atom of a carboxy group is surrounded by three groups, making it sp2 hybridized and trigonal planar, with bond angles of approximately 120Ã ¢-Â ¦. Figure 1: Carboxylic Acid structure Carboxylic acids exhibit dipole-dipole interactions because of their polar C-O bond and O-H bond. They also exhibit intermolecular hydrogen bonding because they possess a hydrogen atom bonded to an electronegative oxygen atom. Carboxylic acids are one of the most polar organic compounds. Most carboxylic acids exist as cyclic dimmers, held together by two hydrogen bonds. Figure 2: Carboxylic acid dimer Acetic acid is soluble in water. Carboxylic acids with less than 5 carbons in their alkyl group are soluble in water. The carbon skeleton is not too large for the OH group to solubilize by hydrogen bonding. The hydrophilic nature of the carboxylic group dominates than the hydrophobic nature. This is the reason why acetic acid and butyric acid are soluble in water. Figure 3: Acetic acid and butyric acid On the other hand, oleic acid and stearic acid are insoluble in water. Both have long, bulky carbon chains exceeding the five carbon limit. The OH group cannot solubilize the carbon skeleton via hydrogen bonding. Its hydrophobic character dominates than its hydrophilic nature. Figure 4: Oleic acid Figure 5: Stearic acid A good solvent for stearic acid would be organic solvents like ether, chloroform and carbon tetrachloride. Figure 6: Solvents for stearic acid Benzoic acid is insoluble in water because the benzene ring is too bulky and large, and because of its stability, the OH group cannot solubilize it using hydrogen bonding. Figure 7: Benzoic acid Succinic acid contains two COOH groups because it is a dicarboxylic acid. This tells us that there is an increase in the hydrogen bonding capacity which makes it slightly soluble only because the carbon chain exceeds the five carbon chain limit and its hydrophobic character also shows. Figure 8: Succinic acid Carboxylic acids readily react with Bronsted Lowry bases to form carboxylate ions which are done through deprotonation. Figure 9: Carboxylic acids react with sodium carbonate In the experiment, sodium bicarbonate was used to deprotonate the carboxylic acid. This was a simple neutralization reaction forming a carboxylate salt, carbon dioxide and water. Acetic acid, butyric acid, succinic acid and benzoic acid react with the sodium bicarbonate. Succinic acid undergoes two deprotonation steps because it contains two COOH groups. An acid can be deprotonated by a base that has a conjugate acid with a higher pKa. The pKa values of acetic acid, butyric acid, benzoic acid and succinic acid are all ~5, thus bases that have conjugate acids with pKa values higher than 5 are strong enough to deprotonate them. Oleic acid and stearic acid have pKa values of 9.85 and 10.15 respectively. These pKa values are higher than the conjugate acid of the base (NaOH) which is H2CO3. This tells us that sodium bicarbonate is not strong enough to deprotonate both carboxylic acids. Stronger bases are needed to deprotonate them such as NaOH which has a conjugate acid with a pKa of 15.7. Figure 10: Dissociation and pKa values of carboxylic acids When comparing the pKa values of carboxylic acids and phenols, phenols always have a higher pKa value which tells us that phenols are weaker acids than carboxylic acids. Figure 11: pKa values of phenol and carboxylic acid Carboxylic acids and phenols are both acidic. Looking into the Arrhenius definition of an acid, both when dissolved in water, increases the H+ concentration. Also looking at the Bronsted-Lowry definition of an acid, acids are proton donors. Figure 12: Bronsted Lowry definition of an acid Aside from these two famous definitions of an acid, we must also look into the stability of the conjugate base. A rule states that anything that stabilizes a conjugate base makes the starting reagent acidic. When we talk about phenols, its conjugate base which is the phenoxide is resonance stabilized. It has five resonance structures which disperse the negative charge to three carbons and one oxygen atom. This makes phenols more acidic than alcohols which cannot stabilize its conjugate base via resonance. When we compare phenols with carboxylic acids, carboxylic acids are stronger compared to phenols. For carboxylic acids, their conjugate base which is the carboxylate ion is a lot more stable because they contain two oxygen atoms that delocalize the negative charge. As an effect, carboxylic