Anatomy of an Illness essays

Anatomy of an Illness essays Norman Cousins is senior lecturer at the School of Medicine, University of California at Los Angeles, and consulting editor of Man and Medicine which is published at the College of Physicians and Surgeons, Columbia University. For almost all of his professional life, Norman Cousins has been affiliated with Saturday Review. He became its editor in 1940, a position he held for more than thirty years. He is presently its editorial chairman. Mr. Cousins is the author of eleven books, including Dr. Schweitzer of Lambarene, The Celebration of Life, Present Tense, In Place of Folly, The good Inheritance, and Modern Man Is Obsolete. Anatomy of an Illness is written in light of a serious illness a patient was diagnosed with. Through trust, hope, humor and many months of treatment the patient was cured. It is a piece published to share the gruesome and enlightening points of the doctor/ patient relationship the two main characters obtained. The author offers the idea of placebo healing as opposed to the prescription method, which he believes is overrated. The book is used in over two dozen medical schools for instructional purposes, not to mention being republished in fourteen separate countries. Undoubtedly, Anatomy of an Illness is an irreplaceable book. Norman Cousin ¡s main points include: h Laughter is the most powerful medicine. h  ¡Placebos, ¡ Dr. Shapiro has written in the American Journal of Psychotherapy,  ¡can have profound effects on organic illness, including incurable malignancies. ¡ h Current scientific research in the physiological benefits of laughter may not be abundant but is significant, nonetheless. h The body responds naturally to laughter and creativity, seeing it as a  ¡want to live ¡ way of life, and therefore working undividedly to fight the illness. h The best way to eliminate pain is to ...

Ethical Dilemma Essay Sample

Ethical Dilemma Essay Sample Essay on Ethical Dilemma If You Saw Your Best Friends Cheat on a Test, What Would You Do? Always remember that when you cheat or planning to cheat, then you always lose. This is especially when you are going to cheat on your exams because you are attempting to outsmart your professor or teacher by means of violating the rules. If you happen to see your best friend cheating, it is important to remind them that what they are doing is inappropriate. Cheating is not acceptable and therefore anyone who is caught cheating will face punishments from the teacher. The teacher is not the only one who will provide punishments because the school is expected to apply the same. This is because cheating is the most unacceptable form of offense at school because it can generate a public scandal to the community. As the best solution, it is important to approach your best friend and inform that their recent action is unacceptable. Getting caught could risk their academic status, especially if there is a proof to show to the school administration such as the principal. Promoting awareness regarding the consequences of cheating is implied because the best friend will soon realize that the value of honesty. As a best friend, acting as a guide is important because it shows how concerned you are to your friend who is drawn into an action that is not acceptable. This is instead of reporting your best friend to the teacher or school administration that he cheated on a certain activity such as exams. In this way, your best friend will feel that you seriously care for them and are now willing to follow your advice not to repeat the same mistake for the next school assignment process. The only concern is to know what is going on inside the head of that particular best friend. This is because they think that they are offended by the situation. Some best friends argue when their action is seen by them as the rightful thing. There are numerous reasons to consider because there are factors that influence a person to commit such behaviors, which forces them to commit such actions. Criticisms are sometimes not the rightful way to approach your best friend to take such actions. In this case, the relationship between friends is at risk for being strained. Telling your best friend that his act was wrong during the exam should be treated with a proper approach to ensure that you are going to tell them using the right approach as well as using the right word. Cheating is the mortal sin of education because it is an act of taking advantage of the subject matter against the practices of any academic institution. When a person cheats, they violate the policies of the school where they are currently learning. Students who commit such acts are usually suspended from school because it negatively affects the performance of the school. Disciplining the student in a right manner ensures that the response becomes subjective, relevant, and appropriate to prevent similar offenses in the future. Always remember that there were students who were expelled from the school because they were caught cheating in their previous classes by their teachers and school administration. Every offender offends the moral and ethical values of learning because they are taking advantage against the law’s implementation that could lead them to a humiliating consequence after committing an unacceptable action (Blumenthal, 2013). Reference Blumenthal, William (2013). Models for merging the US antitrust agencies.  Journal of Antitrust Enforcement. Oxford Journals.  1  (1): 24–51.

