Kinetics: The Iodination of Propanone

Kinetics The Iodination of acetoneMary AdesinaThis individual investigation pull up stakes be exploring kinetics through experimentation the receptionThis contradiction is described as autocatalytic as it is produces the very species that increases the direct of reaction (hydrogen ions7).BackgroundReactants atomic number 53 is chemical that takes place in the reaction. Iodine is a halogen (group 7 on the periodic table) with a simple moleeecular covalent structure. Halogens are often diatomic as they nominate seven electrons on their outermost shell (a full shell world eight) so to share electrons would allow them to be stable. Halogens are very electronegative elements meat they are very possible to attract a bonding pair of electrons. As one if the less reactive halogens Iodine is a grey solid in standard conditions, this is repayable to it being a bigger so the outer electrons are further from the nucleus and thus harder for the attraction of an electron to form and Halide ion12.The other halogens consist of Fluorine, Chlorine, atomic number 35 and Astatine.Fluorines material state is a pale yellow gas as it is the most reactive halogen. However it may not react with propanone in the same way as ace as it does be lay down as a very good nucleophile. This is due to fluorine being less ready to share electrons with the electrophilic carbon in propanone.Chlorines physical state is a green gas and arouse be make into a virtually colourless solution but in this particular reaction will produce Chloroacetone ( utilize as tear gas in the war) 10. This would throw up everyone is the laboratory at risk as tear gas can cause tearing, coughing and sneezing but inflaming mucous membranes in the eyes, perfume and mouth. ever-changing the type of ketone in the reaction to butanone will prevent this haloketone from being produced, however the new ketone has a different chain length and and and so there is a need to attempt if there is a significant deviance between the rates of the reaction the iodination of propanone and the iodination of butanone.Bromines physical state is a red-brown liquid and is yellow/orange in solution that reacts with propanone in a way that is analogous to single4. This halogen is to a greater extent than reactive than iodine as thus should result in a faster reaction rate12.Astatine cannot be used in this reaction as it is further in any case unreactive as well as radioactive.Propanone (also know as acetone) is the most simple of ketones consisting of three carbons. Ketones are formed by refluxing secondary alcohols with acidified cat valium Dichromate Figure 4.ProductsIodopropane is produced in the reactionSpectator IonsTheoryIn order for a reaction to take place particles need to collide, as occurs goose egg is shifted between them changing the amount of energy they have this is known as Collision Theory13. The distribution of this energy is displayed in a Maxwell-Boltzmann frizzle Figure 2 . The factors that have positive correlation with the rate constant3 and therefore effect the rate of a reaction do so because they affect the number of collisions (concentration) or the energy that for each one particle possesses (temperature) because this effects the number of particles that possess the activating energy (the minimum energy required for the reaction to take place)13. Catalysts also affect the rate of reaction by providing an alternative route for the reaction to occur this route has a lower activation energy than the original reaction Figure 2 meaning more particles have enough energy to react thus increasing the reaction rate.If a reaction has a great activation energy, the increase in temperature will have a large effect on the rate of reaction whereas if this activation energy was smaller, the change in temperature will be far less significant. This suggests that there is a relationship between reaction rate, temperature and activation energy. Due to this rel ationship the Arrhenius equation, utilise the temperature dependence of the rate constant 13(k Figure 1), is apply to calculate activation energy of reaction via deriving a form of that fits y=mx+c (taking the natural logarithm).Rate of reaction is defined as the speed at which reactants are formed into products or change in concentration over time taking into consideration the factors that affect it such as surface area, temperature and concentration13. There are many ways of metre the concentration during a reaction but some are more efficient depending on the property that changes during the reaction. For example, the original reaction being investigated, the iodination of propanone, has an obvious colour change so a technique that detects absorbance (Colorimetry) would be a more efficient than measuring loss of mass when there is no gas released3.With many techniques there arises the need to convert a particular property to concentration, in order to do so a calibration curve is needed. This curve is created by selecting known concentrations and measuring the level or amount of the property associated with the reaction and then gulp a property-concentration curve Figure x. Although it may be referred to as a curve more often than not it turns out to be rather elongate as the concentrations used are rather low as the reactions would occur far too quickly if they were any higher, also high concentrations tend to have a higher hazard.It is only through practical experiments that a rate equation giving the order of reactants can be written5.0 order Changing the concentration of this species has no effect on the rate of reaction.1st order The rate of reaction is directly proportional to the rate of reaction.2nd order As the concentration doubles the rate of reaction quadruples (exponential relationship).The overall order of a reaction is calculated by adding the orders of each species Figure 1.The order of a reaction with respect to A shows the number of m olecules of A which are involved in the rate find step. As a