Historiography Of The Civil Rights Movement

Historiography Of The Civil Rights Movement Who was the NAACP (National Association for the Advancement of Colored People) lawyer who successfully argued the NAACPs Brown v. Board of Education? Answer: Martin Luther King. Question: Name several people who were involved in the Montgomery Bus Boycott. Answer: Martin Luther King and Rosa Parks. Question: Who was the first President of the Student Nonviolent Coordinating Committee (SNCC)? Answer: Martin Luther King. Question: Who organized the famous March on Washington? Answer: Martin Luther King. Question: Who started the sit-in movement of the 1960s? Answer: Martin Luther King. (Armstrong 2002) Does the preceding list of questions and answers sound familiar? If you teach high school history, the answer is probably yes. However, this does not tell the whole story. In reality, Martin Luther King was just one member of the larger Civil Rights Movement sweeping the country. In order to illuminate the larger picture to our students, alternative strategies need to be considered. One such strategy is presented here. This lesson plan tackles the Civil Rights Movement from the perspective of nonviolent direct action. I am not arguing that King is not an important historical figure of the Civil Rights Movement, because he certainly is. The problem, however, is that since the early 1970s, the struggle for civil rights has been taught almost solely in relationship to King and his life. Students graduate from high school viewing the civil rights movement synonymously with Martin Luther King Jr. Such connections are understandable, if grossly uninformed. Students are denied the opportunity to immerse themselves in the complicated and varied histories of the civil rights movement. (Armstrong 2002) According to Armstrong, in the past, most high school history teachers relied on textbooks to help them convey the civil rights movement to their students. Unfortunately, the vast majority of textbooks present a narrative of the civil rights movement of King as the embodiment of the Civil Rights Movement. As a result, textbooks typically begin the movement in 1954 and 1955 with the Brown v. Board decision and the Montgomery Bus Boycott, and end in 1968 with the assassination of King. (Armstrong 2002, 6) However, this is only a narrow view of what many historians consider a much longer struggle for racial civil rights. One way to open up this narrative is to provide students with access to primary documents. This lesson incorporates three primary documents one from each of the leading groups that advocated nonviolent action during the civil rights movement. This methodology not only presents students with alternative perspectives, but it also exposes students to a core tool used by historians. (Armstrong 2002) In any history course, whether it is second grade, high school, or graduate level, aspects of the story will be left out. History is a vast and ever-expanding field, and it is impossible to include everything in one course. However, by showing our students how to think and act like historians, we can give them the opportunity to explore these topics further in the future. National Standards The National Standards for United States History: Era 9 Postwar United States, Standard 4 requires students to understand the struggle for racial and gender equality and the extension of civil liberties. (National Center for History in the Schools 2005) Time This lesson should be divided into three class sessions of approximately one hour. Student Objectives To analyze primary source material. To analyze the role of nonviolent direct action in combating racism. To analyze the role of different organizations combating racism in the Civil Rights Movement. Congress of Racial Equality (CORE) Student Nonviolent Coordinating Committee (SNCC) Southern Christian Leadership Conference (SCLC) Background Nonviolent Action According to Gene Sharp, Nonviolent action refers to those methods of protest, resistance and intervention without physical violence in which the members of the nonviolent group do or refuse to do certain things. (Sharp 1969) These methods can be divided into three basic groups: nonviolent protest, noncooperation, and nonviolent intervention. Each group contains different examples of nonviolent actions. Nonviolent protest includes such actions as parades, marches, and picketing. Noncooperation includes such actions as walkouts, strikes, and boycotts. And nonviolent intervention, the most militant forms of nonviolence typically refers to sit-ins. (Wirmark 1974) Each of these methods of nonviolent action was employed during the Civil Rights Movement. Three of the leading organizations which advocated the use of nonviolent action were the Congress of Racial Equality (CORE), the Student Nonviolent Coordinating Committee (SNCC), and the Southern Christian Leadership Conference (SCLC). Congress of Racial Equality (CORE) CORE was founded in 1943, and specialized in nonviolent action to combat racial discrimination. Its first focus was on sit-in