Biochemistry Atom and Covalent Bond

Natural chemistry Atom and Covalent Bond Natural chemistry: Atom and Covalent Bond- ­Ã¢â‚¬  Atoms Essay BIOCHEMISTRY NOTES -  ­Ã¢â‚¬ UNIT 2- ­Ã¢â‚¬  ATOMS ________________- ­Ã¢â‚¬  the basic unit of matter. Contains subatomic particles o _____________________ (+ charge) o _____________________ (no charge/neutral) o _____________________ (-  ­Ã¢â‚¬  charge) ELEMENTS AND ISOTOPES ___________________- ­Ã¢â‚¬  a pure substance that consists of only one type of atom. Elements are represented by a 1 or 2 letter symbol. (ie: C = carbon) The number of ___________________ in an element is that element’s _______________________. o The atomic number of carbon is 6, therefore carbon has 6 protons and consequently 6 neutrons. ISOTOPES _________________- ­Ã¢â‚¬  atoms of the same element that have different numbers of neutrons. o Isotopes are identified by their _________________________________________________ (ie: carbon- ­Ã¢â‚¬ 12, carbon- ­Ã¢â‚¬ 13, carbon- ­Ã¢â‚¬ 14) The _____________________________________________ of the masses of an element’s isotopes is called its _____________________________. Isotopes have the same number of _______________________, so all isotopes of an element have the same ______________________________________. Mass Number- ­Ã¢â‚¬  the sum of the number of ________________________ plus the number of ________________________. Protons and neutrons have about the same mass. Electrons are much ________________. Atoms have equal numbers of __________________________ and ___________________________. o Because these particles are opposite charges, the whole atom is _______________. RADIOACTIVE ISOTOPES Some isotopes are _____________________________. This means that their nuclei are unstable and break down at a continuous rate over time. IONS _______________- ­Ã¢â‚¬  an atom that has gained or lost an electron, giving it a positive or negative charge. o ___________________- ­Ã¢â‚¬  a positively charged ion o ___________________- ­Ã¢â‚¬  a negatively charged ion CHEMICAL COMPOUNDS _______________________- ­Ã¢â‚¬  formed by the chemical combination of two or more elements in definite proportions. o Compounds are typically written as a __________________________________________ (ie: NaCl, CO2, etc.) This gives you the ratio elements in the compound. o The physical and chemical properties of a compound are usually very different from those of the elements form which it is formed. CHEMICAL BONDS ___________________________________- ­Ã¢â‚¬  f ormed when one or more electrons are transferred from one atom to another. o Form between a _____________________ and a

White Privilege Essay Example for Free

White Privilege Essay ?Basically, it’s a basic idea: white benefit alludes to the both minor and noteworthy points of interest that white individuals have in today’s American culture. To be straightforward perusing this article was a colossal eye opener for me. I despite everything battle with both accepting that white benefit exists and making sense of how to dispose of it. I have never felt that I was special to be white, in any case, I guess that could be on the grounds that as McIntosh states â€Å"whites are deliberately instructed not to perceive white privilege† After perusing McIntosh’s rundown of the day by day impacts of white benefit I presently comprehend these benefits and can place myself into the shoes of other non-white people to perceive how they would see me as an advantaged white lady. I have never thought of myself as being favored, or better in any capacity that those that I interact with. The idea of white benefit doesn't deny my individual hardships that I’ve managed all through life. Hardships can be incidental, they can be something we are brought into the world with, or in any event, something that we cause all alone. These conditions are generally out of our control. A few hardships are identified with race, and the individuals who haven’t encountered those specific race-related hardships, I currently assume are white. In many manners gave predominance and the way that whites have been named as unrivaled in any capacity is the specific inverse of the manner in which I feel about myself, and the manner in which I see others in my day by day life. In the wake of perusing McIntosh’s article, White Privilege: Unpacking the Invisible Knapsack, I guess that I do see a few points of interest that I may have quite recently constantly underestimated. The one that may appear to be senseless, however I’ve consistently pondered about is: the reason do they just make white â€Å"flesh† hued bandages? I t appears to be an easy decision to me to make them in all substance tones. In my school network which comprises of second, third, and fourth grade understudies I battle to select white benefits. I don't feel that any of our school personnel or overseers consider themselves to be predominant over some other race or culture inside our school network. I guess that the way that our school head, secretary, and most instructors are white would depict predominance inside our race. Most of our staff communicate in English, anyway we do have a few bilingual instructors and staff individuals. In the homeroom condition, other than our bilingual study halls the number of inhabitants in white understudies is more prominent than that of some other race. As an educator I am focused on fairness and treating the entirety of my understudies reasonably and as equivalents in our study hall network. I don't believe that 7 and multi year old white understudies consider themselves to be prevailing of more significant than some other schoolmate. I can, anyway perceive how a Black, Hispanic, or understudies of other social foundation would feel now and again to be the minority. I imagine that this inclination, anyway is instructed to them at home, or to some degree a got the hang of sentiment of character. In my school network we give a valiant effort to consolidate other social history into our educational plan by structuring exercises that instruct our understudies about notable individuals in our history from an assortment of societies. Most of our schools populace is included white and Hispanic understudies. I imagine that all in all we could make a superior showing with coordinating a greater amount of the Hispanic culture into our school’s educational plan. In the wake of perusing this article I presently get myself increasingly mindful of the white benefit that I do hold, and am certainly going to move in the direction of building my day by day study hall schedules and exercises to incorporate a more extensive assortment of societies and examine recent developments around the world that my understudies can identify with.

