Christian College Thought Paper Essay Example for Free

Christian College Thought Paper Essay Going to school can offer many experiences. We are taught that we should do well in school so we can graduate, continue on to college, and from there have a job. But what if we went to college where the scholastic dream meant more than just attending your typical classes? What if you not only found yourself, but you found your spiritual path as well? Looking at colleges and finding the right one that offers what you need to succeed after graduation can be a time-consuming task. There are many colleges now, and they all offer something different. Times have changed so much that we can now attend college online. When reading Arthur F. Holmes book, The idea of a Christian College the four main themes I found were; understanding the student life, how liberal arts applies to life, how a Christian college can inspire other parts of your education and the results of education with Christian liberal arts. College Life as a Student According to Arthur F. Holmes book The Idea of a Christian College, many young people attend college or university, and their parents encourage them, without any gripping sense of what college is all about, beyond tentative vocational goals or questionable social aspirations. (Holmes pg 3) Many students are attending college because they have been programmed that way. They show up for class day in and day out, not very sure of the purpose or meaning behind it all. College students in this economy need to have a college education to get a job. Most students become misguided by outside influences of college life and end up partying away their tuition money. The  social scene becomes more important when the focus is lost. There is a lot of stress put on a new college student from the beginning of the registration process all the way to the classroom. So how do you choose the school and stay on track for success? Looking into a Christian college, you might think, Why choose a Christian college over a secular college? Its distinctive atmosphere should support an education that cultivates the creative and active integration of faith and learning, of faith and culture. (Holmes pg 6). With the idea of a Christian college, we have God-given, God-preserved, God-restorable potential, a potential to be developed, disciplined, and invested in response to God. In a Christian college gaining our education, we are more than just becoming the future job; we are already molded and placed here for a reason, a reason that God knows and one we journey for self discovery. If we do not work on the entire being while we are expanding our minds and stretching the muscle, then how do we expect to become that person that God has placed us here for. We need to not only focus on our education but on the entire being from the spirit within. Why doesnt this all come easily since we are all made in Gods image? Its because we are all human and given free will. The foundation of the theological mandate for Christian involvement in higher education can be focused on four concepts: creation, the human person, truth, and the culture mandate. (Holmes pg 13) Following what Gods will has for us and not to misuse them, value what he has given to us. Truth, if we confess that God is, the all-wise Creator of all, then he has perfect knowledge of everything we ever sought to know or do. All truth is Gods truth, wherever it may be found. (Holmes pg 17) Liberal Arts Liberal art teaches you to think. We are taught many things in our education that may not have anything to do with our career directly. These other classes allow our minds to grow and stretch in all areas of real life. Vocations and jobs are made for people, not people for vocations and jobs. The question to ask about an education is not what can I do with it? but  rather what is it doing to me as a person? (Holmes pg 25) When we go off to college, we are going with fresh minds to be taught and molded into our future career. Liberal education is an open invitation to join the human race and become more fully human. (Holmes pg 35) Understanding liberal arts and how the purpose of it will enrich our lives further within our career goals is very helpful in succeeding in the world. The most embracing contact between Christianity and human learning is the all-encompassing world and life view. The contemporary university tends to concentrate on the parts rather than the whole and to come away with a fragmented view of life that lacks overall meaning. (Holmes pg 57) The Result of an Educated Person What would a well-rounded, educated person look like, be like, and know? To train specifically for just one job and not allow yourself the freedom to educate your whole being will only limit you in the future. To cover and explore a range of capacities that help you feel part of a whole human race, develop yourself not just into a farmer or a physician or a businessman, but as a human being. Be reflective and moral in everything you do. Become a thoroughly responsible agent; that is the mark of an educated person. (Holmes pg 101) Fostering morals and virtues, believing in the quality of life, and applying those in our education, as well and learning from our experiences will enlighten us as humans. Taking the gifts that God has given to us and by his freeing us from the bondage of sin, we move forward with realistic hope. Faith, love, and hope bring to life purposefulness, expectations, and humility. (Holmes pg 102) After reading this book I have found that there is much more to having an education. I have focused my attention on just one thing becoming a nurse. My life experience of working in the hospital is to have core values such as understanding, honesty, faith, and openness. When Arthur Holmes writes Not just verbal skills and powers of communication but grace and eloquence therein as well, the ability to say the right thing in the right way at the right time, it reminds me of my blessings. (Holmes pg 103). If  we put god first in our lives everything else will fall into place for us such as, work and school. By going to a Christian college I found I am learning how to educate my spirit.