demonstrations with the goal that public places, such as restaurants, would become desegregated. (Wirmark 1974) As the Civil Rights Movement evolved, so too did the goals of CORE, who began to sponsor freedom rides during the early 1960s. [See Figure 1] (Woodward 1966) From 1962-1964, CORE concentrated on voter registration drives throughout the South. It was also responsible for sponsoring direct action protests against unfair housing measures and other types of discrimination against African Americans in the North. Though all three organizations (CORE, SNCC, and SCLC) employed nonviolent techniques in their quest for equality, it was CORE who initiated the practice. (Meier and Rudwick 1973) Student Nonviolent Coordinating Committee (SNCC) On February 1, 1960, a group of young African American students were refused to be served in a coffee shop in North Carolina. In protest, the students sat in silence in the shop. This type of protest, known as a sit-in, rapidly spread throughout the country, bringing many young college students into the civil rights cause. [See Figure 2] (Woodward 1966) The SNCC, the youngest and most militant of the organized groups, came out of the sit-in movement. Students who had participated in sit-ins wanted to control student demonstrations, and thus founded the SNCC in 1960. (Wirmark 1974) By 1966, the SNCC had gained national attention with its use of the slogan Black Power. Some of the most important leaders of the SNCC were Bob Moses of Mississippi, Charles Sherrod of Georgia, and Bill Hansen of Arkansas. These men were most effective because they truly believed in the morality of their cause. They were courageous in the face of adversity and influenced others to not give up hope. (Stoper 1977) Southern Christian Leadership Conference (SCLC) After the successful Montgomery bus boycott, Martin Luther King, Jr. founded the SCLC to bring together the church leaders who had been organizing the boycott. [See Figure 3] Inspired by the actions of CORE, King wanted to apply nonviolent action on a large scale. (Wirmark 1974) Unlike the other two organizations, the SCLC acted as an umbrella organization. It brought together various civil rights groups across the South and the rest of the nation. It also differed from other civil rights groups because it was primarily made up of religious groups. Charles Morgan, a member of the SCLC board of directors said of the group, SCLC is not an organization, its a church. (Fairclough 1987, 1) King was certainly a significant force behind the SCLC, but its successes cannot be accredited solely to his larger-than-life personality. The SCLC was extremely effective in combating racial discrimination and segregation, and this was due partially to King, partially to its belief in a higher moral ca use, and partially to its commitment to nonviolent action. (Fairclough 1987) Procedures Day One Briefly discuss the main events of the Civil Rights Movement with students, providing them with a timeline for reference. Have students look up the definitions for segregation, non-violence, and direct action. Provide students with a background on different types of nonviolent direct action protests. Allow students to brainstorm ways to combat racism through nonviolent direct action. Day Two Provide students with a background on the Congress of Racial Equality (CORE), the Student Nonviolent Coordinating Committee (SNCC), and the Southern Christian Leadership Conference (SCLC). Divide the students into three groups and assign one organization to each group. Groups should make a short presentation to the class on the background and history of their assigned organization. Day Three Have students compare and contrast the three civil rights organizations in a 1-2 page in-class essay. Students should work individually, but allow them the opportunity to use reference materials, as well as discuss their questions with you. Discussion Questions How do you define segregation? Provide two different examples of racial segregation. What is nonviolence? Direct action? How can the two be used to combat racial segregation? What were the goals of CORE? Of SNCC? Of SCLC? Compare and contrast the three organizations. In what ways does studying them deviate from what you have learned about the civil rights movement in the past? Further Reading Armstrong, Julie Buckner. Teaching the American Civil Rights Movement: Freedoms Bittersweet Song. New York: Routledge, 2002. Carson, Clayborne. Martin Luther King, Jr.: Charismatic Leadership in a Mass Struggle. The Journal of American History, Vol. 74, No. 2 (Sep., 1987): 448-454. Fairclough, Adam. To Redeem the Soul of America: The Southern Christian Leadership Conference and Martin Luther King, Jr. Athens: The University of Georgia Press, 1987. Meier, August, and Elliott Rudwick. CORE: A Study in the Civil Rights Movement 1942-1968. New York: Oxford University Press, 1973. National Center for History in the Schools. History Standards for Grades 5-12 United States. National Standards for History Basic Edition. 