Will Online Education Finally Replace Regular Schools Education Research Paper

Will Online Education Finally Replace Regular Schools Education - Research Paper Example , is not a future possibility for which higher education must prepare, it is a current reality creating opportunities and challenges for educational institutions; a reality offering students expanded choices in where, when, how, and from whom they learn; a reality making education accessible to ever larger numbers of persons† the benefits that accrue distanced education are numerous, and the critics’ sentiment that the system is doing more harm than good should be shunned. Distance education has seen enrolment increase over time, and the learners who are in underserved regions have the opportunity to access education. Education become assessable to the learners who found it difficult to attend a regular school due to time constraints and geographical issues. It is important to indicate that schooling in the 21st century strongly requires ICT techniques to be incorporated to the curriculum. Computer skill are well instilled to the students who practice distance learning as compared to the student in regular school. There are also very confined skills in matters such as critical thinking, independent learning, research, computer usage, creative thinking, problem solving, time management, and decision making (Barker & Wendel, 2001). Educationists have suggested that learning should be student centered rather than teacher centered, this is very achievable in distance learning since the student is much involved in the learning process as compared to the st udents in regular school system. There are numerous expansion in distance education technologies (Karaim). And for this reason curriculum developers have positioned themselves to make sure that the education system is better compare to regular education that is facilitated by a teacher. Distance education with the aid of technology is offering a similar interaction between a teacher and a student. It will be baseless to argue that teaching of subjects such as mathematics can only be done attained in a regular

Asian Contributions Essay Example for Free

Asian Contributions Essay Many years ago, the laws of the United States prohibited Asian immigrants from entering the country. This law was eventually revoked and in 1952 legislation passed that allows people of all races to become United States Citizens. According to the U.S. Embassy website (n.d.), â€Å"today Asian Americans are one of the fastest growing ethnic groups in the country, currently approximately fifteen million people of Asian descent live in the United States† (para. 2). This paper will examine the influences these growing Asian-American communities have on the social and cultural structure of American society. According to an article by Lam (2009), â€Å"Asian cultures have evolved and fully integrated into the American culture in the twenty-first century to the extent it is often non-Asian Americans who practice and promote Asian cultures† (para. 9). Asian Americans are individuals whose ancestries and backgrounds originate in the Far East and Southeast Asia. Asian American communities and their cultural influences have made their mark on the social and cultural structure of American society. From herbal medicine to acupuncture, the Asian American impact is visible in numerous aspects of American society. Medicine – Herbal medicine and acupuncture are an alternative medicine for pain management that originated in the Asian culture. This along with meditation and India’s yoga as well as herbal massage therapy are viewed as a holistic approach to health and stress management. Exercise – Tai chi chuan as it is known is an ancient Chinese exercise that has been adopted by Americans as a graceful form of exercise. Tai chi as it is known in America focuses on deep breathing and focused movements. This exercise that has been adapted to American societies is also used as a form  of martial arts. Martial Arts – Asian American’s have influenced American societies with the incorporation of martial arts into American culture. From Jiu Jitsu to Judo to Karate or Mixed Martial Arts all are types of defensive training that remains prominent in Asian American communities. Asian cuisine – It is difficult to travel in any part of the United States without encountering some type of Asian cuisine. Some of the most likely restaurants are Chinese, Japanese, Thai, and Vietnamese. This Asian style of cuisine has offered Americans such dishes as fried rice, chow mein, egg rolls and teriyaki. Not to mention that many American homes now have woks as part of their kitchen utensils in order to prepare Asian dishes at home. Religion – While the largest portion of the Asian American population is Christian there are still some members that continue to recognize the religion of their homeland. This religiously diverse ethnic group has contributed to the growth of Hinduism and Buddhism among American societies and cultures. As stated by Lam (2009) â€Å"according to a survey completed in 2003, thirty percent of Americans state they are familiar with the Buddhist teachings and twenty-two percent claim to be acquainted with Hinduism† (para 23). This author is unfamiliar with the concept of Asian American television networks, periodicals or magazines; however it is uncommon to tune into a Saturday morning cartoon network without seeing the Japanese animes dominating these stations. It is the consensus of this essayist that the Asian American communities have in the past throughout their immigration to the United States and will continue to influence the cultural and structural framework of American society. References Lam, A. (2009). From philosophy to food, Asian culture inspires americans. Retrieved: December 21, 2012. From: www.america.gov United States Embassy. (n.d.). Retrieved: December 22, 2012. From: www.usembasy.de/society-asians.htm