Transcription Section of the Central Dogma

Transcription Section of the Central Dogma Fulya TÃÅ"RKER TRANSCRIPTION: ONE OF THE KEY POINTS OF THE CENTRAL DOGMA ALTERNATIVE SPLICING It is known that the central dogma is the most important principle for an organism to carry on its lifespan. In the central dogma, there are 3 major stages: DNA replication and repair, transcription and translation. DNA replication can be simply described as the duplication of DNA. Transcription is the process of conversion DNA to mRNA. Last step is the translation which means the production of polypeptides from the mRNA, it is simply called as protein synthesis. In this essay, transcription section of the central dogma will be explained with detail. Why transcription is essential for living organisms? Without transcription there is no way to express genes. In order to synthesise protein, at first the mRNA should be formed from a DNA template. Proteins are the functional units in the cells which determine the phenotype of the living organisms. Since the polypeptide chains are formed from the mRNA, there should be a mechanism to create mRNA since it is not found in the cells initially. The proteins that are used in the determination of the phenotype carries the information of the used template DNA strand. DNA sequence is converted to mRNA sequence which then calls the amino acids according to this information. The amino acids form peptide bond with each other and at the end create one, long polypeptide chain. In order to initiate the process, there should be opening of two DNA strands. Since DNA is found as the double helix in the cells, when they are tightly bound to each other, RNA polymerase (the enzyme that adds nucleotides in the 3’ end of the newly formed mRNA strands) can’t bind its template and so transcription can’t initiate. So, the cell must find a way to break the hydrogen bonds between the bases of the DNA strands. In the process of transcription, the essential element is an enzyme, RNA polymerase. What is the significance of this enzyme? AT first, it helps DNA strand to open up for a specific place. The strands are separated from each other and one of them will be selected by polymerase in order to bind and use the information. The newly formed RNA will be carrying the complementary base pairs of the strand that it binds and will have the same sequence with the other strand of the DNA. These are really important points. Of course the new strand will be RNA and eventually will carry uracil instead of thymine. Secondly, in order to elongate the RNA strand, there should be addition of ribonucleotides. During DNA replication, since we are creating new DNA strand, DNA polymerase is responsible for addition of deoxyribonucleotide. However, in transcription we are concerning about RNA strand production. That’s why our enzyme should use ribonuclrotides (adenine, guanine, cytosine, thymine). The hydrogen bonds that are formed between the RNA and DNA strands are very unstable. That’s why RNA polymerase only allows very small length of binding sequence. Also, another important question is that: how the energy for RNA polymerase to move is provided? Our ribonucleotides are carrying three phosphate molecules. That’s why, they are called adenosine triphosphate or guanine etc. When they are added to the newly formed strand, they will release two of the phosphate in their bases and provide the energy necessary for RNA polymerase. There are some significant differences between the RNA polymerase and DNA polymerase except that one is taking role in replication the other is the enzyme for transcription. As indicated before, DNA polymerase is taking place in the addition of deoxyribonucleotides in the replicated DNA, while RNA polymerase adds ribonucleotides in the newly transcribed RNA molecule. Also, DNA polymerase needs a primer in order to initiate the transcription, but for RNA polymerase it is not necessary. Lastly, in the replication, the repair mechanism is highly active since we are duplicating the DNA, the errors shouldn’t be tolerated that much, but during the transcription there might be some tolerance to mistakes since after the transcription the deformed or faulty mRNA will be recognized by a mechanism and be degraded. There are five major classes of RNAs. First one is the mRNA (messenger RNA). It is so much important since it is the template and carries the genetic information for the protein synthesis. In the cell, it can be found in really small amounts. The importance of the function and the amount of it is inversely proportional in this case. Second one is the rRNA (ribosomal RNA). This is the most abundant RNA type in the living organisms’ cells. As the name is indicating, this RNA type is responsible for the structural design of the ribosomes. Ribosome (which is the place where the translation occurs) is mostly composed of rRNAs and the ribosomal proteins. Ribosome formed in the nucleolus by the association of the rRNA and ribosomal proteins. Third one is also really important for the protein synthesis to occur, it is the most important adaptor in the living organisms’ cells. It is tRNA (transfer RNA); include anticodons which recognises the codons on the mRNA and then attach t o the corresponding protein and brings the amino acid to the ribosome structure and helps forming of the correctly ordered polypeptide chain. Fourth one is the snRNA that is responsible for the splicing of premature mRNA. The other types of RNAs are providing various benefits to the cell and take role in the cellular activities. It is known that the elongation of the new strand should be from 5’ to 3’. So this newly formed strand should use the template that is moving from 3’ to 5’. By pairing with the 3’ end, its initial point