2005. http://www.sscnet.ucla.edu/nchs/standards/ (accessed November 11, 2010). OBrien, Michael. Old Myths / New Insights: History and Dr. King. The History Teacher, Vol. 22, No. 1 (Nov. 1988): 49-65. Steinkraus, Warren E. Martin Luther Kings Personalism and Non-Violence. Journal of the History of Ideas, Vol. 34, No. 1 (Jan. Mar., 1973): 97 111. Stoper, Emily. The Student Nonviolent Coordinating Committee: Rise and Fall of a Redemptive Organization. Journal of Black Studies, Vol. 8, No. 1, 1977: 13-34. Wirmark, Bo. Nonviolent Methods and the American Civil Rights Movement 1955-1965. Journal of Peace Research. Vol. 11. No. 2, 1974: 115-132. Woodward, C. Vann. The Strange Career of Jim Crow. New York: Oxford University Press, 1966. Day One Handout Name ____________________________________ Definitions: Look up each of the following words and write out the definition. Segregation: ____________________________________________________________________________________________________________________________________________________________ Non-violence: ____________________________________________________________________________________________________________________________________________________________ Direct action: ____________________________________________________________________________________________________________________________________________________________ Non-Violent Direct Action Protests: Read the following list of non-violent direct actions and discuss in your groups. Sit-ins (restaurants, lunch counters) Kneel-ins (churches) Stand-ins (theaters, swimming pools, libraries) Marches Mass meetings Picketing Vigils Prayer meetings Jail-ins (attempt to overcrowd jails) Fasting Nonviolent obstruction (streets, vehicles) Boycotts Rent strikes Voter registration drives Day Two Handout -Page 1 CORE Rules for Action Guarantees of the Individual to the Group A CORE member will investigate the facts carefully before determining whether or not racial injustice exists in a given situation. A CORE member will seek at all times to understand both the attitude of the person responsible for a policy of racial discrimination, and the social situation which engendered the attitude. The CORE member will be flexible and creative, showing a willingness to participate in experiments which seem constructive, but being careful not to compromise CORE principles. A CORE member will make a sincere effort to avoid malice and hatred toward any group or individual. A CORE member will never use malicious slogans or labels to discredit any opponent. A CORE member will be willing to admit mistakes. He will meet the anger of an individual or group in the spirit of good will and creative reconciliation; he will submit to assault and will not retaliate in kind either by act or word. A member will never engage in any action in the name of the group except when authorized by the group or one of its action units. When in an action project a CORE member will obey the orders issued by the authorized leader or spokesman of the project, whether these orders please him or not. If he does not approve of such orders, he shall later refer the criticism back to the group or to the committee which as the source of the project plan. No member, after once accepting the discipline of the group for a particular action project, shall have the right of withdrawing. However, should a participant feel that under further pressure he will no longer be able to adhere to the Rules for Action, he shall then withdraw from the project and leave the scene immediately after notifying the project leader. Only a person who is a recognized member of the group leader in a particular project shall be permitted to take part in that group action. Guarantees from the Local Group to the Individual Each member has the right to dissent from any group decision and, if dissenting, need not participate in the specific action planned. Each member shall understand that all decisions on general policy shall be arrived at only through democratic group discussion. A CORE member shall receive the uncompromising support of his CORE group as he faces any difficulties resulting from his authorized CORE activities. Day Two Handout -Page 2 Student Nonviolent Coordinating Committee Statement of Purpose We affirm the philosophical or religious ideal of nonviolence as the foundation of our purpose, the presupposition of our faith, and the manner of our action. Nonviolence as it grows from the Judeo-Christian tradition seeks a social order of justice permeated by love. Integration of human endeavor represents the crucial first step towards such a society. Through nonviolence, courage displaces fear; love transforms hate. Acceptance dissipates prejudice; hope ends despair. Peace dominates war; faith reconciles doubt. Mutual regard cancels enmity. Justice for all overcomes injustice. The redemptive community supersedes systems of gross social immorality. Love is the central motif of nonviolence. Love is the force by which God binds man to himself and man to man. Such love goes to the extreme; it remains loving and forgiving even in the midst