Ivan Denisovich Essay -- Social Issues, Poverty, War

The crimes of Stalinism in Europe are endless. The experience of the people who lived under the Soviet regime after the end of World War II lived in a time of terror, hopelessness and misery. For Soviet citizens and the prisoners life was miserable. One Day in the Life of Ivan Denisovich, a short novel written by Alexander Solzhenitsyn, is a story about the one day in the life of a person caught between the chaos of the war and the faceless entity that controls their lives. The story takes place somewhere in Siberia in 1951 at a â€Å"special† (forced labor) camp. Ivan is sent here after escaping from the Germans that captured him and some other men on the northwest front. Due to the control and paranoia of Stalinism, instead of being welcomed as a hero, he is accused of being a spy for the Germans and is forced to â€Å"confess† or be killed (71). During this one day of Ivan’s life the iron clad control Stalin has is apparent in daily life and there are little touches of humanity, faith and hope that give him and the others on the 104th the strength to get through each day at the camp. Ivan is representative of mainstream Soviet society; he is an uneducated, peasant Russian man. Ivan has an average name and does not aspire for much and his needs are fairly simple. The first suggestion of Ivan being uneducated is at the beginning of the story when Ivan goes to the dispensary in hopes of getting out of work for few days. From the masonry work that the squadron does during the day we know that Ivan is a skilled laborer. The other prisoners in his squadron long for freedom but Ivan views freedom as home. Ivan received a sentence of ten years but learns later that there is a chance that they could give him another term at the camp or he woul... ...world and after the work day ends continues to work. This is only space that Ivan feels he can claims as his own. The prisoners quietly fight the system by holding onto anything that makes them feel they still have individuality and control. Solzhenitsyn illustrates the life of an average Soviet citizen. Stalin controlled everything about a person’s private and public life. Individuality was taken away through various methods such as making giving numbers instead of names and taking away personal belongings. Families were torn apart by sending men away to camps and letters were censored. People were deprived of all things that made them feel human. The story emphasizes the importance of having faith to endure hard times and to keep the human spirit intact even in one of the most ominous regimes in history. Ivan concludes that it was â€Å"almost a happy day† (p 159).