will be 5’ and it will elongate through 3’. According to the direction of the movement of RNA polymerase, the mechanism will decide which strand (bottom or top strand) will be used by looking for the 3’ end of the DNA template. Since there are different kinds of RNAs are formed, there should also be different type of RNA polymerase in eukaryotic cells. RNA polymeraseI is used in the transcription of specific rRNA molecules. RNA polymerase is used in order to produce genes that carries the information for protein synthesis (including mRNA) and also snRNA. Lastly RNA polymerase III transcribes the tRNA molecules, some rRNA and snRNA. The mechanism of the transcription is a little bit complicated. Because there are lots of additional proteins are involved in the process, without them transcription can’t occur in eucaryotes. There will be comparison between prokaryotic and eukaryotic transcription machinery in the following parts of this essay. Let’s start with the transcription of the eukaryotes since it is much more complicated when it is compared to the prokaryotic system. At first, for the initiation of transcription in the eukaryotic gene has a specific sequence which is called as promoter and composed of TATA sequence. This sequence has an essential role in the transcription Ã…Å ¸n order to initiate the process. This TATA sequence is around 25 base pairs upstream from the initiator site and RNA polymerase II recognizes this site and can binds there with the help of protein complex which is called as transcription factors .The first general factor that is used in the process is TFIID and cont ains a specific part that is called TBP (TATA binding protein). TBP will fit the TATA box and activates the addition of other general transcription factor binding. When they are added to the complex RNA polymerase (contains other transcription factor on it) will be able to bind to the start site. Another important factor in the transcription initiation is the activator proteins. Those areTFIIH has a key role in this process since its ability to give the signals for the unwinding of the DNA strands by hydrolysis of the ATP. This ATP usage by TFIIH causes some modification to occur on the RNA polymerase (mostly phosphorylation). This process changes the RNA polymerase’s shape and allows the detachment of the transcription factors from the complex so from now on the initiation of the transcription ends and elongation process is ready to start. For the transcription initiation to carry on, there are some specific sequence on the genome that are called â€Å"enhancers†. Enhancers have a specific property, they are the site for activator protein binding. Enhancers may be thousands of base pair away from the RNA polymerase binding site however it has a specific ability to bend over and find the RNA polymerase so eventually let the activator proteins to interact with the other transcriptional factors on the start site or on the RNA polymerase. In addition to that in order to create a chance for the protein complex to bind to DNA, DNA must be loosely packed. Since, in normal conditions, DNA is found in a very strictly packaged conformation, this must change. Proteins need some sequence to be bound, however if the DNA is packaged strictly in the nucleosome, the transcription factor binding is impossible. So, there are some complex processes that are responsible for the change the packed conformation of the DNA and increase the approachability of the DNA by the transcriptional factor and RNA polymerase. There are mainly two ways to accomplish this aim: chromatin remodelling complex and histone modification. Remodelling complex separates the histones from the DNA strands slightly and the DNA will have a loose conformation. Histone modification is the second way for the increasing of the deforming the packed DNA. Histone acetylation is the best known technique. Histone acetylation causes the histone proteins on the nucleosome t o release the DNA slightly and make protein binding to DNA possible. Second step of the transcription is called the elongation process. There are some elongation factors which provide the attachment of RNA polymerase to DNA throughout the transcription process. Also, they carry out the RNA polymerase and increase its tolerance to the different sequences that should be transcribed. In the elongation stage, the ribonucleotides will be added to the newly formed RNA strand and at the end there will be a termination signal which causes RNA polymerase-DNA interaction breakage and lead to the product which is called precurser mature mRNA (pre-mRNA). Eukaryotic pre-mRNA needs to be exposed to some modification and of course alternative splicing. Since our genome, most of the eukaryotic organisms’ genome is composed of coding (exon) and non-coding (intron) regions, in order to translation process to occur, the pre-mRNA must cleaved from the intron sequences. In addition to that, pre-mRNA needs to be modified and the 2 ends of the pre-mRNA must have some additional feature. This is important because the translational process can’t occur without the cap modifications. Those modifications marks the mRNA as a healthy and usable product and also help the mRNA to be transported to the cytoplasm (protein synthesis occurs in the cytoplasm) from the nucleus. Firstly, let’s indicate the cap modifications. In the pre-mRNA, there are 2 caps: 5’ cap and 3’ cap. 5’ cap should be modified by the addition of 7-methylguanosine. This procedure is activated by phosphates enzyme, guanyl transferase (GTP to GMP+PP) and methyl transferase. By addition of methylguanosine, the mRNA product is separated from the other RNA molecules and also mRNA, now, will be able to transported to the cytoplasm. 