Alfred Adler Biography Career and Life

Alfred Adler Biography Career and Life February 22, 2020 Public Domain Library of Famous Psychologists, Sonoma University More in Psychology History and Biographies Psychotherapy Basics Student Resources Theories Phobias Emotions Sleep and Dreaming Alfred Adler was an Austrian physician and psychiatrist who is best-known for forming the school of thought known as individual psychology. He is also remembered for his concepts of the inferiority feeling and inferiority complex, which he believed played a major part in the formation of personality. Alder was initially a colleague of Sigmund Freud, helped establish psychoanalysis, and was a founding member of the Vienna Psychoanalytic Society. Adlers theory focused on looking at the individual as a whole, which is why he referred to his approach as individual psychology. Adler eventually split from Freuds psychoanalytic circle, but he went on to have a tremendous impact on the development of psychotherapy. He also had an important influence on many other great thinkers including Abraham Maslow and Albert Ellis.?? Best Known For Individual psychologyThe concept of the inferiority complexPresident of the Vienna Psychoanalytic Society, 1910 Birth and Death Alfred Adler was born February 7, 1870. He died May 28, 1937. Early Life Alfred Adler was born in Vienna, Austria. He suffered rickets as a young child, which prevented him from walking until after the age of 2, and he got pneumonia at the age of four. Due to his health problems as a child, Adler decided he would become a physician and, after graduating from the University of Vienna in 1895 with a medical degree, began his career as an ophthalmologist and later switched to general practice. Career and Later Life Alder soon turned his interests toward the field of psychiatry. In 1902,  Sigmund Freud invited him to join a psychoanalytic discussion group. This group met each Wednesday in Freuds home and would eventually grow to become the Vienna Psychoanalytic Society. After serving as President of the group for a time, Adler left in part because of his  disagreements with some of Freuds theories. While Adler had played a key role in the development of psychoanalysis, he was also one of the first major figures to break away to form his own school of thought. He was quick to point out that while he had been a colleague of Freuds, he was in no way a disciple of the famous Austrian psychoanalyst.?? In 1912, Alfred Adler founded the Society of Individual Psychology. Adlers theory suggested that every person has a sense of inferiority. From childhood, people work toward overcoming this inferiority by striving for superiority, and Adler believed that this drive was the motivating force behind human behaviors, emotions, and thoughts. He explained that some individuals will focus on collaboration and contributions to society while others will try to exert power over others. While Adler had converted to Christianity,?? his Jewish heritage led to the Nazis closing down his clinics during the 1930s. As a result, Adler emigrated to the United States to take a professor position at the Long Island College of Medicine. In 1937, Adler went on a lecture tour and suffered a fatal heart attack in Aberdeen, Scotland. His family lost track of his cremated remains shortly after his death and the ashes were presumed lost before being discovered in 2007 at a crematorium in Edinburgh, Scotland. In 2011, 74 years after his death, Adlers ashes were returned to Vienna, Austria. In an interview with The Guardian, his granddaughter explained, Vienna was essentially Adlers home, his birth home and there was the triangle, you know, Adler, Jung and Freud, and all had that sense of coming out of that place, so theres something rather fitting about him going back there.?? Contributions to Psychology Alfred Adlers theories have played an essential role in a number of areas including therapy and child development. Alders ideas also influenced other important psychologists and psychoanalysts including: Abraham MaslowCarl RogersKaren HorneyRollo MayErich FrommAlbert Ellis Today, his ideas and concepts are often referred to as Adlerian psychology. Selected Publications Adler, A. (1925). The Practice and Theory of Individual Psychology. London: Routledge. Adler, A. (1956). The Individual Psychology of Alfred Adler. H. L. Ansbacher and R. R. Ansbacher (Eds.). New York: Harper Torchbooks.