of hostility. It matches the capacity of evil to inflict suffering with an even more enduring capacity to absorb evil, all the while persisting in love. By appealing to conscience and standing on the moral nature of human existence, nonviolence nurtures the atmosphere in which reconciliation and justice become actual possibilities. Day Two Handout -Page 3 Southern Christian Leadership Conference: This is SCLC Aims and Purposes of SCLC The Southern Christian Leadership Conference has the basic aim of achieving full citizenship rights, equality and the integration of the Negro in all aspects of American life. SCLC is a service agency to facilitate coordinated action of local community groups within the frame of their indigenous organizations and natural leadership. SCLC activity revolves around two main focal points: the use of nonviolent philosophy as a means of creative protest; and securing the right of the ballot for every citizen. Philosophy of SCLC The basic tenets of Hebraic-Christian tradition coupled with the Gandhian concept of satyagraha truth force is at the heart of SCLCs philosophy. Christian nonviolence actively resists evil in any form. It never seeks to humiliate the opponent, only to win him. Suffering is accepted without retaliation. Internal violence of the spirit is as much to be rejected as external physical violence. At the center of nonviolence is redemptive love. Creatively used, the philosophy of nonviolence can restore the broken community in America. SCLC is convinced that nonviolence is the most potent force available to an oppressed people in their struggle for freedom and dignity. SCLC and Nonviolent Mass Direct Action SCLC believes that the American dilemma in race relations can best and most quickly be resolved through the action of thousands of people, committed to the philosophy of nonviolence, who will physically identify themselves in a just and moral struggle. It is not enough to be intellectually dissatisfied with an evil system. The true nonviolent resister presents his physical body as an instrument to defeat the system. Through nonviolent mass direct action, the evil system is creatively dramatized in order that the conscience of the community may grapple with the rightness or wrongness of the issue at hand. Supplementary Materials Visual Aids These photographs can be used to supplement this lesson plan. Pass them out to the class or incorporate them into your classroom presentation. More visual aids can be found at: www.loc.gov/rr/print/. Figure 3: Dr. Martin Luther King, Jr. in front of SCLC Headquarters in Atlanta. Figure 1: Background Map: 1961 Freedom Rides [New York]: Associated Press News Feature. ca. 1962 http://www.loc.gov/exhibits/treasures/images/s84.6p1.jpg http://www.blackpast.org/files/blackpast_images/SCLC_King.jpg Figure 2: Tottle House Occupied during a Sit-in by some of Americas most effective organizers. Atlanta, Georgia, ca. 1963 http://www.loc.gov/exhibits/treasures/images/vc84.1b.jpg Civil Rights Timeline *Adapted from http://www.africanaonline.com/2010/08/civil-rights-timeline/* 1954 Brown vs. Board of Education: U.S. Supreme Court bans segregation in public schools. 1955 Bus boycott launched in Montgomery, Ala., after an African-American woman, Rosa Parks, is arrested December 1 for refusing to give up her seat to a white person. 1956 December 21 After more than a year of boycotting the buses and a legal fight, the Montgomery buses desegregate. 1957 At previously all-white Central High in Little Rock, Ark., 1,000 paratroopers are called by President Eisenhower to restore order and escort nine black students. 1960 The sit-in protest movement begins in February at a Woolworths lunch counter in Greensboro, N.C. and spreads across the nation. 1961 Freedom rides begin from Washington, D.C: Groups of black and white people ride buses through the South to challenge segregation. 1963 Police arrest King and other ministers demonstrating in Birmingham, Ala., then turn fire hoses and police dogs on the marchers. Medgar Evers, NAACP leader, is murdered June 12 as he enters his home in Jackson, Miss. Four girls killed Sept. 15 in bombing of the Sixteenth Street Baptist Church in Birmingham, Ala. 1964 July 2 President Johnson signs the Civil Rights Act of 1964. 1965 Malcolm X is murdered Feb. 21, 1965. Three men are convicted of his murder. August 6. President Johnson signs the Voting Rights Act of 1965. The act, which King sought, authorized federal examiners to register qualified voters and suspended devices such as literacy tests that aimed to prevent African Americans from voting. The Rev. Martin Luther King Jr. is assassinated in Memphis, Tenn., unleashing violence in more than 100 cities. In response to Kings death, Seattle residents hurled firebombs, broke windows, and pelted motorists with rocks. Ten thousand people also marched to Seattle Center for a rally in his memory. 1992 The first racially based riots in years erupt in Los Angeles and other cities after a jury acquits L.A. police officers in the videotaped beating of Rodney King, an African American.