3’ cap is also exposed to additional modification: Poly Adenine tail. At the end of the mRNA product, there will be addition of adenine ribonucleotides and this sequence will prevent the degradation of the mRNA. However, the most exciting and different process that the eukaryotic pre-mRNA is faced with is the splicing. At the beginning and end of each intron, there are a specific sequences that indicates that the machinery is dealing with an intron. The 5’ end of the intron mostly contains GU and 3’ end of it contains AG. Also we have specific base in the middle of the intron, Adenine, which is also called as a branch point and gives the signal for 5’ end binding and the formation of the lariat with the help of the snRNPs. What are the snRNPs and what is their role? At first, as it is claimed in the earliest pages of this essay, there is a specific RNA type which is known as snRNA (small nuclear RNA) which are the important factors in the RNA splicing. In the splicing theory, the 5 of them play an active role: U1, U2, U4, U5, U6. Those particles recognise the exon and intron end and start points and can distinguish them so help the splicing process a lot. Each of them co ntain at least seven proteins and form snRNPs (small nuclear ribonucleoprotein) which afterwards creates a structure that is called a â€Å"spliceosome†. Now, in the following section each snRNP that is actively join the splicing process will be explained. At first, there is a BBP protein which binds to the branch point (mostly Adenine). U2 snRNP recognizes BBP binding and replaces this protein with itself and form interaction with the branch point. U2 pushes A to the outside of the sequence and allows the attack of the 5’ site to this specific base. U1 initially recognises the 5’ end of the intron. U4-U5-U6 joins the process as a triplet. U4 and U6 is dissociated from each other and U6 removes the U1 snRNP and sits onto the 5’ end. U6 and branch point interacts and come closer (the process is called first phosphoryl transfer-reaction). At the end of this process lariat formation occurs. Lastly, U5 causes exon-exon interactions and second phosphoryl-transfer reaction takes place. At the end of this process the RNA is spliced and the mature mRNA is formed. In mature mRNA, there is 5’ cap, 3’ poly a tail and no introns. From now on, this mRNA is ready to synthesise the protein (the process of translatio n). Also, there is a theory of alternative splicing which should be mentioned in the discussion about the RNA splicing subject. After the removal of the introns, some exon can leave the sequence and cause alternative sequences. In this process, no shuffling of exons is allowed, but some of them leave the track. The first exon, which carries the start codon AUG, can’t change. It must be always found in the first position of the mature mRNA. The last exon of the spliced RNA must also contain one of the stop codons (UAA,UAG, UGA). But, other exon sequences are allowed to change without shuffling. Exon orders must be preserved. The below diagram indicates the process of the alternative splicing: Lastly, it is important to mention about the differences between the eukaryotic and prokaryotic transcription. In prokaryotes, we have a special term for the DNA which is called an operon. Operon carries the information for more than one gene and transcribed by the single promoter, eventually create a single mRNA which contain more than one gene. This single mRNA will be translated and eventually produce more than one protein, this characteristic of the prokaryotic DNA is called as â€Å"polycistronic† gene. However, in eucaryotes, there is only one gene that is transcribed at once. That’s why eukaryotic organisms are called as â€Å"monocistronic†. Prokaryotic transcription is only dependent to one factor in order to hold the RNA polymerase on the DNA while the eukaryotic transcription needs so many transcription factor, additional proteins and mediators. Also, since the prokaryotic DNA is found in a loose conformation in its original form, there is no need to use additional modification to destroy the packed structure as in the eukaryotes. So prokaryotic transcription machinery doesn’t use any chromatin remodelling complex or histone modifications. Prokaryotes don’t have intron in their pre-mRNA so there is no splicing in their mRNA after it is synthesised. They are free from introns, their mRNA is composed of more than one gene. Lastly, prokaryotes don’t need additional cap modification after the transcription of the mRNA. the mRNA can be easily transcribed as soon as they are synthesised. References: Belfort, M. (1989). RNA: Catalysis, splicing, evolution. Amsterdam: Elsevier . Belotserkovskaya, R., Saunders, A., Lis, J., Reinberg, D. (n.d.). Transcription through chromatin: Understanding a complex FACT. Biochimica Et Biophysica Acta (BBA) Gene Structure and Expression, 87-99. Dahlberg, J. (1989). RNA processing. San Diego: Academic Press. Darnell, J., Lodish, H. (1990). Molecular cell biology (2nd ed.). New York: Scientific American Books :. Elliott, D., Ladomery, M. (2011). Molecular biology of RNA. Oxford: Oxford University Press. Goodrich, J. A.; Tjian, R. (1994). Transcription factors IIE and IIH and ATP hydrolysis direct promoter clearance by RNA polymerase II. Cell. Latchman, D. (2004). Eukaryotic transcription factors (4th ed.). Amsterdam: Elsevier/Academic Press. Locker, J. (2001). Transcription factors. Oxford: BIOS ;. Ohyama, T. (2005). DNA conformation and transcription. Georgetown, Tex.: Landes Bioscience/Eurekah.com ;. Raven, Peter H. (2011). Biology (9th ed.). New York: McGraw-Hill. Stamm, S. (2012). Alternative pre-mRNA splicing theory and protocols. Weinheim: Wiley-Blackwell. Wagner, R. (2000). Transcription regulation in prokaryotes. Oxford: Oxford University Press.