India’s Nuclear Policy

The relationship between International Nuclear Regimes and developing nations is a matter of passionate debate. Debate is in process on certain issues like nuclear policy, on grand strategies, on basic political values etc. It is a debate with implications for our individual and collective existence and raises fundamental question about political preferences, approaches and pathways ahead. The end of World War II and use of nuclear bomb presented US with new kind of strategic dilemma. How could a potentially apocalyptic technology once discovered, permanently be kept out of the hands of competitors and in March 1963, President J. F. Kennedy warned the Americans public that 15-25 states would come to posses nuclear weapons by 1970. (Spector,Sanfrancisco,1990) Currently 09 states have successfully detonated nuclear weapons of which 05 are called Nuclear Weapon States- US, Russia, U. K, France, China and rest are India, Pakistan, North Korea, and Israel. The prediction of President Kennedy did not come to pass is not because of lack of technological know how but rather several states that could have developed nuclear weapon program chose not to do so and signed NPT (Nuclear Non-Proliferation Treaty) as non- nuclear weapon states. It is the most questionable treaty by International Nuclear Regime and posses direct criticism from developing nations. The discrimination is inherent in NPT as it allows some state to have nuclear weapons while others not and it is sidestepped by the inclusion of Article VI. It represents a diplomatic victory in the cold war era; success was almost destined from the outset due to simple strategic dynamic: nuclear armed states, as they didn’t want to nullify their strategic advantage by allowing competitors to acquire nuclear weapons. http://www. ippnw. org/Resourcelibrary/Treaties Brief. Pdf) CTBT banns all nuclear explosions, whether they take place in atmosphere or underground the earth. It was negotiated in Geneva between 1994 and 1996. The treaty has not come into force. Without the support from key players like US, China, DPRK, Egypt, to a lesser degree India etc. , it faces an uncertain future. India-Pak largely owing to their low-level nuclear arms race, have not signed the treaty. Though a lot of external pressure is constantly been made for it. (http://www. ocstoc. com/docs/5313084/CTBTO-Fact-Sheet-CTBT-Comprehensive-Nucl earTeat-Ban-Treaty) FMCT- Fissile Material Cut off Treaty similarly bans the production of fissile material for nuclear weapons or other nuclear explosive devices. Again it has faced similar results as of earlier treaties. There has been a nuclear non-proliferation regime since 1957, but its future is in doubt. Increasingly bilateral influences on the International Atomic Energy Agency (IAEA) programs indicate retrenchment from cooperative multilateral behavior. Restrictions on technology transfer, undertaken in efforts to prevent the creation of the unit veto-system have impelled developing countries to break out of the collaborative framework of the regime and pursue autarchic strategies. As far as norms like universality is concerned the developing countries mistrust proposed universal institutions because of disparities in power maintaing advantages for the developed states even under ostensibly universal rules. Also the developing states countering to the International Nuclear Regimes are reluctant to accept sovereignty costs without symbolic and material compensations. Brito, New York, 1983) The Nuclear suppliers states have historically been able to monopolize the supply of materials facilities and technology, because they have the leverage of monopoly suppliers, they have been able to make demands on other states that can’t be ignored. The developing states have had little of the power within the regime enjoyed by the nuclear suppliers. (Schiff, New Jersey, 1984) Along with these the other treaties and groups like outer space treaty, Sea bed treaty, London Group, Australia Group etc. hich form the international nuclear regime are known for their discriminatory policies especially for the concern of developing nations. So it becomes necessary to study their role in making of nuclear policy of India. The Indian Nuclear Program was started in mid-1940s as India gained independence from centuries of British rule, and after the use of atomic weapons against Japan by U. S. both these legacies have had an impact on Indian leaders. In 1948 the Atomic Energy Act was set up. Under it the Department of Atomic Energy was created in 1954. (http://www. world-nuclear. org/info/inf53. tml) Obduracy of Nuclear powers of the world compelled India to go nuclear. Legitimization of nuclear weapons by international community also contributed towards India going nuclear. Rising trends of intervention by the industrialized nations in the domestic affairs of developi ng nations, among which India is also one, also compelled India to direct its nuclear resources towards nuclear weapons. It was necessary for India to protect the autonomy of decision making in the developmental process in strategic matter which are inalienable democratic rights of one sixth of the global population residing in India. From the beginning, the Indian nuclear programme was ambitious, India developed facilities for mining Uranium, fabricating fuel, manufacturing heavy water, and reprocessing spent fuel etc. the program never lost sight of the military uses of atomic energy. During 1950s Homi Bhabha, the chief architect of nuclear program, was greatly interested in developing the technology for peaceful nuclear explosions, an interest that culminated ultimately in the 1974 nuclear test at Pokhran. Yet India was a champion of NAM. Even as its nuclear program was growing, India was at the forefront of several disarmament proposals including CTBT, originally suggested by Nehru in 1954. (Rajain, New Delhi, 2005) National Security considerations -During the negotiations of Nuclear NPT in 1967, India argued against the discriminatory aspect and called it nuclear colonialism. During the course of the CTBT negotiations, there