Dr. Linus Pauling - A Model of Courage Essay -- Argumentative Persuasi

The Strength of Character of Dr. Linus Pauling When it comes to moral courage, no one thinks of scientists. Moral courage brings to mind the Chinese protestor who leapt in front of a tank in Tiananmen Square, the conductors of the Underground Railroad who led slaves to freedom, and the freedom fighters of the Warsaw Ghetto, who fought to their deaths against the Nazis. The Chinese protestor, the northern conductor, and the Jewish resistance fighters were common people transformed by extraordinary times. Their moral beliefs led them into danger that was immediate, terrifying, and tangible. Some forms of moral courage are less obvious. In fact one of history's greatest examples of moral courage comes from a place no one would ever expect - the field of science. It may not seem possible to compare a man who worked in a laboratory to a man who guided slaves to freedom. After all, the Underground Railroad conductor physically risked his life day after day, but the danger that one brave chemist faced was just as real. A brilliant chemist, and a man of unshakeable moral convictions, Dr. Linus Pauling protected the human race from the unparalleled danger of nuclear war. Pauling's moral stand is a model for morality in science. During World War II the United States employed scientists on the top-secret atomic bomb program. Desperate for a weapon to use against Germany and Japan, the government recruited all the best American scientists. One of the few scientists to refuse to work on the bomb was Linus Pauling. It was a difficult decision because the Federal government was exerting a lot of pressure on him. In addition to the pressure, the project itself was hard to turn down. A scientist lives for a proj... ... will be responsible for using science morally. And that is why Linus Pauling is so important to me. In the face of great pressure and danger, he took a moral stand for his beliefs. He is my role model for his moral courage. Pauling's moral stand was not glamorous. It was not the glorious heroism of the movies. But if moral courage is supporting one's beliefs no matter what, then Pauling clearly was a hero. He was threatened by the atomic bomb no more than anyone else was but he alone decided to take responsibility for it. He knew the devastation of the bomb, and as a scientist, an American and a human, he refused to dodge his moral responsibility. Pauling is a role model and a moral hero because he bravely stood for morality on behalf of the human rare. 1 "Interview with Dr. Linus Pauling", Regents of the University of California, Berkley, 1996.

Article summary example Essay

Will Rasmussen in the article â€Å"Egypt fights to stem rapid population growth,† writes about Egypt’s dilemma of trying to stop a vastly growing population. Egypt’s population doubled since President Hosni Mubarak took office in 1981 and it’s likely to double to 160 million by 2050. The nation’s growth has been quite high, in recent years the fertility rate is about 3.1 children per woman in contrast to the United States’ 2.1. Most of the country’s 82 million people compressed in urban areas near the Nile River where some districts host 41k people per square kilometer in comparison to the city of Manhattan that holds 27k people per square kilometer. The state’s officials are having a difficult time trying to find solution to the so called â€Å"pressing problem† as journalist and former member of parliament states â€Å"The population explosion is a crisis the government doesn’t know how to handle.† Presid ent Mubarak spoke once in a government sponsored conference about the population increase saying, â€Å"cutting the population growth was urgent.† However, Mubarak doesn’t mention an exact number of children on the other hand the government prefers a family of two. The country’s urgent problem presents many concerns, one of which is the economy. The nation’s financial system is frail as estimated recently to be 7 percent and unfortunately has not been steady enough to construct a middle class. Such economy can’t support a large population whose one fifth is living on less than a 1$ a day. Additionally, Egypt does not processes many resources as it depends heavily on the water from the Nile and imported goods. Many are concerned about the general welfare of the people as Magued Osman, chairman of the cabinet’s Information and Decision Support Center states â€Å"The consequences are areal deterioration in the quality of life and in agriculture land per person.† Furthermore, the government has tried to use incentives to modify the nation’s â€Å"behavior†. A few measures taken to restrict large families maternity benefits that sparked protests. Egypt is not going to legalize abortion which helped Tunisia bring down fertility rate and vasectomy is  barely heard of in the state . Egypt being a predominantly Muslim country, and generally the religion allows contraception. However many Egyptian people oppose the idea of limiting the number of kids to a family. A few believe having a large family is a source of economic strength. Others deem it not for the states or government to decide on such a matter as they say it is up to the creator. Work Cited Rasmussen, Will. â€Å"Egypt Fights to Stem Rapid Population Growth.† The New York Times.The New York Times., n.d. Web. 2 Nov. 2012. .