The effectiveness of the Non Native Speaking Teacher Essay -- Language

Introduction With the number of English users around the word reaching a probable 2 billion (Crystal 2003), it can be confidently stated that the English language has achieved the status of the world’s lingua franca (Wardhaugh, 2006). The increase in the use of the language has led to an increase in the demand for English language courses (Nunan 2003). Therefore, this has also led to an increase in the demand for English language teachers. These teachers can be both Native Speaking Teachers (NST) and Non-Native Speaking Teachers (NNST). This essay will set out to evaluate the effectiveness of the NNST on learner acquisition of the target language. In this essay, the NNST will be used to refer to someone for whom English is not their language first language, but is a second or foreign language. Also, the target language referred to in this essay, is the English language. Another important point is that it will be necessary to support the arguments by comparing the NNST and NST. This essay w ill suggest that the NNST is as good as the NST when teaching the ESL class is monolingual Model (Learner vs. Language) Many people think that NSTs are the best model since they speak the language naturally (Sahin 2005). According to Rampton (1996), NSTs who do not possess teaching qualifications are more likely to be hired than NNST who are both as qualified and experienced teachers of English as a Foreign Language (EFL). Even students may generally look for NSTs because of their natural fluency. However, it might be argued that speaking a language and teaching a language are two separate issues. Medgyes (1999) draws a distinction between language model and learner model. He argues that NST are better language models, as learners may want to ... ...Oxford University Press. Rampton, M. B. H. (1996). Displacing the "native speaker": Expertise, affiliation, and inheritance. In T. Hedge & N. Whitney (Eds.), "Power, pedagogy & practice" (pp. 9-22). Oxford: Oxford University Press. R. Terrance R. Boak and Rodney C. Conklin. The Effect of Teachers' Levels of Interpersonal Skills on Junior High School Students' Achievement and Anxiety American Educational Research Journal. Vol. 12, No. 4 (Autumn, 1975), pp. 537-543 Sahin, Ismet (2005). The effect of Native speaker Teachers of English on the Attitudes and Achievement of Learners. Journal of Language and Linguistic Studies, Vol.1, No.1 Senel, M (2006). Suggestions for Beautifying the Pronunciation of EFL Learners in Turkey. Journal of Language and Linguistic Studies, Vol.2, No.1 Wardhaugh, Ronald (2006). An introduction to sociolinguistics. Wiley-Blackwel

Personal Narrative: My Crush :: essays research papers

It’s been a long time since I last wrote a letter for Douglas. He was really a special crush. My crush when I first set foot in Mindanao, from high school through early college years. For treasuring him that long, it was inevitable for a special place in my heart to be created for him. I remembered putting initials of letter â€Å"D† to some of my things just to show how much I claim him to be part of my life already. I remember how ecstatic I am every time I see him come home, we were neighbors before. And as I always say, our house were very close—only a row of plants separating both, its impossible we won’t get closer too. He was the most handsome man in my world and my exclusive crush for four years. But of course, when I went to college there were other handsome men (and they were really gorgeous) so Douglas no longer held an elite spot. It was shared but he was still the original crush and counting. That’s about another eight years. Now I am i n late 20’s and the special spot hidden somewhere in my heart started crying out months ago. And for all the busyness I have, it’s only now I am able to listen well to its weeping. Its crying because it knows it has to go and give up the spot to that special place in my heart where God is tidying and preparing for what we fondly call â€Å"God’s will†. See, God made something happen that now forces me to eradicate the spot. Douglas got married last 2005 to a girl from Manila. God allowed it to happen even if He knows that Douglas would surely cry if he knew how much I have treasured him in my heart for more than a decade! I can’t help but think of â€Å"shit† when I think of how much I wasted this special spot, special place in my heart crap. I wince every time I accidentally think of the fact that he is married without even acknowledging just an hour of my decade long devotion. I can’t help but think of how much less that girl deserv es Douglas because I was the one waiting and that girl was not even looking out their window to check if Douglas has come home from campus every weekend.