was a crucial change in the Indian stance. As Salman Hyder said â€Å"We don’t believe that the acquisition of nuclear weapon is essential for our national security and we have followed a conscious decision in this regard†. This was completely in line with the traditional Indian view point of not using nuclear weapon for military uses. But on 20-June-1996 when the Indian Ambassador to the Conference on Disarmament, Arundhati Ghose, rejected the CTBT in the present form, she said that the CTBT was not in Indian security interests and our national security considerations have become a key factor in our decision making. This was a marked shift in Indian nuclear policy making. (Peimani, New Delhi, 2000) Domestic Trends- These shifts towards global disarmament and its increasingly strident criticism of any step by step measures towards nuclear disarmament influenced by domestic or internal trends on forces. Ever since the early 1960s, hawkish sections of the Indian policy making community have argued in the domestic media in favor of building a nuclear arsenal. The 1974 nuclear tests is in part, a display of their influences. The last few governments in India have been relatively weak and unstable, all formed by coalitions of various parties with different agendas. Hence there came a little slowdown in the the nuclear policy making as parties from the left-Marxist views turned out to be an obstacle dealing with the issue at international level and many other factors also pressurized the relatively weak governments. But governments managed to follow consistent opposition to any restraints on Indian nuclear and missile program. (http://www. meadv. gov. in/govt/inducld. html) In reality however, Indian leaders including Rajiv Gandhi, V. P. Singh, Atal Bihari Vajpayee- did the bare minimum to operationalize and institutionalize the nuclear option. Also the nuclear weapons are seen by political leaders essentially as a way to enhance their domestic standing and their nation’s international status. PM Indira Gandhi’s decision to give green light to 1974 PNE was domestic politics. Similarly after series of tests in May 1998, Home Minister L. K. Advani felt compelled to issue a nuclear threat to Pakistan. While China is cited as the motivation behind India’s Nuclear Weapons Programme, but that is irrelevant to most of the Indians for whom Pakistan is a bigger threat. Similar nuclear nationalism is also evident in the actions of Indian leaders at International level. The crossover of the external pressure into the domestic political arena was evident during CTBT negotiations. Both P. VNarsimha Rao and H. D. Deve Gowda governments showed unvandering support towards India’s strategic enclave (and opposition to CTBT). But on the other hand there was perception that after 1999 the doors would be closed to enhance India’s nuclear status so much so that Former PM I. K Gujral a nuclear dove admitted that had he continued in office until Sep. 999, the pressure to test would have been difficult to resist. But in spite of weak coalition government Indian hawks managed pressure imposed by the NWS and particularly USA. Also the economic liberalization program has contributed in an indirect way to the campaign. Hand in hand with the 5-10% increase in the Indian economy has been the rise of Indian elite group who insisted to make India a powerful nation. (Sidhu, NewDelhi, 2004). India has proved that it is capable of playing hard ball with the great powers and the time has come for the west especially USA to recognize India’s nuclear status. And was done also as Nuclear deal with US, Russia, France, Canada, Kazakhstan, Mongolia etc. Till December 2008 Russia’s Rosatom and French- Areva had contracted to supply Uranium. Where as January 2009- Kazatomprom signed a MoU for supplying 300tones Uranium in 2010-11. September 2009 Uranium supply agreement with Mongolia and Namibia. March 2010 Russia offered India stake in its Sakha Republic and agreed on a Joint Venture with ARMZ uranium holding. In July 2010 the Minster of Science and technology reported that India had received 868tU from France, Russia and Kazakhstan. http://www. meadv. gov. in/govt/inducld. html) Following the 2005 agreement between US and Indian heads of state on nuclear energy cooperation, UK indicated its strong support for great cooperation and France- Canada moved in similar direction. US department of commerce, the UK and Canada relaxed control on exports of technology to Indian staying under guidelines of NSG. In October 2008 US-Congress passed the bill allowing civil nuclear trade with India and also a nuclear trade agreement was signed with France. Erckel, London, 2008) As of now India has total 19 operating nuclear power reactors other than this 04 are under construction 39- are planned or firmly proposed. 05 new Nuclear Energy Parks under construction Uranium resources 54000 tones uranium is reasonably assured resources 2350 tones uranium estimated additional in situ. (http://www. world-nuclear. org/info/info80. html) All this proves India to be a big Nuclear State with accelerated growth in the nuclear sector. Also it becomes important to look into the matter that how in spite of not signing any disarmament or nuclear non-proliferation agreement and keeping a strong standing position against all the external pressures exerted by big powers, how India managed to officially mark its presences in the nuclear club. As doing various nuclear trade agreements with countries like US, France, Canada, Russia etc. in itself position India to be a nuclear weapon state which earlier these countries were not willing to agree with. The status of India as the head of developing countries against the International nuclear regime is also the matter to be studied in order understand Indian Nuclear Policy. The dramatic changes from a nuclear dove to a nuclear hawk behavior in the Indian policy making with regard to nuclear issues is another point to be studied. And the fundamental change in the domestic politics from single party government to coalition has also marked great influence in the nuclear policy making.

