Learn About Redox Problems With an Example

In oxidation-reduction or redox reactions, it is important to be able to identify which atoms are being oxidized and which atoms are being reduced. To identify if an atom is either oxidized or reduced, you only have to follow the electrons in the reaction. Example Problem Identify the atoms that were oxidized and which atoms were reduced in the following reaction:Fe2O3 2 Al → Al2O3 2 FeThe first step is to assign oxidation numbers to each atom in the reaction. The oxidation number of an atom is the number of unpaired electrons available for reactions.Review these  rules for assigning oxidation numbers.Fe2O3:The oxidation number of an oxygen atom is -2. 3 oxygen atoms have a total charge of -6. To balance this, the total charge of the iron atoms must be 6. Since there are two iron atoms, each iron must be in the 3 oxidation state. To summarize, -2 electrons per oxygen atom, 3 electrons for each iron atom.2 Al:The oxidation number of a free element is always zero.Al2O3:Using the same rules for Fe2O3, we can see there are -2 electrons for each oxygen atom and 3 electrons for each aluminum atom.2 Fe:Again, the oxidation number of a free element is always zero.Put all this together in the reaction, and we can see where the electrons went:Iron we nt from Fe3 on the left side of the reaction to Fe0 on the right. Each iron atom gained 3 electrons in the reaction.Aluminum went from Al0 on the left to Al3 on the right. Each aluminum atom lost three electrons.Oxygen stayed the same on both sides.With this information, we can tell which atom was oxidized and which atom was reduced. There are two mnemonics to remember which reaction is oxidation and which reaction is reductions. The first one is OIL RIG:Oxidation Involves Loss of electronsReduction Involves Gain of electrons.The second is LEO the lion says GER.Lose Electrons in OxidationGain Electrons in Reduction.Back to our case: Iron gained electrons so iron was oxidized. Aluminum lost electrons so aluminum was reduced.

Informative Speech Study Drugs and College Students Essay

Informative Speech Study Drugs and College Students I. Introduction A. Attention Getter: I reached into my backpack, grabbed an Adderall, and went to the bathroom. I smashed it on the bathroom sink and snorted it. I went back to my class and zipped through the rest of my exam, and it made all the difference. This student incident was found in a 2005 article published by Baylor University on the alarming use of â€Å"study drugs.† B. Thesis: Many of you may be unfamiliar with such a topic, so today I will cover the mysterious world of study drugs and the hidden dangers associated with them. C. Significance to Audience: Most of us are here because we all want to transfer to the best school as possible. And we will do whatever it†¦show more content†¦i. Sub3 point: But unlike the calming effects the medication produces in people with this disorder, individuals without ADHD will experience higher energy, extreme confidence boost and be able to hyper focus, as stated in Rod Calvin’s book Prescription Drug Addiction. 2. Sub Point: Methylphenidate is the next type of drug, marketed under the name Ritalin. a. Sub-Sub point: It is similar to Adderall in various as to how it effects the brain, for it is also a stimulant compound that affects the motor activity of the central nervous system. Transition: So those are the most common types of study drugs, and now to explore why non ADHD people would take. C. Main Point: Simply to put it, people take them to improve focus, energy gain an extreme edge against their academic competition. I remember during midterm’s week 2 students in one of my class’s talk about their study drug-fueled cramming sessions. â€Å"When was the last time you slept?† â€Å"Two days ago†¦Ã¢â‚¬  â€Å"And you’ve been up all this time studying?† â€Å"Yeah.† 1. Sub Point: Baylor University does a nice job of summing up student motives of such drastic behavior in its 2005 article â€Å"Study Drugs Still Popular despite Health Risks†. a. Sub-Sub point: According to the article, students use such drugs â€Å"to retain energy for rigorous study periods over several hours, sometimes extending overnight.† i. 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“The Evacuation of Children in World War Two Was a Great Success” Free Essays