Essay --

Aliza Lichy Ms. Hoff American Government 1/15/2014 The Importance of a Strong Middle Class Having a strong middle class indicates that America’s democracy will be effervescent and its economy will be beneficial, which will lead to the notion of precisely what America is all about. The setback is that the weakness of America’s middle class not only harms those affected by it, but all other individuals living in the U.S as well. America’s incomes are deteriorating or weakening, while items necessary to live increase in cost, and the probabilities of falling behind are beginning to develop. It is important that the gap between the upper class and the lower class is condensed, this way a strong middle class will be emitted. The modern persona of middle class citizens in America derives from the post World War II era. In 1944, the GI Bill was created to provide returning veterans with money to cover college, business, and home mortgages. This money gave servicemen the opportunity to afford a home of their own for the first time ever resulting in the vast pr oliferation of residential construction. This was how American subdivision commenced (Suddath). The fault in the subdivision initiated when the strong gap between the upper class and the lower class formed due to income inequality, race and gender disparities, education, and technology. The American government is working to rejuvenate the middle class and shorten the gap between the upper and lower class. In 2012, Vice President Joe Biden stated, "America's middle class is hurting, it is our charge to get the middle class — the backbone of this country — up and running again" (â€Å"A Strong† n.d.). The revitalization of America’s middle class is possible. In order to do so, the costs ... ...ny other ways that income is received consistently. Race and gender disparities are also a cause of the gap. The â€Å"gender earnings gap† in America as well as the â€Å"Gender Wage Gap† are other names for the difference in a male and females income year round. This information is gathered and used by economists and federal agencies as part of the current population survey. In 2010 the median income of year round workers was $42,800 for men, compared to $34,700 for women. The ratio of money earned was 0.81, reaching a somewhat higher ratio than that of 2008. The female-to-male earnings ratio of 0.81 means that, in 2009, female FTYR workers earned 19% less than male FTYR workers. The determination of the difference in income does not include the experience, education, skill, qualification, and more of the males and females as long as its full time (â€Å"Income inequality†).

Multistep Synthesis of Benzilic Acid

Multi-Step Synthesis of Benzilic Acid from Benzoin Abstract: The main purpose of this experiment was to convert a secondary alcohol to a ketone, utilizing a mild and selective oxidizing agent. In addition, this converted alpha diketone was then subjected to rearrangement to a carboxylate salt, then acidification, to produce an alpha-hydroxyacid. In this experiment, benzoin was used and converted into benzil, which was then used to synthesize benzillic acid. The yields were not ideal: . 081g of benzil- a 27. 5% yield; . 038g of benzilic acid- a 34. 7% yield. The matching melting points and IR readings, however, confirmed a high degree of purity for each compound: 95. 6 °C for benzil, and 104. 5 °C for benzilic acid, meager . 632% and . 333% discrepancy from literature values, respectively. Finally, the IR absorption frequencies on the attached graphs illustrate the successful removal of the alcohol in the oxidation step and successive return of the alcohol/creation of carboxylic acid, following rearrangement. Multistep syntheses are essential to producing complex molecules.This experiment illustrated the importance of verifying intermediary products are pure, by utilizing different techniques such as IR and melting point. Below is a diagram of the overall reaction. First Reaction: Second Reaction: Introduction: The multistep reaction from Benzoin to Benzillic acid involves multiple organic chemistry concepts, such as oxidation and re arrangement. The first part of the experiment involves the oxidation of benzoin to benzil, utilizing a mild oxidating agent. The process of oxidation is used in all organic chemistry labs and is essential to a wide variety of synthesis reactions.In addition, oxidation reactions are essential in the the biochemistry of most living organisms. This experiment also breaks down oxidizing agents into selective and non-selective agents. For this experiment’s purposes, nitric acid was used, as it is selective towards secondary alcohols, oxidizing them to ketones. The second part of this experiment involves the rearrangement of benzil to benzillic acid or, more generally, the reaction of an alpha-diketone to an alpha-hydroxyacid. This reaction was first conducted by Justus von Liebig in 1838 (1).The basics of this reaction involve the formation of a carboxylate salt from an alpha-diketone; acid is then added to produce an aromatic alpha-hydroxyacid. The reaction conducted in this expe riment is an essential base step in the synthesis of pharmaceuticals and certain hallucinogenic drugs. The synthesis of Benzil from Benzoin is shown below: The above reaction shows the condensed oxidation of benzoin to benzil. The following diagram shows the condensed reaction of benzil to benzillic acid. Rearrangement occurs to form a salt, then the salt is acidified to form benzillic acid.Once the products of each step were obtained- benzil and benzillic acid- their melting points and IR readings were obtained. These two