Organic Chemistry Hydrocarbon Nomenclature Prefixes

The purpose of organic chemistry nomenclature is to indicate how many carbon atoms are in a chain, how the atoms are bonded together, and the identity and location of any functional groups in the molecule. The root names of hydrocarbon molecules are based on whether they form a chain or ring. A prefix to the name comes before the molecule. The prefix of the molecules name is based on the  number of carbon atoms. For example, a chain of six carbon atoms would be named using the prefix hex-. The suffix to the name is an ending that is applied that describes the types of chemical bonds in the molecule. An IUPAC name also includes the names of substituent groups (aside from hydrogen) that make up the molecular structure. Hydrocarbon Suffixes The suffix or ending of the name of a hydrocarbon depends on the nature of the chemical bonds between the carbon atoms. The suffix is -ane if all of the carbon-carbon bonds are single bonds (formula CnH2n2), -ene if at least one carbon-carbon bond is a double bond (formula CnH2n), and -yne if there is at least one carbon-carbon triple bond (formula CnH2n-2). There are other important organic suffixes: -ol means the molecule is alcohol or contains the -C-OH functional group-al means the molecule is an aldehyde or contains the OC-H functional group-amine means the molecule is an amine with the -C-NH2 functional group-ic acid indicates a carboxylic acid, which has the OC-OH functional group-ether indicates an ether, which has the -C-O-C- functional group-ate is an ester, which has the OC-O-C functional group-one is a ketone, which has the -CO functional group Hydrocarbon Prefixes This table lists the organic chemistry prefixes up to 20 carbons in a simple hydrocarbon chain. It would be a good idea to commit this table to memory early in your organic chemistry studies. Organic Chemistry Prefixes Prefix Number ofCarbon atoms Formula meth- 1 C eth- 2 C2 prop- 3 C3 but- 4 C4 pent- 5 C5 hex- 6 C6 hept- 7 C7 oct- 8 C8 non- 9 C9 dec- 10 C10 undec- 11 C11 dodec- 12 C12 tridec- 13 C13 tetradec- 14 C14 pentadec- 15 C15 hexadec- 16 C16 heptadec- 17 C17 octadec- 18 C18 nonadec- 19 C19 eicosan- 20 C20 Halogen substituents are also indicated using prefixes, such as fluoro (F-), chloro (Cl-), bromo (Br-), and iodo (I-).  Numbers are used to identify the position of the substituent. For example,  (CH3)2CHCH2CH2Br is named 1-bromo-3-methylbutane. Common Names Be aware, hydrocarbons found as rings (aromatic hydrocarbons) are named somewhat differently. For example, C6H6 is named benzene. Because it contains carbon-carbon double bonds, the -ene suffix is present. However, the prefix actually comes from the word gum benzoin, which as an aromatic resin used since the 15th century. When the hydrocarbons are substituents, there are several common names you may encounter: amyl: substituent with 5 carbonsvaleryl: substituent with 6 carbonslauryl: substituent with 12 carbonsmyristyl: substituent with 14 carbonscetyl or palmityl: substituent with 16 carbonsstearyl: substituent with 18 carbonsphenyl: common name for a hydrocarbon with benzene as a substituent

European Imperialism And The Colonization Of Africa

Amongst the 1870s and 1900, Africa confronted European imperialist hostility, political pressures, military assaults, and ultimately the conquest and colonization. At the same time, African civilizations put up numerous methods of resistance against the effort to inhabit their countries and enforce foreign control. By the early twentieth century, however, much of Africa, except Ethiopia and Liberia, had been inhabited by European powers. The European imperialist drive into Africa was encouraged by three main factors, economic, political, and social. It established in the nineteenth century following the collapse of the profitability of the slave trade, its abolition and suppression, as well as the expansion of the European capitalist Industrial Revolution. The requirements of capitalist development—including the request for guaranteed sources of raw materials, the search for definite markets and profitable investment passages—encouraged the European scramble and the par tition and ultimate conquest of Africa. Mainly the reason colonialism was a part of this lifestyle where the only way to gain power was to rule the biggest and the most land out of everybody else. Colonialism is when a larger nation should take control of another usually smaller nation. By the 18th century the Europeans had colonized about 55% of earth’s surface and by 1878, 67% and by 1914 about 85%. The effects of colonialism on different parts of the world had made a controversy. Walter HallShow MoreRelatedEuropean Imperialism - Dbq Essay804 Words   |  4 Pagesthe history of the world, imperialism has played a major role. Imperialism is one country’s complete domination of the political, economic, and social life of another country. 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Dowry, an Investment System Free Essays