How far do the sources you have used support this interpretation of evacuation in World War Two? (25 marks) Before the War in September 1939, the government understood the risk of air raids and the danger they bring upon major cities in England. Plans for evacuation started as early as 15 years before in 1924; the Air Raid Precaution Committee (ARPC) identified London as the main target, with children as the biggest concern.The government identified, after the ARPC produced a report on the potential disasters of air raid attacks in 1925, that maintaining civilian morale was a priority, and that the fear of bombing would bring it down. We will write a custom essay sample on â€Å"The Evacuation of Children in World War Two Was a Great Success† or any similar topic only for you Order Now So, to prevent low morale (and also to ensure safety for what would be the future generation and social regeneration of Britain), the technique of evacuation was introduced. ‘Success’, in this case, is somewhat difficult to measure as it is a broad term when it comes to asking if it can be seen as a success in terms of numbers: ‘did the government send out as many people as they hoped to? or as a question of the success in the ‘well being of the evacuees’, and questioned as the overall safety of the evacuees: if death and casualty had been avoided/prevented. These sources help to show whether or not evacuation in World War Two was a ‘success’. Evacuation can be seen as a success if the evacuees, specifically children were ‘happy’. This is important as being considered ‘successful’ as whether or not they were treated well and were happy would influence the public morale of the citizens remaining in the city.For example, source one shows a group of children with their accompanying teacher in a Berkshire village, 1939. They appear to be ‘happy’ and well looked after; they seem well dressed and smiling in a peaceful, unthreatening looking setting, safely away from the danger of bombs/air raids. Also, as a teacher is shown to be with them, success id further proven in that the government managed to continue educational services throughout the operation (this point is additionally shown in sources three and four).This suggests evacuation was a success. Though, as the photo shows evacuation in a positive light, it could suggest a propaganda element. However, though possible, it seems unlikely that the photo is staged making it reliable to determine evacuation as a success through child ‘well-being’ and happiness. Furthermore, a view of it being successful in this way is source three, a newspaper extract from Kent, September 1939. The overall impression given is that evacuation was very much a successful operation.According to the source for the majority, it was a ‘happy adventure and homesickness quickly fled’. Again, this suggests success in the well being of the evacuees, though the source goes on to show this further saying that children were ‘eating high teas beyond their dreams and went up to bedrooms larger than thought possible’. From this we can infer that evacuation was a success in the way that children were living better out in the countryside not only for safety, but for lifestyle as well.However, this source is much less reliable that source one as it appears to be in fact very biased as a newspaper trying to imply the best out of evacuation to keep morale high, so it is harder to derive a conclusion of success from the source. Another way in which success is shown through the sources is that evacuation did the job that it was set out to do: to protect the children, and those who are at most risk, from the danger of war, specifically bombing in the city. Source five is a picture showing a bombed school playground in London.From this, we can infer that this is an example of what the government was trying to move children/evacuees away from. It also shows how, being a school playground, children were indeed at risk, thus, by sending the children away, they were, as far as we know, doing a good job of keeping them safe. Overall, this source shows that evacuation was successful as we can infer that children would clearly be safer out of the city, thus justifying evacuation itself. To further justify evacuation and therefore show its success in keeping evacuees safe, source six shows casualties in Liverpool.It shows that the death rate was generally over 100 and even in May 1941, at 1453. Again, this justifies the need to evacuate and the safety achieved through evacuation. Finally, sources three shows the success in evacuation as the sources show effectiveness and good organisation as a success of evacuation. This encompasses overall efficiency and pre-evacuation planning. To be able to transport the huge amount of 1million (intended 4million) to the countryside required this efficiency and overall, sources three and source two mention the efficiency and order of the transport (trains) and organisation in the countryside.In source three, a newspaper article from Kent, says that the departures were efficient, reflecting that it was seen to that ‘each child got milk and food’, and followed up with ‘no confusion’. Even source two, though showing evacuation in