measurements were used to prove that the correct product was formed without any impurities. One of the major risks in this experiment is loss of product through multiple filtrations. To minimize this problem, the filtration steps should be carefully and slowly executed. This ensures that the least amount of reactants are lost. In addition, recrystallization can occur too quickly if a hot solution is directly placed in an ice bath, allowing impurities to be trapped within the precipitate’s crystal lattice.To avoid this, the solutions should be given ample time to cool to room temperature before adding the solutions to an ice bath. These precautions were taken to try to reach our goal of a high percent yield of product with little to no impurities. There were no new techniques used in this experiment, however there were old techniques used to provide information/obtain a product. The first technique was crystallization which was useful to obtain a solid product that can then be purified. Another old technique utilized was filtration, via hirsch funnel and vacuum. This technique was used to obtain a purified product, removing impurities.Once the final solid product was obtained in both reactions the melting point procedure was used to determine the level of remaining impurity of the final product, comparing the experimental and expected values found in literature. In conjunction with the melting point procedure, infrared spectroscopy was used to reveal the different functional groups of the products. In other words, the IR machine indicates whether our final product matches up with the desired one, matching carbonyl and alcohol absorption peaks (or the lack thereof) to their theoretical presence (either benzil or benzillic acid).Procedure: 1. 5ml of nitric acid was added to . 30g of benzoin in a conical vial with a stir vane. The mixture was then heated in a 70 degree Celsius water bath, while stirred, for one hour. The mixture in the conical vial was then cooled to room temperature and, using a pipette, the solution was transferred to a beaker containing 4ml of ice water. The mixture slowly crystallized in the beaker and the crystallized product was filtered on a hirsch funnel with vacuum. 5 ml of cold water was used to wash the product and then the product was allowed to dry.The solid product was then collected from the funnel and added to a hot 95% ethanol solution in an Erlenmeyer flask and completely dissolved . Once the solid was dissolved completely, the solution was allowed to cool to room temperature. Once yellow crystals formed, the solution was placed into an ice bath. The product was then collected and filtered again on a hirsch funnel with vacuum. The product was then washed with ice cold 95% ethanol. Once completely dried, the crystals were weighed and the final mass, percent yield, melting point, and IR reading of the crystallized product measured/calculated. 100g of benzil and . 30ml of ethanol were mixed in a conical vial.The solution in the conical vial was then heated to about 100 degrees celsius until the benzil dissolved. Then . 25ml of potassium hydroxide was added dropwise to the vial. The mixture was then heated to 110 degrees for 15 minutes, then allowed to slowly cool to room temperature. The product was transferred with a pipette to a 10ml beaker and cooled in an ice bath for 15 minutes. 1ml portions of ethanol were added once crystallized and filtered. The product w as then transferred to a 10ml beaker with 70 °C water, allowing the product to dissolve. 0. ml of HCL acid was added dropwise and the mixture was allowed to cool and then transferred to an ice bath. The crystals were collected on a hirsch funnel and washed with 4ml of cold ice water.The crystals were dried and collected for final mass, percent yield, melting point, and IR reading. Results and Discussion: Table 1: Mass and Molar Quantity of Starting and Synthesized Materials; Percentage Yield and Both Experimental and Theoretical Melting Points of Products and Percent Discrepancy| Compound| Mass (g)| Quantity (mol x10-4)| % Yield| M. P. EXP ( °C)| M. P. THEO ( °C)| % D| Benzoin| 0. 298| 14| -| -| -| -| Benzil Yield| 0. 081| 3. 5| 27. 50%| 95. 6| 95. 0| 0. 632%| Benzil Start| 0. 1001| 4. 76| -| -| -|   | Benzilic Acid Yield| 0. 038| 1. 67| 34. 97%| 149. 5| 150| 0. 333%| The initial mass of benzoin and its yield of benzil in the first part of the experiment, as well as the star ting mass of benzil and its yield of benzilic acid in the second part.Note that the yield from part 1 was not the same amount used at the start of part 2. Also shown: the converted molar quantity of each mass and corresponding percent yield for the two synthesized compound, as well as their experimental and theoretical melting points and percent discrepancy between these values. As noted, the â€Å"Start† weight of Benzil- in row 3 of Table 1- differs from the â€Å"Yield† weight- in row 2. The yield, itself, was not used in the second part of this experiment: the synthesis of benzilic acid from benzil. Furthermore, an error occurred in the second portion of the experiment and very little acid product was salvaged; thus, the yield shown for benzilic acid is data that has been shared from another synthesis (this product yield was from _____ and his lab partner). Additionally, this alternative product was the one used in determining a melting point. Graph 1 illustrates t he successful oxidation of benzil, as the alcohol has been eliminated. As expected, it also retains a strong peak at ~1657cm-1, indicating the carbonyl groups present in the diketone, although this is a slightly lower absorption than expected. Graph 2 also presents a successful synthesis, as a relatively strong and somewhat broad peak appears around 3390cm-1, suggesting the reemergence of an alcohol and potential presence of the carboxylic acid; that the peak at 1715cm-1 remains strong, confirms his.SAMPLE CALCULATIONSCalculation of Benzil Percent Yield: Moles BenzilMoles Benzoin=. 