acids are stronger acids than phenols which is evident in their pKa values. Looking at the pKa values of phenols and carboxylic acids, we could conclude that NaHCO3 can be used to separate a water insoluble carboxylic acid and a water insoluble phenol considering that this insoluble carboxylic acid does not exceed the pKa value of HCO3 (when protonated H2CO3 which is the conjugate acid) which is 6.4. Sodium bicarbonate can successfully separate a water insoluble phenol and a water insoluble carboxylic acid because typical pKa values for phenol which is 10 exceeds 6.4. The NaHCO3, therefore, is not strong enough to deprotonate the phenol but is strong enough to deprotonate the carboxylic acid. It will most likely form two layers: an organic layer with the phenol and an aqueous layer with the water and carboxylate ion which are products of the reaction of the carboxylic acid with the base. Sodium carbonate is not effective in separating a mixture containing a water insoluble carboxylic acid and a water insoluble phenol. The pKa of CO32- (when protonated becomes HCO3) is close to 10. This tells us that Na2CO3 reacts with some of the phenol and ofcourse with the carboxylic acid. Thus, no complete separation between the two occurs. Figure 13: Sodium bicarbonate and sodium carbonate Some carboxylic acids undergo oxidation. These are called reducing acids. In the experiment, lactic acid, formic acid and oxalic acid are all oxidized to carbon dioxide and water with the presence of a brown precipitate which is the reduced KMnO4. Acetic acid and Succinic acid are both non-reducing acids because they do not oxidize in the presence of a strong oxidizing agent, KMnO4. Lactic acid is oxidized into pyruvic acid because it contains an oxidizable group which is OH. Figure 14: Oxidation of lactic acid Formic acid is oxidized to carbon dioxide and water. Figure 15: Oxidation of formic acid Oxalic acid also oxidizes into carbon dioxide and water. Figure 16: Oxidation of oxalic acid The neutralization equivalent of an acid is mathematically defined as: Neutralization equivalent (NE) = To determine the molar mass: Molar mass = (X) x neutralization equivalent *Where X is the number of COOH groups The molar mass of an unknown carboxylic sample could be determined by computing its neutralization equivalent. Finding the neutralization equivalent requires titrating the solution of unknown carboxylic acid with a previously standardized solution of NaOH. The exact molarity of the NaOH was found to be 0.09413 M. Two trials were carried out in this section of the experiment. The solid form of the unknown carboxylic acid was water soluble. Weighing of sample: Titration: Computations: Trial 1: Volume of NaOH used = Final buret reading – Initial buret reading = 33.80 mL – 0.50 mL = 33.30 mL Neutralization equivalent (NE) = = = 66.36 g/mol Molar mass = 2 x (66.36 g/mol) = 132.72 g/mol Trial 2: Volume of NaOH used = Final buret reading – Initial buret reading = 32.50 mL -0.30 mL = 32.20 mL Neutralization equivalent (NE) = = = 66.35 mL Molar mass = 2 x (66.35 g/mol) = 132.70 g/mol Average molar mass = = 132.71 g/mol This molar mass was determined to be 95% near the true molar mass of the unknown carboxylic acid. Calculations for determining identity of unknown: = 139. 69 139.69 – 132.71 = 6.98 (error) For MM1 = 132.71 +6.98 = 139.69 MM2 = 132.71 – 6.98 = 125.73 For the 1st probable molar mass: 139.69 – 90.02 (2 X molar mass of COOH) = 49.67 CnH2n = 49.67 (12.01)n + (1.00)2n = 49.67 14.01 n = 49.67 n= 3.5/4 For the 2nd probable molar mass: 125.73 – 90.02 (2 X molar mass of COOH) = 35.71 CnH2n = 35.71 (12.01)n + (1.00)2n = 35.71 14.01n = 35.71 n= 2.5/3 Possible identities for the carboxylic acid include Glutaric acid, Glutaconic acid and Adipic acid. Conclusion: Therefore, the solubility of different carboxylic acids can be rationalized from the structure of the carboxylic acid itself. Acetic acid and butyric acid are soluble since their OH groups are able to solubilize their alkyl chain which does not exceed five carbons. Oleic acid and stearic acid are insoluble in water because their alkyl chain exceeds 5 carbons and the OH group cannot solubilize the long, bulky alkyl chain. A good solvent for stearic acid would be organic solvents like ether, chloroform and carbon tetrachloride. Benzoic acid is insoluble in water because the benzene ring, due to its stability, cannot be solubilized by the OH group. Succinic acid on the other hand, is soluble in