Extraction of Caffeine Essay Example

Extraction of Caffeine Essay Example Extraction of Caffeine Essay Extraction of Caffeine Essay Extraction of Caffeine from Tea Leaves Jaybee Balilea, Sharmaine Baysic, and Maria Anjelette Patricia Belen 3BIO7, Department of Biology, University of Santo Tomas, Manila, Philippines Abstract Extraction is a technique for isolating and purifying organic substances. In this technique, a solution is combined thoroughly with a second solvent that is immiscible with the first solvent. The solute is extracted from one solvent into the other because it is more soluble in the second solvent than in the first. In this experiment, there were two types of extraction used and these were the Liquid-liquid extraction and Solid-liquid extraction. Liquid-liquid extraction involves a liquid solvent to remove a liquid component from liquid while Solid-liquid extraction allows soluble components to be removed from solids using a solvent. These two types of extraction were used to extract caffeine from tea leaves (Thea sinensis). Caffeine belongs to the group of compounds known as Alkaloids. Alkaloids are a diverse group of compounds that are found in plants and contain basic nitrogen atoms. There were three methods used in extracting caffeine from tea leaves. These were isolation, purification and characterization of caffeine. Based on the calculations made and with the use of these three methods, a caffeine percentage of . 05% and melting point range of standard caffeine and purified caffeine, 27 °C and 20 °C, respectively were obtained. Introduction Extraction is a separation technique that involves selectively removing one or more components of a solid, liquid, or a gaseous mixture into a separate phase [1]. The substance being extracted is separated between two immiscible combined phases, and the ratios of its distribution between the phases depend on the relative solubility of the solute in each phase. A type of extraction, Liquid-liquid extraction is a process used in isolating and purifying products from chemical reactions. This technique includes distributing a solute between two immiscible liquids. The immiscible liquids normally encountered in the organic laboratory are water and some organic solvent. This process can be considered a competition between two immiscible liquids for the distribution of solute. Another type of extraction used in this experiment is Solid-liquid extraction. This is a process of removing soluble components from solids using solvent. Caffeine is a natural product belongs to the group of compounds called Alkaloids [3] . It stimulates respiration, the heart and the central nervous system, is a smooth muscle relaxant and a diuretic. In the experiment, tea leaves were use to extract caffeine. Usually in tea leaves there are 30 to 75 mg per cup caffeine. This experiment aims to isolate, to purify, to characterize caffeine from tea leaves and to calculate the percentage yield of caffeine from tea leaves. Results and Discussion The experiment was divided into three parts: isolation, purification and characterization. In isolation part, Lipton yellow label tea leaves were used. And these was pre-weighed and extracted in boiling 100 ml distilled water for 5 minutes. Boiling water was used so that tea leaves swell to release caffeine and other compounds such as tannins. Then the extract in a flask were cooled with use of running tap water and it was transferred in a separatory funnel containing 20ml of CH2Cl2. Dichloromethane was used to selectively extract the caffeine from the water which retains most of the other organic compounds. In this experiment, solubility is the principle behind extraction. The separatory funnel was shook gently to make sure that the solvent moves along the tea leaf particles to extract all the caffeine. The stopcock of the separatory funnel was opened while shaking to release any pressure building up inside. After shaking, the CH2Cl2 lower layer was drained into a clean flask and this shaking and draining was repeated 3 times until all drained CH2Cl2 lower layer was washed with 6M Sodium Hydroxide (NaOH). Sodium Hydroxide was used to ensure that other substances which are slightly soluble to dichloromethane are removed by converting them to their salts that remain in the water. The Dichloromethane extract was dried with anhydrous salt (Na2SO4). Anhydrous salt is a catalyst which speeds the drying up of the extract. After that, simple distillation was used and the crude caffeine was obtained. Table 1. Isolation of Caffeine | Weight in grams| Weight of Tea Leaves| 10. 2508g| Weight of Empty Round Bottom Flask| 44. 4257g| Weight of Round Bottom + Crude Caffeine| 44. 4716g| Weight of Crude Caffeine| 0. 0459g| This table shows that the crude caffeine obtained was 0. 0459 g. The % crude caffeine was obtained using this formula : % crude caffeine= weight of crude caffeine weight of tea leaves x 100. With the use of the values in the table (weight of crude caffeine=0. 0459g, and weight of tea leaves= 10. 2508g) and the % crude caffeine formula, the % crude caffeine was 0. 