Arrhenius Equation Formula and Example

In 1889, Svante Arrhenius formulated the Arrhenius equation, which relates reaction rate to temperature. A broad generalization of the Arrhenius equation is to say the reaction rate for many chemical reactions doubles for every increase in 10 degrees Celsius or Kelvin. While this rule of thumb isnt always accurate, keeping it in mind is a good way to check whether a calculation made using the Arrhenius equation is reasonable. Formula There are two common forms of the Arrhenius equation. Which one you use depends on whether you have an activation energy in terms of energy per mole (as in chemistry) or energy per molecule (more common in physics). The equations are essentially the same, but the units are different. The Arrhenius equation as its used in chemistry is often stated according to the formula: k Ae-Ea/(RT) k is the rate constantA is an exponential factor that is a constant for a given chemical reaction, relating the frequency of collisions of particlesEa is the activation energy of the reaction (usually given in Joules per mole or J/mol)R is the universal gas constantT is the absolute temperature (in Kelvins) In physics, the more common form of the equation is: k Ae-Ea/(KBT) k, A, and T are the same as beforeEa is the activation energy of the chemical reaction in JouleskB is the Boltzmann constant In both forms of the equation, the units of A are the same as those of the rate constant. The units vary according to the order of the reaction. In a first-order reaction, A has units of per second (s-1), so it may also be called the frequency factor. The constant k is the number of collisions between particles that produce a reaction per second, while A is the number of collisions per second (which may or may not result in a reaction) that are in the proper orientation for a reaction to occur. For most calculations, the temperature change is small enough that the activation energy is not dependent on temperature. In other words, its usually not necessary to know the activation energy to compare the effect of temperature on reaction rate. This makes the math much simpler. From examining the equation, it should be apparent the rate of a chemical reaction may be increased by either increasing the temperature of a reaction or by decreasing its activation energy. This is why catalysts speed up reactions! Example Find the rate coefficient at 273 K for the decomposition of nitrogen dioxide, which has the reaction: 2NO2(g) → 2NO(g) O2(g) You are given that the activation energy of the reaction is 111 kJ/mol, the rate coefficient is 1.0 x 10-10 s-1, and the value of R is 8.314 x 10-3 kJ mol-1K-1. In order to solve the problem, you need to assume A and Ea dont vary significantly with temperature. (A small deviation might be mentioned in an error analysis, if you are asked to identify sources of error.) With these assumptions, you can calculation the value of A at 300 K. Once you have A, you can plug it into the equation to solve for k at the temperature of 273 K. Start by setting up the initial calculation: k Ae-Ea/RT 1.0 x 10-10 s-1 Ae(-111 kJ/mol)/(8.314 x 10-3 kJ mol-1K-1)(300K) Use your scientific calculator to solve for A and then plug in the value for the new temperature. To check your work, notice the temperature decreased by nearly 20 degrees, so the reaction should only be about a fourth as fast (decreased by about half for every 10 degrees). Avoiding Mistakes in Calculations The most common errors made in performing calculations are using constant that have different units from each other and forgetting to convert Celsius (or Fahrenheit) temperature to Kelvin. Its also a good idea to keep the number of significant digits in mind when reporting answers. Arrhenius Plot Taking the natural logarithm of the Arrhenius equation and rearranging the terms yields an equation that has the same form as the equation of a straight line (y mxb): ln(k) -Ea/R (1/T) ln(A) In this case, the x of the line equation is the reciprocal of absolute temperature (1/T). So, when data is taken on the rate of a chemical reaction, a plot of ln(k) versus 1/T produces a straight line. The gradient or slope of the line and its intercept can be used to determine the exponential factor A and the activation energy Ea. This is a common experiment when studying chemical kinetics.