water due to greater capacity of hydrogen bonding because it has two OH groups. Carboxylic acids also react with sodium carbonate through deprotonation. Only acetic acid, succinic acid, benzoic acid and butyric acid give a reaction because these acids have a lower pKa value than the conjugate aci d of the base which is NaHCO3. Oleic acid and Stearic acid do not react with NaHCO3 because they have higher pKa values than the conjugate acid of the base. This tells us that sodium bicarbonate is not strong enough to deprotonate both carboxylic acids. The rule here is: an acid can be deprotonated by a base that has a conjugate acid with a higher pKa. By looking at the pKa values, phenols are weaker acids than carboxylic acids. Phenols are resonance stabilized by carboxylic acids is more stable because they have conjugate bases with two oxygen atoms which delocalize the negative charge. NaHCO3 can be used to separate a mixture containing a water insoluble carboxylic acid and a water insoluble phenol because phenols do not react with this because it has a higher pKa than its conjugate acid. Na2CO3 is not effective because both phenols and carboxylic acids react, therefore, no separation occurs. Some carboxylic acids react with KMnO4 and are oxidized. Examples are lactic acid which i s oxidized to pyruvic acid and formic acid and oxalic acids which are oxidized to carbon dioxide and water. Non-reducing acids include acetic acid and succinic acid. And for the last part of the experiment, the molar mass of an unknown carboxylic acid may be determined by identifying how many COOH groups are present and by computing its neutralization equivalent. Neutralization equivalent (NE) = Molar mass = (X) x neutralization equivalent Supporting information: In determining the molar mass or formula for an unknown carboxylic acid, it may be possible to have an unsaturated compound. If the molecular formula is given, plug in the numbers into this formula: DoU= C= number of carbons N= number of nitrogens X= number of halogens (F, Cl, Br, I) H= number of hydrogens References: Organic Chemistry by John McMurry Organic Chemistry by Janice Smith http://chemwiki.ucdavis.edu/Organic_Chemistry/Hydrocarbons/Alkenes/Properties_of_Alkenes/Degree_of_Unsaturation Wikiperdia.org www.studymode.com

Untypical Western Genre in Jim Jarmusch’s Film Deadman :: Movie Film Essays

Untypical Western Genre in Jim Jarmusch’s Film Deadman In the film Deadman by Jim Jarmusch we follow the character of William Blake, who shares his name with a nineteenth century British poet, as he travels on a train to the town of Machine where he has promise of work. Upon arriving Blake finds that his accounting job is already occupied and when he tries to confront the boss he is greeted with a shotgun. Deciding that leaving with his life is more important than leaving with a job, he quickly leaves the office, though not the premises as he gets lost in the many twists and turns of the building. After spending the last of his money on a bottle of alcohol he meets a former prostitute turned flower girl. He returns home with her as he has no where else to go and they are found in her bed by her fiancà © who proceeds to shoot her and Blake and Blake returns the favor. Blake is the only one to survive, although he is gravely injured. Blake proceeds to steal a horse and leave town before he passes out only to wake up to find an Indian name d Nobody tending to him. Blake and Nobody then seem to go on a skewed version of a vision quest while they are pursued by three bounty hunters who want Blake’s head. After quite a time of journeying and killing by Blake, who appears to have turned into a strange sort of Billy the Kid, he finally drifts into the sunset. Deadman appears to be a play on the typical Western genre. It opens with a train scene, a familiar enough scene in a Western, and uses such expected devices as the use of the moving train wheels and pistons to represent the movement of time as well as quick blackouts which permeate the movie. We watch Blake as he views the other characters on the train, at first attired as we would expect in frontier type clothing, but slowly the characters and their clothing change. At first there are men and women, but slowly we get more men and then nothing but men. As this change continues the people begin to wear more clothing and appear more rugged as is proven by the scene of Neanderthal like men who wear bear skins and shoot buffalo from the train window.