45%. In the purification part, the residue resulted from simple distillation undergone sublimation with the use of the purification set-up. Sublimation is a process of transition from solid phase to gas phase. The result of sublimation which was the sublimate also known as the purified caffeine was used in the determination of caffeine’s melting point which is the characterization part. Also two capillary tubes, glass tubing, the characterization set of separatory funnel Experimental Three Lipton yellow label tea bags were used and the weight of the tea leaves was pre-weighed. The leaves were placed tea bags again and were boiled in distilled water (100ml) for 5minutes. Then the extract was left for cooling down. After that, the tea extract was transferred in a separatory funnel containing 20ml Dichloromethane. The funnel was carefully shaken three times with the stopcock left open to release the pressure inside the funnel. The lower layer of the Dichloromethane (DCM) was drained into a clean flask. The shaken as well as the draining of the DCM were repeated thrice. The DCM extracts were combined and placed again into the separatory funnel. It was then washed with NaOH solution. NaOH layer was removed and the DCM layer was drained into a clean dry beaker containing a half spatula of anhyd Na2SO4. Solution was agitated to let Na2SO4 settle. The solution together with the anhydrous salt was left in the locker to dry up. After allowing it to dry up, the crude caffeine was scraped from the container and was transferred in a filter tube with the fitted inner test tube that served as a cold finger and for at least 35minutes. The cold finger was constantly refilled with ice water. Inner tube was gently removed. Caffeine clinging in a cold finger was scraped off and was transferred in a vial. Then percent yield caffeine was calculated and the weight of the sublimate was also noted. Using mortar and pestle, caffeine crystals were crushed into a very fine powder. One end of a micro capillary was sealed by heating while rotating it at a 45 degree angle from the blue portion of a Bunsen burner flame. Pulverized caffeine was scooped using the open end of the micro tube. Caffeine were packed well at the bottom of the tube by letting it fall inside a one meter long glass tubing and letting it bounce up and down a table top. Same was done on the standard caffeine. Both standard and caffeine samples were tied against a thermometer. Thermometer was clamped and dipped a beaker filled with cooking oil. Cooking oil was heated with the Bunsen burner flame. Cooking oil was constantly stirred to evenly distribute the heat. Temperature range was recorded between the first appearances of liquid within the sample to the disappearance of the last traces of solid. Appendix % crude caffeine= weight of crude caffeine weight of tea leaves x 100 % caffeine = weight of sublimateweight of tea leaves x 100 Group 2 % crude caffeine= 0. 0459g10. 2508g x 100= 0. 45% % caffeine= 0. 0102g10. 2508g x 100= 0. 05% Temperature range= T2-T1 A. Standard Caffeine 27 °C 220 °C = 27 °C B. Purified Caffeine 200 °C- 180 °C= 20 °C References [1] Gilbert,J. Martin S. , â€Å"Organic Chemistry Lab Experiments†. 5th edition, Cengage Learning, USA, ©2011, pp. 73 [2] Engel R. , Kriz G. , Lampman G, Pavia, D. , â€Å"Introduction to Organic Laboratory Techniques, A Small Scale Approach†. 3rd edition, Cengage Learning, USA ,  © 2011, pp. 452 [3] Retrieved on July 11, 2011 from World Wide Web: http//chem. -courses. ucsd. edu/coursepages/uglabs/143A_weizman/expt_3N. pdf [4] Retrieved on July 11, 2011 from World Wide Web: http//ochemonline. pbworks. com/f/05_caffeine. pdf

Free Essays on Obsessive-Compulsive Disorder

Obsessive-Compulsive Disorder If you or someone you care about has been diagnosed with obsessive-compulsive disorder (OCD), you may feel you are the only person facing the difficulties of this illness. But you are not alone. In the U.S., 1 in 50 adults currently has OCD and twice that many have had it at some point in their lives. Fortunately, very effective treatments for OCD are now available to help you regain a more satisfying life. Obsessive-compulsive disorder is an anxiety disorder where a person has recurrent and unwanted ideas or impulses (called obsessions) and an urge or compulsion to do something to relieve the discomfort caused by the obsession. Compulsions are behaviors that help reduce the anxiety surrounding the obsessions. Worries, doubts, and superstitious beliefs are all common in everyday life. However, when they become so excessive such as hours of hand washing or driving around and around the block to check that an accident didn’t occur then a diagnosis of OCD is made. In OCD, it is as though the brain gets stuck on a particular thought or urge and just cant let go. People with OCD often say the symptoms feel like a case of mental hiccups that won’t go away. OCD is a medical brain disorder that causes problems in information processing. It is not your fault or the result of a â€Å"weak† or unstable personality. The thoughts and behaviors a person with OCD has are senseless, repetitive, distressing, and sometimes harmful, but they are also difficult to overcome. OCD is more common than schizophrenia, bipolar disease, or panic disorder, according to the National Institute of Mental Health. Yet, it is still commonly overlooked by mental health professionals, mental health advocacy groups, and people who themselves have the problem. Many people still carry the misconception that they somehow caused themselves to have these compulsive behaviors and obsessive thoughts. â€Å"Nothing could be further from the tr... Free Essays on Obsessive-Compulsive Disorder Free Essays on Obsessive-Compulsive Disorder Obsessive-Compulsive Disorder If you or someone you care about has been diagnosed with obsessive-compulsive disorder (OCD), you may feel you are the only person facing the difficulties of this illness. But you are not alone. In the U.S., 1 in 50 adults currently has OCD and twice that many have had it at some point in their lives. Fortunately, very effective treatments for OCD are now available to help you regain a more satisfying life. Obsessive-compulsive