Ode to the West Wind versus Life Will

It Is amazing to see the slmllarltles between their poems â€Å"Ode to the West Wind† and â€Å"Life Will† despite the differences In times & cultures as well as the fact that Elshabby didn't know any other language than Arabic was thus Indirectly influenced by the romantic school through his assoclatlon with Apollo school. Both Shelly, in his â€Å"Ode to the West Wind† and Elshabby, in his â€Å"Life Will† follow the tradition of romantic poets in recognizing nature as a rebellious force capable of making a change in our life. Shelly both admires and fears the changes nature's rebellious forces can wreak.Elshabby, however, is consumed by the hope that people will take their cue from nature and become so fully rebellious against oppression till they eliminate all sorts of oppression. Shelley's â€Å"Ode to the West Wind† expresses the hope that its words will inspire and influence those who read or hear it. Perhaps more than anything else, Shelley wanted his message of reform and revolution spread, and the wind becomes the trope for spreading the word of change through the poet-prophet figure. The poem allegorizes the role of the poet as the voice of change and revolution.It discusses political change, revolution, and role of the poet. â€Å"Life Will† by Elshabby is one of the greatest revolutionary poems written in Arab's world. It still lives till now as it had recently inspired the Arab Spring Revolutions, just as it had inspired revolution against colonization throughout the Arab world in the previous century, when it was written at 1933. The poet uses his verses to evoke people to revolt against and get rid of their oppressor, as If he wants his nation to roar at and eliminate them till there Is nothing left to oppress the people.Sometimes, the poet feels as If his people are not as responsive to his outcry as he may wish, but he doesn't lose hope. He Is consumed by hope believing his nation will revolt at last b reaking the chains with a tremendous will that can't be efeated. Both poems are similar In their classical structure & romantic content. â€Å"Ode to the West Wind† consists of five stanzas written In terza rlma. Each stanza consists of four tercets (ABA, BCB, CDC, DED) and a rhyming couplet (EE). The structure & rhyme confirm to classical tradltlon & resembles Dante's â€Å"Dlvlne Comedy†.The poem follows the romantic tradltlon of glvlng nature and Its elements life. It begins with three stanzas describing the wind's effects upon earth, air, and ocean. The last two stanzas are Shelley direct monologue to the wind, asking for its ower, to lift him like a leaf, a cloud or a wave and make him its companion in its wanderings. He asks the wind to take his thoughts and spread them all over the Winter comes, can Spring be far behind? † â€Å"Life Will† consists of six stanzas with a mono rhyme; for each verse ends with an (R). Also, the verses are divided into t wo halves according to classic Arabic poetry tradition.The declamatory beginning of the poem is another feature of classic Arabic poetry. Then Elshabby introduces the elements of nature and their spirit as the speaker of the poem showing an indirect nfluence by Romanticism. â€Å"Almotaqareb† poetry â€Å"bahr† and the (R) mono rhyme lend a quick tempo to the poem absent from Shelly's Ode. The poem is full of certainty shown in the word â€Å"AN† which means â€Å"must† and stressed by the last verse: 131 As opposed tothe uncertainty at the end of Shelly's â€Å"Ode to the West Wind†: ‘If Winter comes, can Spring be far behind?Though both poems give life to nature ; its elements, each expresses this romantic belief in a different manner. â€Å"Ode to the West Wind† personifies the west wind both as a â€Å"Destroyer† and a â€Å"Preserver†. It is seen as a great power of nature that destroys in order to create, that kills the unhealthy and the decaying to make way for the new and the fresh. In â€Å"Life Will†, Elshabby introduces the wind as a link between inspiration and revolution. It is likened to the revolutionary wind insides him. He stresses that people's will to revolt is the real life that can change destiny and destroy the chains oppressing people.Shelly's Ode shows the effect of the Wild West Wind' on land, sky & sea. The first few lines contain sinister elements, such as ‘leaves dead'. These leaves haunt as ‘ghosts' fleeing from something that panics them. Other allusions to death are ‘chariotest' and ‘corpse within its grave'. He contrasts the west wind to the ‘azure sister of the spring a reference to the east wind – whose ‘living hues and odours' evoke a strong contrast to the colours of death. The sky's ‘clouds' are ‘like earth's decaying leaves'.They also are numerous in number like the dead leaves. Through this