result of this a mechanism can be suggested if the rate equation is known as if the reactant is not in the rate equation it cannot feature in the rate ascertain step. The rate determining step is the slowest step in the reaction and thus it is responsible for the rate of the overall reaction. This step can be first or utmost (Bottleneck effect) and it would make no difference on the overall reaction rate. aspirationsExplore the effects of different accelerators on the rate of the reaction and thus the activation energy. by and by finding the rate equation for the original equation, the same experiment will be carried out with catalysts sulphuric, nitric and hydrochloric acid then with no catalyst (see reactions below). The activation energy can then be calculated via finding the different rates of reaction and thus the different values of the rate constant. This is all anticipate the spectator ions have no effect on t he reaction.Explore the effects of changing the type of halogen on the rate of the reaction.The chosen halogens are Bromine and Chlorine. The pursuance are the reactions that are going to take place as a result (respectively).Use rate equation to propose a rate determining step and explore a suggested mechanism.If time permits exploring a suggested mechanism may consist of testing the presence of a product of one of the steps in the mechanism.TechniquesColorimetryThis technique will be used to calculate the order of the reaction between iodine and propanone.This technique will also be used to measure the rates of the reactions betweenIodine and propanoneIodine and butanoneBromine and propanoneHypothesis Although the ketones propanone and butanone have different formulas, the difference between the rates of reactions will be negligible and therefore the results for the reaction between chlorine with butanone and chlorine with propanone are more or less similar.Equipment ListChemical List9 Boiling Tubes10ml PipetteSpark Data loggerPipette FillerColorimeter20ml of 0.02 mol dm-3 Iodine10ml of 0.02 mol dm-3 Bromine20ml of 0.02 mol dm-3 Propanone10ml of 0.02 mol dm-3 Butanone30ml 0.02 mol dm-3 HCLDistilled waterCalibration CurveSet up the colorimeter according to the instructions. station a cuvette full of distilled water inside the colorimeter and press the zero the button. take away a suitable filter (gives your greatest concentration an absorption of most to one). propose up 0.04, 0.016, 0.004, 0.0016, 0.0004, and 0.00016 mol dm-3 of iodine solution in test provides by adding distilled water.Label each test tube.Place 6 ml 0.04 mol dm-3 of iodine solution in a cuvette and record the absorbanceDo the same for each of the other concentrations.Draw a calibration curve by placing known concentrations of iodine solution in the colorimeter and transcription the absorption.Only repeat the concentrations that dont seem to fit in the curve.Method To achieve Aim 1Attach data logger to collect data automatically.Place a cuvette full of distilled water inside the colorimeter and press the zero the button.Select a suitable filter (gives your greatest concentration an absorption of close to one). motley sample A, sample B and 2 ml of 0.02 mol dm-3 HCL in a cuvette (add sample A last). this instant place cuvette inside the colorimeter and start recording absorbance at time intervals of 30 seconds for 6 minutes victimization the data logger. borrow Steps 2 to 5 two more times and calculate an average.Use calibration curve to convert absorbance to concentration then excerpt a concentration-time graph.Sample ASample B prove 12ml of 0.02 mol dm-3 Iodine2ml of 0.02 mol dm-3 PropanoneExperiment 22ml of 0.02 mol dm-3 Iodine2ml of 0.02 mol dm-3 ButanoneExperiment 32ml of 0.02 mol dm-3 Bromine2ml of 0.02 mol dm-3 PropanoneMethod To achieve Aim 3 (Determine a rate equation)Attach data logger to collect data automatically.Place a cuvette full of distilled water inside the colorimeter and press the zero the button.Select a suitable filter (gives your greatest concentration an absorption of close to one).Add sample A, sample B and sample C in a cuvette.Immediately after adding Xml of 0.02 mol dm-3 Iodine sol, place the cuvette inside the colorimeter.Start recording absorbance at time intervals of 30 seconds for 6 minutes using the data logger.Repeat Steps 2 to 6 two more times and calculate an average.Sample ASample BSample CXExperiment 10.9ml of 0.02 mol dm-3 Propanone0.9ml of 0.02 mol dm-3 HCL3.3ml distilled water0.9Experiment 21.8ml of 0.02 mol dm-3 Propanone0.9ml of 0.02 mol dm-3 HCL2.4ml distilled water0.9Experiment 30.9ml of 0.02 mol dm-3 Propanone1.8ml of 0.02 mol dm-3 HCL2.4ml distilled water0.9Experiment 40.9ml of 0.02 mol dm-3 Propanone0.9ml of 0.02 mol dm-3 HCL2.4ml distilled water1.8Use calibration curve to convert absorbance to concentration then draw a concentration-time graph.Conductivity Meter11This technique will be used to measure and compare the reaction rates of the iodination of propanone with a different catalysts.Hypothesis The catalyst with the most hydrogen ions available will have the fastest reaction of rate and thus the lowest activation energy. This is assuming the spectator ions have no effect on the conductivity meter.Equipment ListChemical List100ml BeakerConductivity Meter10ml PipettePipette filler2 Water bathsKettle/ bunsen BurnerTest tubes220cm3 of 0.02 mol dm-3 Propanone120cm3 of 0.02 mol dm-3 HCL60cm3 of 0.02 mol dm-3 H2SO4220cm3 of 0.02 mol dm-3 HNO3220cm3 of 1 mol dm-3 IodineDistilled waterMethod To achieve Aim 3 (Effect of catalysts on activation energy) annoy two water baths (one large one small) at X degrees Celsius using a kettle and tap water.Label 2 test tubes A and B then fill with 9ml of 0.02 mol dm-3 Propanone and 9ml of 0.02 mol dm-3 Iodine respectively.XExperiment 110Experiment 220Experiment 330Experiment 440Experiment 550Experiment 660Label 3 more test tubes X,Y and Z then fill with 3ml of 0.02 mol dm-3 H2SO4 , 3ml of 0.02 mol dm-3 HCL and 3ml of 0.02 mol dm-3 HNO3 respectively.Place all of the test tubes