Essay about The Hero Monomyth in Sons of Anarchy - 665 Words

Claire Stemmer 16 March 2015 HUM 115-502 Prof. Streit SWA 4: Patterns of the Hero Monomyth in Sons of Anarchy In his renowned work, The Hero with a Thousand Faces, Joseph Campbell defined the essential stages of the Heroic Journey, using examples from a wide range of myths and stories. His objective was not only to establish the framework for hero tales, but also to convey why these elements of the monomyth prevail in so many different works. Campbell’s view states that â€Å"the hero myth is really written about every human being: we are all heroes struggling to accomplish our adventure† (Whomsley, 185). From this perspective, it seems justified that these patterns continue to appear in so many stories adventure and heroism; we all want our†¦show more content†¦The element of the Hero’s Journey that the show most clearly reflects is the concept of â€Å"Atonement with the Father†. Central to the plotline is the relationship between father and son, and the implications are manifold. Clay Morrow fills the role of the mythical father figure, as well as one of the show’s antagonists despite his actual familial relationship with Jax. In Campbell’s analysis of the Hero’s Journey, the father figure plays a huge part in the hero’s transformation process: â€Å"His role is to test the hero to ascertain his worthiness† (190). The Father can also symbolize the source of evil that the hero must eliminate: â€Å"The hero’s quest, if successful, incorporates the defeat of an ogre or villain who represents the fearsome aspect of the father† (190). The point in the series where Jax ends Clay’s life is a truly pivotal moment in his heroic journey, as it signifies our protagonist stepping into a new position of leadership and responsibility. In The Hero with a Thousand Faces, Joseph Campbell delineated the essential features found in myths and stories of heroes and heroic journeys. His purpose in doing so was partly to elucidate the notion that we are all heroes on the course of our own adventures. Looking at contemporary works of fiction through the lens of the heroic monomyth, we are able to make connections between our own heroes and ourselves. Jax

What is Ethnobotany Free Essays

Introduction Plants have long been used in traditional medicine. They have been known as rich sources of modern medicines, drugs and drug products because they produce a host of bioactive molecules, which serve as chemical defenses against predation or infection. By the mid-1980s, most pharmaceutical manufacturers had abandoned exploring folk practices including plant derivatives in their search for new drugs because of the discovery of microorganisms and fungi including the advances of synthetic chemistry in the production of medicines and antibiotics. We will write a custom essay sample on What is Ethnobotany or any similar topic only for you Order Now However, to date, the pendulum is beginning to swing back towards the appreciation of plants used in traditional medicine that has potential novel therapeutic agents. The World Health Organization (WHO) reported that 65-80% of the world’s population mostly in developing countries; widely depend on plants for primary healthcare due to poverty and lack of access to modern medicine [1]. Several ethnobotany studies support this report. [2, 3, 4, 5]. Ethnobotany is the study of the interaction between plants and people in their local environment [5, 6] The ethnobotanical approach is actually one of the several methods in choosing plants for pharmacological studies. There are about less than 0.5% of the estimated 265,000 flowering species on earth which have been studied exhaustively for their chemical composition and medicinal value. Ethnobotany studies of medicinal plants have been used in various ways such as to test hypothesis of use and knowledge, describing the use of plants in a given community or listing plants for food, therapeutic and other ethnobotanical purposes[7]. Herbal medicines that have been based on traditional knowledge are estimated at about 60 billion US dollars in the world market today. Traditional medicine has always been recognized as an important tool for the development of novelties in drug discovery [8]. Traditional medicinal practices through indigenous knowledge are common among tribes and local folks as their primary health care system [9, 10, 11, and 12]. Hence, traditional knowledge of medicinal plants as known by indigenous healers and local folks are not only useful for conservation of cultural tradition and biodiversity but also for community health care and drug development. In this study, medicinal plants refer to traditional medicinal plants used to maintain health and treat illnesses, which are used for more than a generation by the informants or may have the knowledge passed to them through time by their ancestors. There were initiatives to explore the biodiversity of Mt. Arayat. Bagunu et al. [13] documented in their unpublished terminal report 77 species of vascular plants in the northwestern slope of Mt. Arayat; 7 species of the Grass Family, 16 families of forest trees, 9 Orchid families, 18 fern species and 75 mushroom species. Follow up researches were undertaken for more detailed identification of plants available in Mt. Arayat covering important aspects of their potentials for health, medicines and food sources. Abille [14] in her inventory of BS Biology researches of natural products-related from 2001 to 2015 found that phytochemical studies had the highest percentage, followed by antimicrobial (anti-bacterial and anti-fungi) studies and cytotoxicity studies the least. Anent to these studies are the revelations of folk healers that they use some of these plants for treating illnesses and diseases as mentioned in an unpublished report of Espiritu[15] where 55 medicinal plants were identified specifically of their medicinal contributions based on local names. However, the quantitative analysis of the data was a bit explored. Ong and Kim[16] mentioned only one conducted quantitative ethnobotany study by Abe and Ohtani in 2012 in the Philippines in his review of related literature and none so far in Central Luzon. Hence, this study serves as springboard for the understanding of the relative cultural importance of these medicinal plant studied in Mt. Arayat, Pampanga, Philippines and thus support communities to manage their resources more effeftively or finding plants that maybe useful to the community for medical or other purposes. Consistent with R ; D priorities of the agenda thrust of the Department of Science and Technology (DOST) for 2011-2016 to address the identified pressing health problems of the Filipino people by the Department of Health (DOH), the study is aligned with the National Unified Health Research Agenda (NUHRA) towards drug discovery from natural and indigenous sources through ethnobotany. Thus, the documentation of the traditional uses of plants particularly for medicinal value is an urgent matter for preserving the knowledge and providing baseline data for future pharmacological and phytochemical studies and natural product development, which are valuable in healthcare. How to cite What is Ethnobotany, Papers