disorder is an anxiety disorder where a person has recurrent and unwanted ideas or impulses (called obsessions) and an urge or compulsion to do something to relieve the discomfort caused by the obsession. Compulsions are behaviors that help reduce the anxiety surrounding the obsessions. Worries, doubts, and superstitious beliefs are all common in everyday life. However, when they become so excessive such as hours of hand washing or driving around and around the block to check that an accident didn’t occur then a diagnosis of OCD is made. In OCD, it is as though the brain gets stuck on a particular thought or urge and just cant let go. People with OCD often say the symptoms feel like a case of mental hiccups that won’t go away. OCD is a medical brain disorder that causes problems in information processing. It is not your fault or the result of a â€Å"weak† or unstable personality. The thoughts and behaviors a person with OCD has are senseless, repetitive, distressing, and sometimes harmful, but they are also difficult to overcome. OCD is more common than schizophrenia, bipolar disease, or panic disorder, according to the National Institute of Mental Health. Yet, it is still commonly overlooked by mental health professionals, mental health advocacy groups, and people who themselves have the problem. Many people still carry the misconception that they somehow caused themselves to have these compulsive behaviors and obsessive thoughts. â€Å"Nothing could be further from the tr...

Management Theories by Morgan, Fayol and Taylor Research Paper

Management Theories by Morgan, Fayol and Taylor - Research Paper Example The Fourteen principles that have been set down by Fayol are discussed in detail below: Specialization of Labor: Fayol’s first important principle was aimed at the specialization of labor. This is a very important aspect of management and needs to be taken into consideration while managing people. This is an important aspect of management. Specialization encourages continuous improvement in the skills and involves the development of improvements in methods. This is very beneficial for the companies and provides the company with better-skilled individuals, which in turn improves productivity. Authority: Authority plays a very important role in management and is very essential in managing people. It focuses on the right to give orders and show authority. Giving authority to a person means giving the person the right to do things. Also, a responsibility normally arises where a person is given the authority. Discipline: The next aspect is discipline this mainly deals with the idea of ensuring there is no slacking, bending of rules, and that all employees are obedient and respectful in the organization. It is essential that employees must obey and respect the rules that are prevalent in the organization. If there is effective leadership within an organization and a clear understanding between management and workers in regards to the organization’s rules, the discipline will be at the optimum level. Unity of Command: Unity of command refers to a situation where every employee has just one boss. This is essential to ensure management of the people is not confused between the needs of different people at different time. This plays a very important role as if every employee has just one boss, the employees will be more productive if the command is from one superior to avoid any confusions in the final outcome. Unity of Direction: Unity of direction is the next important aspect in the 14 principles by Fayol. This is very important just like the unity of command as if one person leads the team, all the planning is made by a single mind and the leading is much simpler since the team members need to work according to the plan.

Cultural competence Research Paper Example | Topics and Well Written Essays - 750 words

Cultural competence - Research Paper Example g adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control† (Universal Declaration of Human Rights, 1948) The aforementioned text is hence a proof of the uniformity that exists between humans of different races in this world, however it completely disregards the actual situation prevailing, especially in the United States of America. In the United States of America, a major constituent of the population happens to fall under the category of African American. The African Americans form a major chunk of the total population of the United States of America and measure at a 15%, including the President of the United States of America, Barack Obama. True to its traditions of racial discrimination, despite the efforts of empowerment of the Blacks, by Martin Luther King as well as Malcolm X, there still exists a lot of discrimination by the whites towards the blacks, mainly as a result of the notion which considers the Blacks as an inferior race to the whites, as a result of which, due to the negligence shown by the healthcare staff, particularly nurses, numerous African Americans, die every day. According to the statistics, in the United States of America, 38% of the African Americans suffer from hypertension, as compared to the 29% European Americans. â€Å"The combined overweight and obesity rates for African Americans are higher than for European Americans; 65% of African-American men and 56.5% of African-American women are overweight or obese, compared to 61% of European-American men and 49.2% of European-American women† (Health). Similarly, the occurrence of diabetes and deaths from cancer, are relatively way higher than that of the normal population, with 64% of all women suffering from fresh HIV infections