in the small water bath for 2 minutes.Place a beaker in the large water bath.Pour 3 ml from test tubes A and X into the beaker.Place conductivity probe in the beaker and adjust settings to consider the temperature of the water bath.Add 3ml from test tube B into the beaker.Start conductivity probe and record the conductivity every 30 seconds for 6 minutes.Repeat steps 6 to 9 but using the table of contents of test tube Y.Repeat steps 6 to 9 but using the contents of test tube Z.Repeat steps 1 to 11 two more times and calculate an average.Titration9, 12 14This technique will be used to measure the decrease in concentration of chlorine water throughout the reaction between chlorine solution and butanone in order to find the initial rate of reaction. As chlorine solution is virtually colourless it would be more effective to conduct an analysis that doesnt rely on a colour change.A Redox titration will be used to measure the decrease in iodine concentration to pick up that the technique used to collect data doesnt have a significant effect on the results. sodium enthalpy Carbonate will be used to decimate the reaction as it removes the hydrogen ions from the reaction.Silver nitrate TitrationThe chloride ions produced by the reaction will react with the silver nitrate to form a white precipitate (silver chloride).The end-point of the titration is a red precipitate caused by silver chloride reacting with the Sodium Chromate to form Silver Chromate(VI).Redox TitrationThe iodide ions produced by the reaction will oxidate the Sodium Thiosulphate, so the thiosulphate ions become tetrathionate ions in a redox reaction.The solution will gradually start to go from brown to almost pale yellow. When this happens the starch indicator is added and reacts with triiodide forming a very dark blue-black complex. The end point is when this so lution becomes colourless because it means that there is no perennial any iodine left.Hypothesis As Chlorine is more reactive than Iodine, the rate of the reaction should be faster. This is assuming that the technique has no significant effect on the results gained in this experiment.Equipment ListChemical ListDistilled Water2 Conical FlasksTest tubesA White TileStopwatchBeakerWhite paper50 ml of 1 mol dm-3 Sodium Hydrogen CarbonateSodium Chromate50 ml Silver process100ml of 0.02 mol dm-3 ChlorineButanoneCalibration Curve for ChlorineSet up apparatus as seen in picture above.Mark white sheet of paper with a large black cross.Make up 10ml of 0.04, 0.016, 0.004, 0.0016, 0.0004, and 0.00016 mol dm-3 Chlorine solution in test tubes by adding distilled water.Label each test tube.For each test tube Pour the contents of the test tube into a conical flask along with 1g Sodium Chromate dissolved in 20 ml distilled water.Place conical flask on white sheet under burette.Fill a burette with a recorded amount of 0.1 mol dm-3 Silver Nitrate solution.Add drops of Silver Nitrate solution into the solution, swirling after every few drops, there will be a white precipitate formed.Add more drops until the cross is no lasting visible due to a brick red precipitate forming.Record the new amount of Silver Nitrate in the burette.Repeat steps 3 to 10 two more times and calculate an average titre (difference of 0.1).Method To achieve Aim 1 (Reaction rate of Chlorine and Butanone)XExperiment 11Experiment 21.5Experiment 32Experiment 42.5Experiment 53Experiment 63.5Experiment 74Set up apparatus as seen in picture above.Mark white sheet of paper with a large black cross.Mix 3ml of 0.02 mol dm-3 Butanone, 3ml of 0.02 mol dm-3 HCL and 3ml of 0.02 mol dm-3 Chlorine in a conical flask.After X minutes add 3ml of 1 mol dm-3 Sodium Hydrogen Carbonate to quench the reaction.Add 1g Sodium Chromate dissolved in 20 ml distilled water to the conical flask.Place conical flask on a white sheet under burette.Fill a burette with a recorded amount of 0.1 mol dm-3 Silver Nitrate solution.Add drops of Silver Nitrate solution into the solution, swirling after every few drops, there will be a white precipitate formed.Add more drops until the cross is no longer visible due to a brick red precipitate forming.Repeat steps 3 to 9 two more times and calculate an average titre (difference of 0.1).Use calibration curve to obtain a concentration-time graph.Calibration Curve for IodineSet up apparatus as seen in picture above.Make up 10 ml of 0.04, 0.016, 0.004, 0.0016, 0.0004, and 0.00016 mol dm-3 iodine solution in test tubes by adding distilled water.Label each test tube.For each test tube Pour the contents of the test tube into a conical flask.Add 3ml of Starch indicator to the conical flask.Fill a burette with Sodium Thiosulphate, recording the amount.Add drops of Sodium Thiosulphate into the solution, swirling after every few drops until there is a permanent colour change from a Black-B lue to colourless.Record the new amount of Sodium Thiosulphate in the pipette.Repeat steps 1 to 7 two more times and calculate an average titre (difference of 0.1).Method To achieve Aim 1 (Reaction rate of Iodine and Propanone)Set up apparatus as seen in picture above.Mix 3ml of 0.02 mol dm-3 Propanone, 3ml of 0.02 mol dm-3 HCL and 3ml of 0.02 mol dm-3 Iodine in a conical flask.XExperiment 11Experiment 21.5Experiment 32Experiment 42.5Experiment 53Experiment 63.5Experiment 74After X minutes add 3ml of 1 mol dm-3 Sodium Hydrogen Carbonate to quench the reaction.Add 3ml of Starch Indicator to the solution.Fill a burette with Sodium Thiosulphate, recording the amount.Add drops of Sodium Thiosulphate into the solution, swirling after every few drops until there is a permanent colour change from Blue-Black to colourless.Record the new amount of Sodium Thiosulphate in the pipette.Repeat steps 1 to 7 two more times and calculate an average titre (difference of 0.1).Use calibration curve to obtain a concentration-time graph. encounter AssessmentChemical/ProcedureHazardRiskAction if OccurredPrecautionsRisk Likelihood (out of 10)ColorimetryTitration(Precipitation)Use of a Conductivity MeterPropanoneButanoneIodineChlorineBromineHydrochloric Acid sulfuric AcidNitric AcidSodium Hydrogen CarbonateIodopropanoneChlorobutanoneBromopropanoneIodine/Bromide/Chloride ionsSodium NitrateSodium ChromateStarch IndicatorSodium Thiosulphate1 Page