081g? 210. 23g/mol. 298g? 212. 24g/mol=3. 85? 10-4mol14. 0? 10-4mol=0. 275? 100%=27. 5% Calculation of Benzilic Acid Percent Yield: Moles Benzilic AcidMoles Benzil=. 0380? 228. 25g/mol. 1001? 210. 23g/mol=1. 67? 10-4mol4. 76? 10-4mol=0. 3497? 100%=34. 97% Calculation of Percent Discrepancy in Benzil Melting Point: %D=xTHEO-xEXPxTHEO? 100%= 95. 0? -95. 6? 95. 0? =. 00632Ãâ€"100%=0. 32% Calculation of Perc ent Discrepancy in Benzilic Acid Melting Point: %D=xTHEO-xEXPxTHEO? 100%= 150. 0? -149. 5? 150. 0? =. 0033Ãâ€"100%=0. 33% Both steps of this experiment’s synthesis are considered successful. Though not in the desired quantities, a product of benzil was obtained from benzoin and that of benzoic acid from benzil. The initial step, synthesis of benzil, resulted in a yield of 27. 5%, despite an encouragingly smooth synthesis. The synthesis may have called for a second, more thorough recrystallization to appeal this yield.The recrystallization was performed correctly; however, the mixture was likely not allowed to cool at an ideally slow rate. It was removed from the hot plate and, shortly thereafter, transferred to the ice bath- likely, before it had calmed to room temperature. This could have interrupted the ability for the product to crystallize without impurities being trapped within its lattice. During the second portion of this experiment, a known, pure quantity of benzil w as used to synthesize a 34. 97% yield of benzilic acid. This small yield is likely also due to factors similar to the aforementioned.Additionally, the recorded yield was shared from another synthesis; the original synthesis performed yielded too small and impure an amount of product to effectively determine a melting point and I. R. spectra. This failure may certainly be attributed to an error during the recrystallization, prior to the initial filtration. Proper care was taken to allow the solution to cool very slowly during this second recrystallization. Unfortunately, once the solution was transferred to the ice bath, a large chunk of ice crystals somehow fell over the lip of the flask and into the mixture. Being that the intermediate was relatively water

Analysis of Alfred M. Green’s Speech

Persuasion is the influence of beliefs, attitudes, proceedings, intentions and other such things it is a process aimed at a persons or groups attitude or behavior towards some event, idea, object, or person. Albert kB cleverly using ups connection and inspiration to twine his gadfly African Americans to join the ranks of the military. He connects with them by non only utilise unifying diction but besides by appealing to their emotions, namely by speaking of their common historical plights, their sires or fathers. unripe, kind of of separating himself as the speaker, from his audience, and singling out the individuals do up the audience, in attempt and look forward to of persuading each and every one of them apiece through the appeal of logic, as make commonly in the execution of telling speeches, uses unifying diction to connect with his fellow African Americans. He does so by using such phrasing as we instead of you or I and ours instead of yours. This simple change in expression choice makes his tone sound artless and genuine.Through the use of the word brethren, special K is able to makes unearthly connection. Brethren is the formal word utilise for brother in many sacred scriptures predating the 12th century. Green hopes to connect with them at an emotional as well as spiritual level through use of commonly labeled as religious diction that is familiar to the African American people of this time, of whom a majority atomic number 18 highly religious Christians. He excessively connects with his audience through references to their common history, concerning their sires or fathers, dating back to the times of chapiter and the Revolutionary War.He brings to light the failures to bring them into fruition as citizens and abuse caused by the fugitive-slave laws, Dred Scott decisions, indictments for treachery Green does not hide these acts of humiliation, outrage and abuse he claims that it is their duty is not to cavil everywhere p ast grievances. He tells his fellow brethren that they should not keep grudges over the past for it has already happened and cannot be altered.Instead, he pushes and attempts to persuade them through inspiration, to call back action and charge of the put forward and change the incoming for the amend. To truly inspire another, one must appeal to their deep emotion and event ad Green does in his speech. Green makes reference to ones keep an eye on and values as he explains they may again give evidence to the manhood of the bravery and patriotism of a course in whose hearts burn the recognise of country of freedom, and of civil and religious toleration. Green speaks of duty when telling them they must intent to hope for the future and improve the present auspicious movement to make brand-new their claims upon the justice and recognise of the Republic, nor let the honor and glory achieved by their fathers be darned or sullied by a inadequacy of heroism. What Green mean s by this is that he and his fellow brethren should not sulk over the rights and wrongs of the past but instead take action to form and enforce better for the present and upcoming future. Green wants them