reference the landscape is recalled again. The ‘clouds' are ‘Shook from the tangled boughs of Heaven and Ocean'. The ‘clouds' can also be seen s ‘Angels of rain', like messengers bringing change. Here, the west wind is two things at once: first he is ‘dirge/Of the dying year'; singing a funeral song about the year coming to an end and second he is â€Å"a prophet of tumult whose prediction is decisive†; a prophet who does not only bring ‘black rain, and fire, and hail', but who Will burst' it.The ‘locks of the approaching storm' are the messengers of this bursting: the ‘clouds'. Elshabby doesn't describe scenery so much as recount what the elements of life advised him. The land speaks to him. She tells him she likes mbitious revolutionary people and curses dead people who want the status quo kept. The poet calls the land â€Å"mother† invoking an intimate relationship between them. He then declares what each element of nature advi sed; the wind roared among valleys, mountains and trees that achieving ambitions means discarding caution and expending the effort to reach the final goal.He contrasts this with people who won't try to climb up the mountains and thus live forever beneath their dreams. He talks about autumn, drinking wine, sea and seeds stressing revival and the cycle f nature and describing spring and its beauty. The turning-point in Shelly's poem is the third stanza. Whereas Shelley had began by accepting the cycle of nature ; death which brings life back, he now turns to â€Å"wistful reminiscence as an alternative possibility of transcendence†.He gives an image of nature ‘so sweet that one feels alludes to his fear of the revolution that would bring about change even while he is wishing for this change. Whereas the first three stanzas began with ‘O wild West Wind' and ‘Thou†¦ ‘ and were clearly directed to the wind, there is a change in the ourth stanza. The fo cus is no more on the Wind', but on the speaker who says ‘If I ‘ Shelley wishes to identify himself with the wind, although he believes that were a he cannot do that: ‘Oh, lift me up as a wave, a leaf, a cloud'.Because he suddenly remembers his inability as a human to soar, he fall upon the thorns of life' and ‘bleed'. Elshabby also aligns himself with nature. First, he calls earth as ‘his mother'. Then he states that the wind and thunder of revolution live in his heart allowing him to listen to the music of rain as if showing him how nature moves and works all round him to encourage people to do the same; to move and work to revolt against oppression. He then asks darkness about hope, but it doesnt answer. It is the lyre that answers.It says that winter brings death but the seeds hide under ground waiting for spring to come alive. There is another dialogue between destiny and elements of nature. Destiny asks when will hope come and spring comes to answ er her with his revival of life. All through this stanza, darkness, winter and death stands for oppression while spring and seeds stand for hope of coming free. He ends the oem with a repetition of the first stanza stressing the idea that destiny must & will respond to those who has ambition for freedom & change.Shelly ends his poem with a question: ‘If Winter comes, can Spring be far behind?. This is of course a rhetorical question because spring does come after winter, but the â€Å"if† suggests that it might not come if the rebirth is not strong and extensive enough. Thus the question has a deeper meaning and does not only mean the change of seasons, but is a reference to death and rebirth as well. Shelly's Ode is about the role of the poet as the agent of olitical and moral change.In this, it resembles Elshabby's poem which invoked the people to revolt against oppression. Both describe nature and its elements as alive, but where Shelly is both admiring and in owe of nature, Elshabby is more direct in invoking the power of nature and revoking caution and fear. Also, where Shelly wishes to have the power of the wind, even though he believes it is impossible, Elshabby aligns himself completely with nature and encourage others to follow his example as the only way they can attain â€Å"life will† which can achieve their dreams nd hopes.Elshabby's poem also evokes more hope & certainty of achieving this hope, ambition & bravery as well as disregard & rejection of caution & fear while achieving it in contrast to Shelly admiration & fear of change. I might be biased in my view that Elshabby's â€Å"Life Will† is stronger and livelier than Shelly's â€Å"Ode to the West Wind†, but in that I might be pardoned as Elshabby's â€Å"Life Will† has been revived with the current Arab Spring giving us renewed hope for change and freedom and coming more alive in the process than Shelly's ode can ever hope to be.