Junk Food in Schools Essay

Junk viands in Schools EssayAhmed ALfarajSchools, it seems, al elbow rooms need more money. One way legion(predicate) of them found funding for functions they needed was through and through corporate sponsorship. While there put one across been stories about naturalize gymnasiums named after Pepsi, there was a much less noniceable way that corporations sponsored educates and that was through the nutrition that schools provide for the children. The law that says schools must provide children with breakfast and dejeuneres if the kids parents cannot afford to pay for them, made it so that schools had to come up with a lot of food for pitiful kids and that is expensive. Food corporations stepped in and bided their products to schools and schools accepted even if they were not the healthiest of foods. Now, because of things like Pizza Hut pizza, and Smuckers Uncrustables, without meaning to, schools are contributing to the childhood obesity pestiferous by including dust foods in dejeuneres and vending machines. However, thanks to wad like Michelle Obama, the unhealthy food has started to be replaced in many schools through some forward-looking programs and new government rules about what kind of food can be included in school lunches have helped to keep kids healthy.Most people would meet that offering unhealthy meals to kids at school does not seem like the right thing to do. It is bad enough that many children do not wedge adequate nutrition at home, but to have the same type of food offered to them at school also seems like a hypocritical thing to do especially when schools are responsible for also teaching healthy life behavior such as take ining a healthy sustenance and getting plenty of exercise. The reason a law was made that required schools to serve healthy lunches and breakfast is that lower-income children may not get enough to eat at home. Not only that with many single-parent households and working families, there may not be anyone t o fix meals for children. The law was made so that children would not go hungry. It is a shame that schools then would feed children unhealthy food and allow vending machines that sell throw out food.Another reason schools offer meals to children is that children who have eaten breakfast and lunch do much better in school. That has recently been proven by many studies, but that is not the only reason school lunches have been given to children. Nick Confessore of the New York Times says, It was the U.S. military that first advanced the national-security implications of a healthful lunch. . . . Gen. Lewis B. Hershey, a former school principal . . . told the lawmakers that as many as 40 percent of rejected draftees had been turned away owing to poor diets (Confessore). That is how the original National School Lunch program came about. During the 1980s, it was cut on with most other social services by the Reagan administration. Schools began to rely on food from corporations who were competing for the attention of schoolchildren. Of course, there were those federal official laws that schools had to comply with, but one way they got around the federal law was to offer unhealthy vending machine products. Some districts even struck deals with McDonalds, Chick-fil-A and other fast-food chains to sell versions of their commercial products today to school kitchens (Confessore). That was how Pizza Hut pizza ended up on school lunch trays across the country.Some corporations even drastically reduce the apostrophize of their products for schools. It makes healthy food like fresh fruits and vegetables difficult to serve because they hail so much more than what the corporations provide for free. To compete, the USDA subsidizes school lunch programs. In the Journal of Public insurance Marketing Bree Dority, Mary McGarvey, and Patricia Kennedy explain that the USDA compensates those schools who serve lunches through the National School Lunch Program that meet the 1995 di etary Guidelines for Americans (205). If a school relies in addition heavily on corporate sponsorship, they may not get the government money and the breakfast and lunches they serve to children allow for not be as healthy as those that do receive the government subsidy, but they may actually spend less on food per student. The cost is that those students have a commodiouser risk of becoming overweight or obese and of being not as healthy as children who attend schools where the lunch program is government supported. Most people do not even know that some schools opt for the corporate sponsorship over government sponsorship. Most parents do not look into whether or not their children are served lunches at their school subsidized by government or corporate money. Most probably come to that if there is a free or reduced-cost lunch program that it is through the government.If a person were to ask a group of parents what they thought about the diametric ways that school lunch progra ms are funded, those parents would not know that one of the ways is through allowing corporations to provide processed, high in calorie foods for lunches and throw away foods in vending machines to schools. Some if not most of those people would say that it is wrong to give children junk food and they would probably find it especially wrong that junk food should be available in schools. Even parents who prepare a lunch at home for their children are having their efforts challenged by the charge of vending machines that offer junk food to children. The presumably healthy food that children bring from home can easily be tossed out and the child can fill up his/her stomach o the empty calorie food found in vending machines. Some people like Phebe Gibson and Lily Swartz are calling for updating the policies concerning