Dowry system is when the bride’s family gives goods, money, or estate to her husband and his family during marriage (E. Pauls Prine (Ed. ), 2008). We will write a custom essay sample on Dowry, an Investment System or any similar topic only for you Order Now This practice is mostly common in South Asia, specifically the Indian culture (E. Pauls Prine (Ed. ), 2008). On the other hand is the practice of bride price system which is where the husband gives cattle, land or goods in exchange for a woman’s hand in marriage (Schwimmer, 2002). This is mostly practiced in Africa among traditional households, where it is a price for the economic services and children a woman adds to another family (Schwimmer, 2002). Dowry and bride price are mostly practiced in exchange for the bride’s well being (E. Pauls Prine (Ed. ), 2008). There is a strong possibility that a wife might be mistreated if the dowry was not enough or satisfying for the groom’s family (E. Pauls Prine (Ed. ), 2008). Most times if the husband leaves or mistreats his wife the dowry is to be returned to her (E. Pauls Prine (Ed. ), 2008). It is also used as a means to discharge a husband of his duties to provide well for his wife, this is most common in marriages where two young people are wedded (E. Pauls Prine (Ed. ), 2008). Although the practice of dowry from the bride’s family to the groom’s is a norm in the Indian culture it the opposite for the African culture. Where as in Africa a groom’s family gives bride price to the bride’s family. These practices seen in the context of their culture are completely normal, but seen from a modern perspective are primitive and inhumane since they resemble a system of slave exchange (Schwimmer, 2002). This is due to the over turn in the practice in the twentieth century. In South Asian culture dowries have been demanded and paid to the groom’s family conjugating the term â€Å"groom price† (Maitra, 2007). In India it is evident that there is a great inflation in dowry practice (Maitra, 2007). There was also an evident increase in violence against brides who were unable to fulfill the dowry payment demanded (Maitra, 2007) . This was against the fact that in 1961 there was a Dowry Prohibition Act which made it illegal to give dowries (Maitra, 2007). This has flamed many women’s rights issues due to many cases of mistreatment of brides in India (Dowry system in, 2010). It is also criticized because it is not to provide for the bride in unforeseen circumstances but to appease the groom’s family’s greed (Dowry system in, 2010). For example, it was reported by the Vancouver Sun that a bride had died and her 13-month old daughter had suffered severe burns after the bride’s family started a fire after being dissatisfied with the dowry (Nelson, 2012). The article also highlighted that such dowry dissatisfaction causes for deaths of up to 8, 000 women in India each year (Nelson, 2012). Therefore, even though there is awareness of the cause of such mistreatment against women in India it is still a norm to practice dowry which can possibly put a daughter’s life in danger. Where as in the African culture the system of bride price is most practiced. Here bride payments are mostly interpreted as the wealth received by the bride’s family which compensates for the daughter that will be of economic use and will bare children for another family (Schwimmer, 2002). Among the Dani of New Guinea there are 3 occasions where a groom must give a bride’s family valuables, such a cattle or shells (Schwimmer, 2002). First, when the groom marries the bride and she starts working on his farm; second, when the groom has sexual rights to the bride and consummates the marriage; third, when his wife bears a child (Schwimmer, 2002). In the Igbo culture of South Africa, bride price is considered as the payment to have fertile woman and if the bride is not fertile or chooses to leave the marriage before producing children she must return the wealth given to her family by the groom (Schwimmer, 2002). With such cases of bride price many men choose marry many women and it is usually the older man that marry before the young (Schwimmer, 2002). This is due to the fact that older men have had the time to accumulate more wealth and necessary resources to pay for a bride (Schwimmer, 2002). Such practices have also raised cases where the brides have been divorced or are infertility so the families of the bride have to return the price paid to the groom (Schwimmer, 2002). For example, in the Zulu culture in South Africa there is an exchange of cattle among the groom and the bride’s father or brother (Schwimmer, 2002). This exchange is called lobola and has to be returned if the bride is divorced or cannot bare children (Schwimmer, 2002). Also, in such cultures when a son receives his first lobola from his daughter’s marriage he must give it to his father as repayment for his marriage (Schwimmer, 2002). These practices observed by outsides would resemble much to slave exchange; morally this is wrong yet it is normally practiced in South Africa because of its wide acceptance in the culture (Schwimmer, 2002). In conclusion, from an anthropological point of view there is a cultural norm set by traditions and human greed which causes for such immoral practices of dowry and bride price. Although, these practices are considered a norm in these cultures, an outsider observing would be very shocked to see such inhumane treatment of women. This is a type of degradation which is still to this day present even with government laws which prohibit against it (Dowry system in, 2010). In order for such practices to become a rarity and not a norm a strong education system for women is important this is a suggestion and an observation an anthropologist would make with a moral leniency. Bibliography: Nelson, D. (2012, 10 16). Woman dies in dowry spat. The Vancouver Sun. Retrieved from http://www. vancouversun. com/Woman+dies+dowry+spat/7395783/story. html Woman in coma after suicide attempt dies in sardarnagar. (2012, 10 30). Times Of India. Retrieved from http://timesofindia. indiatimes. com/city/ahmedabad/Woman-in-coma-after-suicide-attempt-dies-in-Sardarnagar/articleshow/17012521. cms Dowry system in india. In (2010). Country Facts Information. Kwintessential Ltd. Retrieved from http://www. kwintessential. co. uk/articles/india/Dowry-System-in-India/3024 Dowry. In (2008). E. Pauls Prine (Ed. , Encyclopedia Britannica. Retrieved from http://www. britannica. com/EBchecked/topic/170540/dowry Maitra, S. (2007). Dowry and bride price. In (2nd ed. ). International Encyclopedia of the Social Sciences. Retrieved from http://dept. econ. yorku. ca/~smaitra/SMaitra_IESS. pdf Schwimmer, B. (2002, 05). Bride wealth. Retrieved from http://www. umanitoba. ca/faculties/arts/anthropology/tutor/marriage/bride_wealth. html (Schwimmer, 2002) Brid ewealth. In (2012). Encyclopedia Britannica. Retrieved from http://www. britannica. com/EBchecked/topic/79255/bridewealth How to cite Dowry, an Investment System, Essay examples