History Essay Example | Topics and Well Written Essays - 1000 words - 5

History - Essay Example This changed Ida’s destiny, since she was able to attend university unlike other children born to slaves. Ida had several memories of slavery and during her adulthood, she made a vow to fight for racial justice. Among the racial and gender stereotypes that Ida was challenging discrimination of blacks by whites, the killings of blacks by whites, rapes of Negro girls and women by white men, stereotyping upon black men as rapists, and economic destruction of blacks by whites. During the periods of post-reconstruction and post-emancipation, racial categories in America were on the rise and this promoted more lynching crimes. Wells first encounter with racial discrimination happened when she boarded a train, but was forced out of the train for sitting in the section meant for whites. Despite suing the Chesapeake and Ohio railroad company, she lost her case against the train company, the main reason being the fact that she was black. According to Waldrep, â€Å"in 1887, the crusadi ng journalist Ida B. Wells lost faith in the law when the Tennessee Supreme Court ruled against her suit against a train company that had forced her from the white section of its train† (52). All along, Wells had believed that the law would be impartial in its ruling, but like other black leaders she generated doubts on whether the law and constitutionalism could sufficiently fight white oppression. During the 19th century, lynching of blacks by whites was a common occurrence. Wells had however not faced any lynching incident although she knew that the crime existed. She began her campaign against lynching five years after the train incident, when a quarrel between blacks and whites broke out at a neighborhood in Memphis. The reason for the quarrel was the opening up of a grocery store meant to provide the black population with cheap groceries by three black men namely; Henry Stewart, Calvin McDowell, and Thomas Moss, who were friends to Wells. The grocery store belonging to t he three black men was located across a grocery store owned by whites and the fact that the black men had decided to sell their groceries at a price they perceived fair to the black community angered the whites. Both communities knowing of the intentions of each other organized mobs, so when the white community went to the store to attack the owners, the three owners and the entire black mob was ready. The three white men that invaded the store were shot by the owners and this led to the arrest of the three black men. According to Wells, â€Å"the three business partners were jailed and charged with wounding white men , despite their doing so in what they had thought was defense of their property† (3). The arrest and subsequent actions towards the three black men were supposed to follow the law, but this did not happen. White newspapers emphasized the issue of the blacks being wrong, and at no instance did they mention the intentions of the white mob for invading the grocery store owned by blacks. Asante asserts that the newspapers elevated â€Å"white anger and gave rise to the formation of another white mob, this time outside the jail where the three blacks were being held and resulting in their murder† (164). This and many other similar incidents are evidence of lynching against blacks and economic destruction of blacks by whites in the 19th century, aimed at keeping the black race down by eliminating any blacks who seemed to have the potential of being economically successful. This is supported by

How American Dream in The Great Gatsby Compares to the Modern American Essay

How American Dream in The Great Gatsby Compares to the Modern American Dream - Essay Example It is noticeable that post World War one is considered as a the most prosperous time of the United States, but still there were great number of people at that time in the US, who had to struggle and suffer hard to make their dreams come true (TCF). One of such stories is written by an American novelist F.Scott Fitzgerald in 1922. This story is about a poor boy, who had a dream, a passion, and a potential to do something outstanding to gain fame and money in life. In this paper, we shall compare American Dream life portrayed by F.Scott Fitzgerald in his famous novel â€Å"The Great Gatsby† with notions interlinked with the modern American dream. Modern American Dream is a vast topic and a heated debate in town hall meeting across the state. Is American dream dead or still alive s a big question keeps on flickering on every American’s mind. And a run to an authentic and realistic answer to this question motivates a study entitling â€Å"Modern American Dream† acros s the nation. With the findings of this study, it has come forward that majority of American population strongly believe that American Dream is exhausted, but not dead. Current, financial downfalls, due to recession are challenging, which hangs the US future in between dark and bright (Ford, Dion and Conway). Many people think that American dream is one of the most significant fundamentals of American identity, for which fundamental change, with modernization and metamorphosis is needed. Additionally, it is noteworthy, with modernization and advancements American dream is no more similar to what it was a few decades before, just a house ownership in the locality. But, now an American dream is much vast, diversified and individualistic. In other words, it can be said that today people do not have one big dream, but they have now lots of little dreams with controlled self destinies (Sawhill). Similar individualistic dreams of a young boy are discussed by F.Scott Fitzgerald. Dreams of Gatsby are no different from an ordinary American of today. It is in a way that both have their individual dreams, smudged with a passion to understand success on their own and a personal enthusiasm to stay focused on one dream at a time. Likewise, from story the story of Gatsby it has been understood that he was an ordinary in fact a poor boy belonged to rural family of North Dakota (Fitzgerald). He had all those similar dreams, which today people have in America of attaining success in each desired aspect. As we have understood that modern American dream is no more confined to saving money, securing montage and buying home, but it is more about traveling to the path towards defined ambitions. Similar cognitive approaches were adopted by the focused dreamer of F.Scott Fitzgerald’s story. Dreams of Gatsby can be relate with the Albert Camus’ philosophy of absurdism, which based on the concept of nothingness referring to the struggles an ordinary individual make in ques t for dreams. Gatsby started weaving his dreams since childhood like children of many working class people, who had to learn sacrifice at a very early stage of life. Gatsby was one of those individuals, who promised himself at a very early age to remove all those situations from his life that discomfort each day, he aimed to get something extraordinary in life, but did not focus particularly on money. Poor Gatsby dreamt to alter his circumstance as he strongly believed that there is a lot to do and rediscover own self