junk food at the federal level. Not every school has them because states often oversee school policy and not all states show as great as concern over the health of their children as others. Eliminating junk foods from school cafeterias makes children healthier though. Gibson and Swartz explain that many people all over the country urgency to remove junk foods from schools. A recent poll in California indicates96% of voterssupport serving healthier foods and beverages in schools, and a study conducted at the University of Nebraska-Lincoln found that banning junk food from a la carte lines would result in an18% reductionin overweight or obese students (Gibson and Swartz). Not only will children be healthier if junk foods are removed from school cafeterias and vending machines, but the childhood obesity problem may be stopped.The argument against the federal government setting guidelines about the types of food that are served in school lunches comes from people who believe the government should not intervene in the lives of people to the cessation that they tell them what to eat at school or otherwise. Some say that people should be free to eat wha t they want even if it is unhealthy. They say that it violates a persons freedom when the government tells people what they can and cannot eat. Parents should be the ones who decide what their kids eat. Lindsey Tanner of the Huffington Post cites many obesity experts who worry that legislating what people eat may backfire especially where schools are particularly dependent upon food corporation dollars for survival (Tanner). Yet studies show that schools that do ban junk food have fewer overweight and obese students.The same people who want government out of their food are often the ones who say that the presence of junk food in school lunches and vending machines is not the cause of the obesity pestilent. Not every child who eats junk food will become obese. Even those children whose parents are obese may not become obese from eating junk food, even if it is more of a risk for them. The school lunch funding programs that exist help to fund other activities at schools that will hel p to prevent overweight and obese children such as after-school(prenominal) sports, dance and cheerleading. Linda Gorman also notes that when things like soda are banned, then products like fruit juice, which frequently has just as much sugar as soda, is allowed. Parents and students same think they are getting healthier foods, but they are not. Gorman says that many feel that banning junk foods will not stop the obesity epidemic (Gorman). For those who believe this, education about the dangers of junk foods is a better policy.Another argument they use is the cost of food. Jan Christensen of CNN says that schools in the more expensive districts such as San Francisco spend, on average, $2.74 per child per lunch. To serve a child a healthy lunch, most experts agree that it costs about $5 per child per lunch (Christensen). many another(prenominal) parents cannot afford to spend that kind of money on their kids lunches and many legislators do not want to give that kind of money to sch ools. Without the corporate sponsorship, it costs too much to provide healthy food in schools. Unfortunately, companies do not give fresh fruits and vegetables to schools. Even if they did, critics of government involvement in school lunch programs point out that the fresh food does not have a long shelf life. Fresh fruits and vegetables become inedible in just a few days. When they go bad, they must be thrown out and that wastes money. The processed food that corporations provide never goes bad, or at least not for a very long time, so there is little waste.Perhaps the real problem is the cost of healthy food and the presence of junk food all over in the American culture. Perhaps the regulations should be placed on corporations advertising practices instead of banning them from schools. If kids and their parents saw more promotion of healthier foods, they may be more likely to buy and consume them. Children who eat healthy at home would not develop a taste for empty-calorie food. Then kids would go to school looking for healthy foods and not junk foods and schools would have the opposite problem on their hands that of turning down sponsorship from companies who want to promote junk foods to children. all way, school lunches are subsidized by government dollars, and if they are, those dollars should not be adding to the obesity problem that will cost more money down the lane to battle. Even if it costs more to put healthy foods in school lunches and in vending machines in schools, it is the right thing to do for the health of children. workings CitedChristensen, Jan. Obama Admin Bans Junk Food In Schools. 29 September 2010. CNN. Web. 11 January 2015. http//www.cnn.com/2010/HEALTH/09/29/school.food.investigation/.Confessore, Nicholas. How School Lunch Became the Latest Political Battleground. 7 October 2014. New York Times. Web. 11 January 2015. http//www.nytimes.com/2014/10/12/magazine/how-school-lunch-became-the-latest-political-battleground.html?_r=0.Dori ty, Bree L., Mary G. McGarvey and Patricia F. Kennedy. Marketing Foods And Beverages In Schools The Effect Of School Food Policy On Students Overweight Measures. Journal Of Public Policy Marketing 29.2 (2010) 204-218. PsycINFO. Web. 11 Jan. 2015.Gibson, Phebe and Lily Swartz. Setting a New Academic Standard Getting Junk Food Out of Schools. 2015. Prevention Institue. Web. 11 January 2015. http//www.preventioninstitute.org/about-us/lp/851-setting-a-new-academic-standard-getting-junk-food-out-of-schools.html.Gorman, Linda. Junk Food Availability in Schools Raises Obesity. 2015. The National Bureau of Economic Research. Web. 11 January 2015. http//www.nber.org/digest/sep05/w11177.html.Tanner, Lindsay. Do Junk Food Laws Actually Work To Fight Kids Obesity? 13 August 2012. Huffington Post. Web. 11 January 2015. http//www.huffingtonpost.com/2012/08/13/study-junk-food-laws-may-_n_1771352.html.