Graduation Speech -- Graduation Speech, Commencement Address

When I was younger, I would often return home to a familiar question: So, what did you learn today? My answer would always be "nothing" or "stuff." As I look back, I never lied, yet, I never told the whole truth. Many people think that you don't know anything with only 18 years of experience; I think they're wrong. I've learned a lot about myself and others from the relationships I have built throughout the years. I believe my most important lessons were "people" lessons. Those are the ones which could never be taught out of a book or in a lecture; you have to go out and experience them for yourself. I have learned that you'll never know the answer if you don't ask the question. People like you for who your are, even if you wear watermelons on your head at homecoming, tight black leather pants for a fashion show, or get decked out in your parent's old polyester clothes for Disco Day. Everything is a give and take situation and we can never give enough. If you want to be heard, first you must listen. We are all different, yet very much the same. Everything I have just said can be ...

Influences on Belizean Youths

Influences on Belizean Youths As we the year passes by it is less common to see any youth showing how proud they are of their culture by dressing and practicing the aspects that their culture represents. It is more common to see the influences that other countries have brought into our country and which have caused a cultural erasure especially in the lives of us the young one. However, society tends to see these changes and take in mind as it doesn’t affect our origins and from where we initiated. Presently today it is very rare to see any youth dressing according to their culture, listening to cultural music and eating cultural food that once used to be the delicacy and cuisine of Belize. For the way of dressing of the youths in Belize, there is more skinny jeans and miniskirts than garifuna headbands and maya mipils. The clothing used here in our country has been influenced by the clothing weared in the United States or other foreign countries. It is visible anywhere because the only ones wearing cultural dressings are the elderly who live in villages but rarely anyone living in towns and in the city. At school you can see that every youth will be dressing fashion according to other societies of the foreign. Now a day’s young girls and boys only speak about Emporio Armani and E- hardy. At stores you can see that there are only important clothing brands on sale of which the designers are foreign and very famous. Music plays an important role for a young adult because that is the way they identify themselves. In this generation most youngsters will listen to hip-hop, rap, regeaton, rock, reage, etc. but for sure never any Rancheras. The closest cultural music found in our country is Punta. Closest I say because today Punta has been mixed with foreign music in order to form Punta rock. The present artists in our country would be Supa-G, Gilhary 7 and Youth Connection Band, which all of them base their music in Punta. Also the influence of music can be seen in our same Belizean arists. Those who participate in Duets and K-TV Latino would only perform foreign songs and never any cultural presentation. It is sadly that our most famous artist, Andy Palacio, who stuck to his culture and sang in Garifuna his Punta songs, has passed away. Will there be any other who would want to follow Andy’s example? Even the food here in Belize has changed as the years passes by. The influences in Belizean diets comes from England, the US and Mexico especially for the youths. At school you can see that students prefer to buy food that is not Belizean such as enchiladas and quesadillas. The most common Belizean cousin that has not lost popularity in our country is the rice and beans although some still prefer Chinese burger or fry chicken. It is true that foreign cousins have a delicious flavor and are very appetizing but so is the food prepared that once our elderly used to cook for us, being 100% Belizean. Belize is a very beautiful home land for us Belizeans and we should appreciate such heritage given to us by our ethnic groups. It is very clear that our culture is being left behind and that the influences of other countries are impacting our youths. The way they dress, the music they listen to and the food they eat all can be seen that there is foreign influence. Belizean youth must not forget that they form part of an ethnic group and that they represent the future of Belize so if they forget their origins so will Belizean history.