Yellow colour precipitate Essays

Yellow colour precipitate Essays Yellow colour precipitate Essay Yellow colour precipitate Essay This is used in our experiment. 2,4-DNP reacts with the carbonyl group for a condensation reaction with the elimination of a water molecule. Take propanone as an example, The product formed is a yellow colour precipitate, so we can easily distinguish the presence of C=O group. This can also help us to identify the carbonyl compound as the precipitate collected has a sharp melting point. By using the melting point test, we can find out the melting point of the crystals formed and compare the result with a data book to find out the carbonyl compound. 2. Tollens reagent (Aldehyde only) The formula of this reagent is Ag(NH3)2+.As this reagent is not very stable, it must be prepared freshly in laboratory. To prepare the reagent, aqueous ammonia can be added in a continuous fashion directly to silver nitrate solution. At first, silver oxide will be formed and precipitate out, but as more ammonia solution is added the precipitate dissolves and the solution becomes clear as diamminesilver(I) is formed. At this point the addition of the ammonia should be stopped. This reagent is used in the silver mirror test. In this test, when there is the presence of aldehyde group, there would be formation of silver mirror.The equation of this reaction is as below [Ag(NH3)2]+ (aq) + e- i? Ag (s) + 2 NH3 (aq) RCHO (aq) + 3 OH- i? RCOO- + 2 H2O + 2 e- The aldehyde acts as an reducing agent where [Ag(NH3)2]+ was reduced to Ag(S) , the formation of silver mirror. This reaction is very useful to extinguish aldehyde from ketone as ketone does not show this reaction. Silver mirror formed in a flask 3. Fehling reagent Aldehydes are also oxidized by the Fehlings solution. This reagent is also prepared freshly in the laboratory. It is made initially as two separate solutions, known as Fehlings A and Fehlings B.Fehlings A is a blue aqueous solution of copper(II) sulfate, while Fehlings B is a clear solution of aqueous potassium sodium tartrate and a strong alkali (commonly sodium hydroxide). Equal volumes of the two mixtures are mixed together to get the final Fehlings solution, which is a deep blue colour. The Copper (II) ion is reduced to copper (I) oxide which is a red ppt, and in some cases, to copper metal (copper mirror). This is also useful to distinguish aldehyde from ketone and aromatic aldehyde as both ketone and aromatic aldehyde does not show any reaction. Using IR spectrumUsing the IR spectrum, if the compound contains a carbonyl (C=O) group, there will be a stretch in the wave number 1670-1820 with high intensity. Below is the IR spectrum of propanone Other preparation methods of ketones and aldehydes Kornblum-DeLaMare rearrangement The Kornblum-DeLaMare rearrangement is a rearrangement reaction in organic chemistry in which a primary or secondary organic peroxide is converted to the corresponding ketone and alcohol under base catalysis. Geminal halide hydrolysis The reactants are a geminal dihalide and water or a hydroxide. The reaction product is a ketone or an aldehyde.The first part of the reaction mechanism consists of an ordinary nucleophilic aliphatic substitution to produce a gem-halohydrin. Ruzicka Large Ring Synthesis Formation of large ring alicyclic ketones from dicarboxylic acids by thermal decomposition of salts with metals of the second and fourth groups of the periodic table (Ca, Th, Ce) Nef reaction Carbonyl compounds can also be formed using the Nef reaction. The Nef reaction is an organic reaction describing the acid hydrolysis of a salt of a primary or secondary nitroalkane (1) to an aldehyde or a ketone (3) and nitrous oxide (4).Precaution of this experiment 1. Concentrated sulphuric acid is highly corrosive and oxidizing, so it must be handled with care. 2. Acidified potassium dichromate is also very oxidizing, so it should also be treated carefully. 3. If any concentrated sulphuric acid or acidified potassium dichromate are in contact with our skin, we should wash it with running tap water immediately. 4. During the oxidation of propan-2-ol, safety goggles should be worn as this reaction is highly exothermic.Reference: http://en.wikipedia.org/wiki/Chromic_acid.

Gold Rush essays

Gold Rush essays The California Gold Rush was one of the most important events in the 19th century. Without it America would not be as populated and economically strong as it is today. The California Gold Rush brought many foreigners into the United States and triggered migration to the Western Coast. The California Gold Rush taught people that failure was okay and made people take risks. The California Gold Rush was the Las Vegas of the 19th century. The California Gold Rush blew the United States economy sky high and gave America a very useful and attractive resource. The California Gold Rush started at John Sutters Mill in the beginning of 1848. The first gold, discovered in January, 1848. Now if Mrs. Wimmer California Gold Rush possesses a piece which has been found earlier than mine Mr. Marshall can tell, as it was probably received from him. I think Mr. Marshall could have hardly known himself, which was exactly the first little piece, among the whole. As soon as the first piece was discovered the word spread and many within the area joined. Within time many people came from many different places within and outside the United States. People came to California to escape poverty, become rich, to cover their debts, and to try to go into early retirement. Many Argonauts were left by their spouses for going to California and were criticized by many for not helping their family. From 1848 to 1852 Californias population grew from 14,000 to 223,856 . The spread of Gold Fever was extremely rapid due to the fact that the United States had just won the Mexican War. The press (media) also had a big part in the California Gold Rush because it made people believe that every single gold digger that came to California would become a millionaire in no time and with very little effort. The news spread outside of the United States and soon immigrants started coming from countries such as China, Chili, M...