Colonialism and Morality in The Moonstone and The Man Who Would Be King

Colonialism and Morality in The Moonstone and The Man Who Would Be KingLet us suppose to begin with that the cursed jewel is an impossibility and the powers of the Moonstone or any other gem for that matter only exist on an atomic level ( i.e. the energies which maintain such target areas together and make them what they are). Additionally it should be considered that no such intent is the means by which a being exerts powers and no such object consciously exerts powers itself. Notions of the cursed or powerful jewel can be seen as a bi-product of what Said terms Orientalism. Said describes The Orient as close to a European invention, a place of exotic beings and remarkable experiences. (Ashcroft et al ed. p.87) This hypothesis adequately compliments Wilkie Collins characterisation of the eponymous jewel in The Moonstone and the moral pattern the author forms around its adventures.In the Nineteenth Century the jewel was the ultimate exotic object, Collins describes the Moonstone as a yellow diamond- a famous gem in the native annals of India, (Collins p.33) and clearly credits influence to the Koh-i-Noor in his preface to the novel. Collins builds upon the alien nature of such an object utilising the perceived mysticism of the Orient linking the jewel to a four handed Indian God (Collins p.33) Saids exotic being ? and superstition, the notion of the jewel face the influence of the deity who adorned it (Collins p.33) remarkable experiences to Said?. Collins rapidly develops the exotic object into the cursed object primarily to create a hanker involving floor with a successfully satisfying denouement. the novel is, of course foremost a detective story how memorable or lengthy a tale would it have been if the... ...----------------------------------------------Controlling of persons. Tolerated Peachy Carnahan (book).(Pseudo-looting in Imperialism.name of the crown?) ----------------------------------------------------------------------------- ---------- Innocent appreciation Good Imperialism. Franklin Blake, Rachel Verrinder, Mr of native culture. Murthwaite, Narrator of The Man Who Would Be King (Kipling?)--------------------------------------------------------------------------------------BibliographyCollins, Wilkie The Moonstone capital of the United Kingdom Penguin 1966Kipling, Rudyard The Man Who Would Be King and Other Stories London Granada 1975The Post-Colonial Studies Reader e. Ashcroft, Griffith, Tiffin, London Routledge 1995The Man Who Would Be King dir. John Huston 1975

Blushing and Physiological Arousability in Social Phobia Essay

Blushing and Physiological Arousability in brotherly PhobiaIntroductionThis written report will provide a critique of the article titled Blushing and Physiological Arousability in Social Phobia, (Gerlach et al., 2001) located in the Journal of Abnormal psychological science (Vol. 110, No. 2). Blushing is defined as to become cerise in the face especially from shame or embarrassment. It is believed that redden involves physiological, behavioral, and cognitive reckons which react with superstar an otherwise. The actual cause of one flush is physiological the amount of blood in ones face increases causing the amplification of a red hue in the egresspouring region. The blush region is defined to be the face, forehead, ears, neck, and sometimes the upper part of the chest. The DSM-IV defines social phobic neurosis as marked and brutal fear of social or performance situations in which embarrassment may occur. Since blushing occurs when one is embarrassed, the researchers hoped t o find a connect mingled with blushing and the apprehensions of in social psychoneurotic persons. HypothesisThe researches hypothesized that persons with social phobia who complain of blushing would show more blushing as unconnected to those who be social phobic without complaints of blushing or the controls. The researches came to this hypothesis because it is believed that if one is aware of their uncontrollable blushing, they confuse an increased awareness cognitively towards their blushing problem. In turn, one may magnify the amount of blushing they are experiencing which in turn will increase the actual physiological process heightening the blush level. Also, because the relation between plaza site and phobic anxiety exists, it was also hypothesized there would be a difference in heart prescribe between the subgroups. The researchers believe that heart rate reliably shows the amount of phobic anxiety one is enduring. Therefore, it is believed that the participants w ho complain of blushing will also have a high heart rate compared to the other two subgroups.Participants The study consisted of 44 participants (54% female, 46% male). The mean age of the participants of all three subgroups was 39.9 years of age. The mean years of learning among the participants were 16.23 years. The