a negative way, also comments that the trains ‘ran to time’ and that evacuation came ‘complete with teachers’. Having teachers is shown in sources one, three and four as well. In source one, it is shown as a teacher with a group of children, in three there are mentioned ‘teachers in charge’ and in four, the graph shows about 103,000 teachers were evacuated.The fact that they were able to organise having teachers for the children, as well as having sufficient transport for a million people, shows great planning and effectiveness of the evacuation programme as a success in World War Two. On the other hand, evacuation can be seen as unsuccessful through the sources. One point is that of numbers; according to source four, ‘4 million had been planned for but only 1. 5million went’.Source four is most probably reliable as it is a textbook extract, with the main aim of ‘to inform’, and thus the historian writing this has no reason to twist the truth. Even though this shows efficiency, it shows how evacuation was not successful, as it didn’t go according to government’s plans. It also could suggest that the public didn’t see quite the same urgency to evacuate as the government. This interpretation is further shown as one of the sources is a propaganda poster discouraging mothers to bring their children back to the city.This shows this unsuccessful side to evacuation as it shows that mothers needed this encouragement though posters. This shows how evacuation was unsuccessful in encouraging the public. Source seven suggests that social barriers were broken with the ‘effect of showing one side of the nation to the other’, however two sources suggest different: source 2, a source showing a mainly negative view on evacuation, implies that the social responsibility was not evenly spread and that ‘the poor housed the poor and the wealthy evaded their responsibilities’. This is an alternate view that people weren’t treating the evacuees correctly that goes against mainly source one and three. Source one and three are both from the start of the war (1939 specifically) and therefore could be seen as too specific to generalise a positive experience for the duration on the war and that perhaps source two, a negative view, is a better outlook, despite being a secondary source, on the success of the war as it shows a view over time. Considering all the elements that determine whether ‘The evacuation of children in World War Two was a great success’, I believe that evacuation was in fact a success in most ways of measuring ‘success’: the overall operation fulfilled it’s aims of protecting children from bombs to safer quieter areas of the country (like source one depicts) and that the government did so in an orderly, effective fashion. However, I would not call the evacuation programme a ‘completely’ a success nor a ‘great success’ thorough considering that fewer went than planned and that it is difficult to derive a positive experience from the evacuees themselves. A ‘great success’ suggests complete fulfilment of original plans and a large majority happy and well treated in the operation. Not all sources agree with this, thus, overall, I conclude my agreement that evacuation in World War Two was successful, though not a ‘great’ success. How to cite â€Å"The Evacuation of Children in World War Two Was a Great Success†, Essays

Alternative Approaches To The Treatment Of Diabetes Essay Example For Students

Alternative Approaches To The Treatment Of Diabetes Essay Alternative Approaches to the Treatment of DiabetesDiabetes is a general term for a disease caused by defective carbohydrate metabolism and characterized by abnormally large amounts of sugar in the blood and urine. Diabetes is usually classified into two types. Type I or insulin-dependent diabetes, formerly called juvenile-onset, usually occurs in children and young adults; and, Type II, or non-insulin dependent diabetes (formerly called adult-onset diabetes) is found in persons over 40 years old and progresses slowly (Funk and Wagnalls 183). Diabetes is considered a group of disorders with multiple causes, rather than a single disorder. The human pancreas secretes a hormone called insulin that promotes the entry of sugar glucose into all tissues of the body, providing energy for bodily activities. In a person with diabetes, however, the entry of glucose is impaired, either as a result of deficiency in the amount of insulin produced or of a blocking of the action of the insulin. Cons equently, sugar builds up in the blood and is discharged in the urine. In a Type I diabetic, the problem is almost always a severe or total reduction in insulin production. In Type II diabetes, the pancreas often makes a considerable quantity of insulin, but the hormone is unable to promote the entry