Pragmatism in World Language Classroom

Question: 1. Do you agree with this pragmatic philosophy theory, where activities are the esssence of learning? Yes or No and Why? 2. Is it always possible to connect our curriculum to real-life lessons? How? 3. How difficult would it be to provide our students with this great teaching curriculum theory however; align it to Common Core Standards and testing paradigms? Please explain. Answer: 1. I do agree with the Pragmatic philosophy which states that activities are the actual essence of learning. According to the given scenario, the pragmatic approach encourage the learning sessions by using homogeneous classroom setting where factual activities equip the students to deal with real tasks. Activity or actions forms the core objective Pragmatic philosophy theory. Thus, it is evident that, mental activity is linearly associated to the physical interaction of individuals. Hence, such an attitude enables learning through activities. Moreover, the real-life experiences forms the core of curriculum that is better understood if it is implemented in action (Betz Huth, 2014). As said by Confucius; Forgetting is eventual with teaching; involvement in the lesson is actually related to understanding. Pragmatism prepares the students to flourish in the dynamic world making them perfectly ready to act in practical situations by making them learn through activities. 2. The Philosophy of Pragmatism is student centric approach where teachers are asked to motivate students intrinsically through real-life and factual scenarios. This enables the students to think and relate the learning with the environment around them. Curriculum is connected to the real life experiences by participating in various project and activities that offers factual problems. Moreover, in world language classroom, Multiculturalism plays the key role that can only be attained by students through exploration of real-life experiences of hosting visitors of other cultures within the classroom (Flix-Brasdefer Cohen, 2012). The session of Q A improve the multicultural behaviour between students and remove the cross-cultural barriers. Connecting curriculum with real-life experiences involve watching of authentic videos of diverse countries, ability to identify their customs and language, etc. Students realize their active part they play in learning when curriculum is connected to real-life sessions, through constant practice and group work. Knowledge is the common practice in classroom, whereas alignment of real-life scenario will enable cohesiveness and collaboration. 3. Pragmatic approach to learning signifies a school culture of shared learning classrooms where both the student and teacher have equal contribution in academic and social growth. However, it will be difficult to train students in this significant teaching curriculum and alignment of it into Core standards such as Communication, connections, cultures, comparison and communities (Rafieyan et al.2013). Shared classroom experience is necessary to gain adequate knowledge about other cultures, its comparison to own cultures and integration to individual communities. This becomes difficult due to cross cultural barriers and restrict student practice as a group. Hence, in order to align the teaching curriculum theory with common core standards students must realize the importance of group work, learn to socialize and gain deep knowledge about the other countries, and development of respectful attitude towards other cultures and societies. Alignment of pragmatic teaching curriculum into com mon core standards will be difficult unless collaboration and cohesive practice is encouraged (Sykes, 2013). Cohesive and collaboration will eventually encourage innovative thinking, make efforts to understand the language/problem, and utilize higher order thinking abilities to comprehend the problem. Such an approach will enable the group of learners to act practically during the real-life or factual situations. Reference List Betz, E. M., Huth, T. (2014). Beyond grammar: Teaching interaction in the German language classroom.Die Unterrichtspraxis/Teaching German,47(2), 140-163. Flix-Brasdefer, J. C., Cohen, A. D. (2012). Teaching pragmatics in the foreign language classroom: Grammar as a communicative resource.Hispania,95(4), 650-669. Rafieyan, V., Majid, N. B. A., Eng, L. S. (2013). Relationship between Attitude toward Target Language Culture Instruction and Pragmatic Comprehension Development.English Language Teaching,6(8), p125. Sykes, J. M. (2013). Synchronous CMC and pragmatic development: Effects of oral and written chat.CALICO journal,22(3), 399-431.