participants all originated within ti Valley and the rest of the San Francisco Bay Area in California. All were highly educated and economical... ...t even though the intended reason for the study did not hold fast through, the nominate evidence could be helpful for future studies. Researchers in the future studying this matter would no longer have to test heart rate palpitations they will now know it does vary on the diagnosis of the person. I believe the basis of the study was good, but it was carried out in a hurry state. The participants and time spent on testing were both minimal. I think that the subject was unique and would help others studying t his factor because it is one that people are curious about. A physiological change by external stimuli in a person is always a yield of concern and curiosity. Surgery has been suggested to those with blushing problems to help lessen the obvious nature of it. As this study and the researchers have suggested, one should be wary of such surgery. They found there is no unvarnished evidence stating that one with social phobia blushes more than one without. I think this piece of advice in itself shows that this study has had an push in the scientific instauration and the human population. Merriam-Webster DictionaryJournal of Abnormal Psychology. Vol. 110, No. 2. (2001) Page248. Blushing and Physiological Arousability in Social Phobia EssayBlushing and Physiological Arousability in Social PhobiaIntroductionThis paper will provide a critique of the article titled Blushing and Physiological Arousability in Social Phobia, (Gerlach et al., 2001) located in the Journal of Abn ormal Psychology (Vol. 110, No. 2). Blushing is defined as to become red in the face especially from shame or embarrassment. It is believed that blushing involves physiological, behavioral, and cognitive factors which react with one another. The actual cause of one blushing is physiological the amount of blood in ones face increases causing the amplification of a red hue in the blush region. The blush region is defined to be the face, forehead, ears, neck, and sometimes the upper part of the chest. The DSM-IV defines social phobia as marked and persistent fear of social or performance situations in which embarrassment may occur. Since blushing occurs when one is embarrassed, the researchers hoped to find a link between blushing and the reasons of in social phobic persons. HypothesisThe researches hypothesized that persons with social phobia who complain of blushing would show more blushing as opposed to those who are social phobic without complaints of blushing or the controls. The researches came to this hypothesis because it is believed that if one is aware of their uncontrollable blushing, they have an increased awareness cognitively towards their blushing problem. In turn, one may exaggerate the amount of blushing they are experiencing which in turn will increase the actual physiological process heightening the blush level. Also, because the relation between heart rate and phobic anxiety exists, it was also hypothesized there would be a difference in heart rate between the subgroups. The researchers believe that heart rate reliably shows the amount of phobic anxiety one is enduring. Therefore, it is believed that the participants who complain of blushing will also have a higher heart rate compared to the other two subgroups.Participants The study consisted of 44 participants (54% female, 46% male). The mean age of the participants of all three subgroups was 39.9 years of age. The mean years of education among the participants were 16.23 years. The par ticipants all originated within Silicon Valley and the rest of the San Francisco Bay Area in California. All were highly educated and economical... ...t even though the intended reason for the study did not follow through, the found evidence could be helpful for future studies. Researchers in the future studying this matter would no longer have to test heart rate palpitations they will now know it does vary on the diagnosis of the person. I believe the basis of the study was good, but it was carried out in a hurried state. The participants and time spent on testing were both minimal. I think that the subject was unique and would help others studying this factor because it is one that people are curious about. A physiological change by external stimuli in a person is always a topic of concern and curiosity. Surgery has been suggested to those with blushing problems to help lessen the obvious nature of it. As this study and the researchers have suggested, one should be wary of s uch surgery. They found there is no apparent evidence stating that one with social phobia blushes more than one without. I think this piece of advice in itself shows that this study has had an impact in the scientific world and the human population. Merriam-Webster DictionaryJournal of Abnormal Psychology. Vol. 110, No. 2. (2001) Page248.