of glucose into tissues (Funk and Wagnalls 183). There are many short and long-term complications from diabetes. If untreated Type 1 diabetes can be quickly fatal. It is accompanied by nausea, excessive thirst, frequent urination, extreme weakness, abdominal pain, and rapid deep breathing. Failure to respond with injections of insulin can result in a diabetic coma, or death (Medical Advisor 319). Long-term complications of diabetes include damage to the eyes, nervous system, kidneys, and cardiovascular and circulatory systems, as well as weakening of the bodies overall resistance to infection. Complications from diabetes are the primary cause of adult blindness in the United States. Within 10 years of their diagnosis over 50 percent of all diabetics develop a disorder called diabetic retinopathy. This weakens the capillaries that supply blood to the retina, and eventually effects vision. Diabetics are also more likely to develop cataracts and glaucoma (Medical Advisor 319). People with diabetes have a higher chance of heart disease and circulatory problems such as high blood pressure, hardening of arteries, heart attacks, and strokes. A number of people with diabetes suffer from a condition known as diabetic neuropathy, which causes a gradual deterioration in the nervous system. Many develop slowed reflexes, loss of sensation, numbness and tingling in legs, impotence, and circulatory problems (Medical Advisor 319). Treatment for both forms of diabetes requires adjustment of insulin levels in the body and strict management of diet and exercise. If you have Type 1 diabetes, it is essential that you receive supplementary insulin every day, at least twice a day to promote your bodies use of blood glucose. Since insulin is a protein and is destroyed by digestive enzymes, it cannot be taken orally, it must instead be injected directly into the body at set intervals (Medical Advisor 319). Most insulin in use today is processed synthetically, although some is still derived from animal hormone. Insulin comes in three types: short acting, taking effect in 30 to 40 minutes and lasting 6 hours, intermediate acting, taking effect in 3 to 4 hours and lasting up to 24 hours, and long acting, taking effect in 6 to 8 hours and lasting up to 30 hours. By monitoring you own blood glucose level, you can track your bodies fluctuating insulin demand, and better regulate it (Hull 285). For most people with Type 2 diabetes, diet and exercise are sufficient to keep the disease under control. Others require drug therapy, which may include insulin or an oral hypoglycemia medication (Hull 285). Philippine History and Culture EssayExercise has been shown to increase the tissue levels of chromium, which the body uses to regulate blood glucose and cholesterol levels. For those with Type 1 diabetes, exercise has been found to increase the bodys ability to use available insulin so that fewer insulin injections are needed. Type 2 diabetics often benefit from moderate exercise, but should avoid heavy lifting and straining. This can lead to an increase in blood pressure, which could aggravate diabetic retinopathy. The relationship between stress and bodily function has been studied for many years. Yet, there is little proof that stress can lead to diabetes. Genetics is more likely the cause. However strong the notion that personality trait cannot cause diabetes, there are many experiments that suggest that there is a strong mind/body connection with diabetes. For example, a person who is shy and withdrawn may not have the curiosity about the world, and therefore be less likely to adhere to a strict care regiment. Likewise, people who are aggressive, hostile, or urgent, may experience more problems from diabetes during times of stress (Mind Body 139-140). Despite current trends to self-treat bodily malfunctions with diet, vitamins, exercise, and relaxation, strong cautions are warranted in relation to diabetes. First, no change in prescribed medication should be undertaken without a consultation with your doctor. But, any diabetic wishing to better control their disease needs to first look at basic, fundamental lifestyle changes, all of which promote good health. A doctor specializing in functional medicine or nutritional medicine is a good source for finding a combination approach to healthy living. Given the proper regimen of medication, diet and exercise, even a Type I diabetic can reduce medication levels by following natural, holistic, cost-effective approaches to the treatment of diabetes (Null 300-301). The bottom line addressing the actual causes of diabetes rather than attempting to invasively overpower the symptoms, can lead to a healthier, more active life for the millions of people who suffer from diabetes (Null 305). Medicine Essays