Relationship Between Ecstasy And Memory Essays -

Relationship Between Ecstasy And Memory Can there be a Relationship between Ecstasy and Memory in the Human Body? Target Article: Parrott, A.C & Lasky, J. (1998) Ecstasy (MDMA) effects upon mood and cognition: before, during and after a Saturday night dance. Psychopharmacology, 139, 261-268. Additional Article: Parrot, A.C., Lees, A., Garnham, N.J., Jones, M., ecstasy: evidence for memory deficits. Journal of Psychopharmacology, 12, 79-83. Rationale and Variables: The Experiment that was conducted in class determined the affects of ecstasy or MDMA on the participants memory. In addition to testing for their ability to recall information it also looked at the number of false memory that were related to the actual word slow in the class study. In the experiment Dr. Earleywine used a list of words that were to be memorized, and recall in a given time. This study is related to another experiment conducted by A.C Parrott and J. Lasky. In their study they looked at the effects of ecstasy or MDMA on mood and cognition. They tested three groups: non- MDMA, novice-MDMA users, and regular MDMA users. They used different methods to test the three groups, included in the methods was word recall, which was also used in the class study by Dr. Earleywine. The result from that experiment showed that ecstasy or MDMA users did have memory problems. Another study was also conducted by A.C. Parrott, A. Leess, N.J Garnham M. Jones, and K. Wesnes, which was relate also to the other experiments. This experiment was conducted using three groups: non-MDMA, novice-MDMA and regular MDMA users. They used series of methods to conduct their study, and found their results similar to the earlier study. Analyzing the finding of the two studies, Dr. Earleywine decided to do a study with the mind set of making a connection between the rates of intrusions that participants who have used MDMA, compared with the rate of intrusions with participants, who did not use MDMA. The independent variables were the two groups MDMA users and non-MDMA users, and the dependent variables are the intrusions, and words recalled. Methods: The data for the experiment was collected form students that were taking psychology at University of Southern California. The participants included 145 women and 92 men. The ethnicity background included Caucasian, African/Caribbean, Asian/Pacific Islander, Latino, Native American, and others, which were not specified. The age of the participants averaged 19.578 years. The procedure of experiment started when Dr. Earleywine distributed the surveys to the participants. In the survey, questions regarding ecstasy and other drugs were asked. The participants were asked to put a check next to statements that were true to them. In the statement the participants were asked if they used MDMA in there life time or if they have never used it. They were also asked their race, age, sex and year in school. When the participants completed the questioner, Dr. Earleywine read a list of 16 words, pausing a few seconds between each word. When he was done reading the list, there was a 30-secon ds period of silence in the lecture room. After the 30-secondes, the participants were asked to recall words that they believed were read and to write them on the back of one of the surveys. Results: The study that was conducted produced results that were not very significant to our predicament. We predicted that the data we would receive would back up the two studies that were conducted, and would also be strong enough to make a statement of its own. But our prediction was far form backing up the two articles that we read. It was stated that 63.7% never used MDMA and 36.3% used MDMA in their lifetime. When the data was analyzed between the two groups, for intrusions and target intrusions they were identical for the most part. The MDMA users in our study were not more likely to make target intrusions. In the recall area of the study, the non-MDMA users recalled an average of 8.8600 words out of 16, and MDMA users averaged 8.1125 words. For the intrusion part of the study the non-MDMA users made 1.0200 intrusions on average and the MDMA users averaged