Pagan Burial Rites in the Epic of Beowulf Essay -- Epic of Beowulf Essa

Pagan Burial Rites in the Epic of BeowulfScores of essays are written most the Christian turn on the Beowulf poet. Most notable Beowulf scholars such as Klber, Robinson and Whitelock do not fail to address the matter. Given the complexity of the issue and the proliferation of evidence within the poem, we target understand the universal appeal of this topic. The poet transposes his Christian convictions onto a story which formed in a culture devoid of Christianity. In many instances, however, the poems pagan al-Qaeda shines through. Among these idiosyncracies it is important to note funeral rites and the pagan practices that surround them. When missionaries first introduced the Christian ideology to the Anglo-Saxons, they left the people with a clear choice Pagan deities could not coexist with the Christian God. Therefore, they must abandon these ancient icons in order to hold a more monotheistic view. Unfortunately, most of their culture is built around upholding a heroic code in stead of a single deity. Rather than completely forsake the standards that they had lived by for so many generations, they incorporated their old ideals into the new Christian dogma (Ogilvy, Baker 27). In a similar fashion, the poets task was to apply this same transformation to a story deeply rooted pagan society. The Beowulf poet was implicated to extol the virtues of ancient Germanic heroes while acknowledging regretfully that the were deprived of the Christian revelation enjoyed in the poets own era (Robinson 1). Many flaws originate from this change, however. According to Klber, goy practices are mentioned in several places, such as the vowing of sacrifices at idol fanes, the observing of omens and the burning of the dead, whic... ...s in Beowulf do not hold the same sentiments about Christianity that the poet holds. If Beowulf truly possessed the Christian ideals that the poet often insinuates, he would not find it necessary to be cremated, nor have his tomb adorned with ri ches. These elements reveal to us the worry of infusing a Christian dogma into a heathen society. The Beowulf poet is successful with this task in some respects, but in the case of cremation he is somewhat remiss. whole caboodle CitedBarber, Paul T. Cremation. Journal of Indo-European Studies v.21 (1993) 379-387 Klber, Friedrich, ed. Beowulf and the Fight at Finnsburgh. Third edition. Lexington D.C. Heath and Company, 1950. Ogilvy, J.D.A. and Donald C. Baker. Reading Beowulf. Norman, OK University of Oklahoma Press, 1983 Whitelock, Dorothy. The Audience of Beowulf. New York Oxford University Press, 1951

Twelve Angry Men :: Essays Papers

Twelve Angry MenIn the story Twelve Angry Men, Reginald Rose shows how making ones owndecisions is one actually important aspect in life. He also showed that ones decisions should not be impeded by stereotypes. I believe that the jury reached the right verdict because the witnesses were disproven on with all of the evidence.The first reason is that the witnesses were proven to be wrong. For example,there was an el train passing by the old mans window at the time of the murder. Hecouldnt have been able to hear the murder taking place. The old man was not as much ofa reliable source as he was originally thought to be. In addition, the woman that livedacross the street from the boy did not wear her glasses to bed the night of the murder. She couldnt have been able to recognise for a fact that the boy was the real murderer. Thewomans testimony is not strong enough to condemn the boy to death. With the two keywitnesses having been discredited, the case against the boy was real ly weak.The other reason is that the evidence was proven to be not as significant as it was once thought to be. For example, Juror Eight bought a stab exactly like the one used in the murder. The original knife was not as special or unique as it was portrayed to be in the trial. Any person could have bought a knife just like the original one and used it to murder the father. Furthermore, Juror Two verbalise that he thought that the stab wound was too high up for the boy to have inflicted. Someone taller than the boy must have committed the murder. With the refreshful ideas that are being brought up by the jurors, the boy seems to become a less likely suspect.

Death and Grief in Mid-Term Break :: Mid-Term Break Essays

In the poem Mid-Term Break by Seamus Heaney, the ideas of close, trauma, tribulation and conclusiveness are explored. The poem itself is as haunting as it is brilliantly executed. The poem depicts a boy arriving home from boarding school, to where he is informed of the tragic death of his younger brother, whose doomed fate indelibly marks the narrator, whom is the boys older brother. The boy recounts the experience of losing a loved one. The author has incorporated legion(predicate) elements and style in a subtle and distinct manner. The poem depicts a boy arriving home from school, moaning in the college sick bay to hear the news that his quaternion year old brother has been killed in an accident. Upon arriving home, I met my father crying. This shows how death can cause much grief and trauma, as well as confusion. present we can see that the stereotypical contributions of the parents have been reversed/exchanged, with the father crying, and the boys mother, Coughed out angr y, tearless sighs. It can be seen/evident, that deaths were quite common, He had invariably taken funerals in his stride. But no-one expected the death to hit quite so close to home to the heart. And then we see the tables have turned the parents no longer were the spectators of the funerals, now that their own flesh and blood had been taken away from them. The theme within the poem is subtly expressed, with an almost childlike innocence. The theme is suffice out in a simple manner, yet pays much attention to detail. The theme is one of finality. Hence the title playing a huge role in the revealing of the theme. Mid-Term Break suggests finality of ones life. Time. Along with death brings finality, and along with finality comes the repurcussions of death, such as trauma and grief for all involved. The emotions of the poem are beautifully poignant, and this allows the reader to be transported to a world of different experience, such as the repression. The mood within the poem has a somber touch with an eerie silence. The poem positions the reader to come away with mixed emotions- anger, grief, confusion all of which the topic of death brings with it. This leaves the audience truly bewitch with the simple text that represents so much emotion. There are many images depicted in the poem, which is what ultimately draws the audience into its graps/ The impenatrable, life-altering consequences of death and the secrets of adolescence bring the poem to life.