Air Pressure in Footballs Essay Example for Free

Air Pressure in Footballs Essay What is the relationship between feedback from air pressure of a football to the performance of a athlete? Alex Long Purpose The purpose for my experiment is to work out scientifically whether the air pressure inside a football effects the performance of a sports performer. There are several different types and brands of footballs all with different structures and pressure recommended for the ball. It would be interesting to find out the differences between the different companies and whether the air pressure inside makes a big difference in improving performance. Hypothesis My expected results from my experiments to answer the question is that the air pressure which will be best for performance will be around the recommended air pressure but slightly lower as I think that through personal experience to is easier to kick a flatter ball than it is to kick a very hard ball. I think that the most interesting part of the experiment is to see whether different air pressure in different brands of football make a huge amount of difference because the balls could all basically the same with just a logo stuck on the front of the ball. The Experiment Independent- what I am changing: I am changing the air pressure between the experiments and I will be changing the brand of football. Dependent- what I am measuring: The performance of a performer while kicking a ball with different air pressures inside. Controlled- what is staying the same: I will keep the same pump and pressure gauge so that I have the same readings. The air temperature in the room and also the altitude I carry out the experiment. Finally I will also keep the same athlete to under take every exercise. Material and Apparatus 1x Sports Hall 3 different types of footballs 1x Pump with a pressure gauge 1x Athlete 1x Thermometer 1x Football goals 1x Stopwatch 25 Cones Method 1)Set out 3 challenges for the Athlete to complete 2)The first will be to kick the ball from a cone 12 steps from a football goal and the  have to hit cones either corner of the goal. 3)The second will be a dribbling exercise to test the players control on the ball. 10  cones will be set up in a line each one foot in front of each other and the player  has to slalom through them. 4)The third and final test will test the control of the player. I will through the ball into  the air and get them to control it on their chest and pass in through two cones  which are 2 steps away from each other. The player will stand 10 steps away  from the cones. 5)For each test I will record how many times they complete the task out of 10  attempts. 6)Finally I will repeat this with each ball and at the different air pressures. I will have  a base test at the recommend psi the ball manufacture gives. 7)After this all completed I will ask the athlete which he felt was better to get this  feedback on the balls and the air pressure

Conrads Heart of Darkness :: essays papers

Conrads Heart of Darkness Conrad's Heart of Darkness Conrad's novel, Heart of Darkness, relies on his knowledge of history in order to describe its protagonist, Charlie Marlow, and his struggle. Marlow's feeling in the novel, as he goes to the Congo, rests on how he visualizes the effects of what is going on around him. Meaning that his attitude will be change during his experiences and his thoughts will change with everything that he learns. Marlow's "change" as caused by his exposure to the historical period in which he lived is important to his views of the situation, especially with his view of Kurtz. Marlow is asked by "the company", the organization for whom he works, to travel to the Congo river and report back to them about Mr. Kurtz, a top notch officer of theirs. When he sets sail, he doesn't know what to expect. When his journey is completed, this little "trip" will have changed Marlow forever. Heart of Darkness is a story of one man's journey through the African Congo and the "enlightenment" of his soul. It begins with Charlie Marlow, along with a few of his comrades, cruising aboard the Nellie, a traditional sailboat. On the boat, Marlow begins to tell of his experiences in the Congo. Conrad uses Marlow to reveal all the personal thoughts and emotions that he wants to portray while Marlow goes on this "voyage of a lifetime". Marlow begins his voyage as an ordinary English sailor who is traveling to the African Congo on a business trip. He is an Englishman who has never been exposed to any alternative form of culture similar to the one he will encounter in Africa, and he has no idea about the drastically different culture which exists out there. Throughout the book, Conrad, via Marlow's observations, reveals to the reader the naive mentality shared by every European. However, after only a short period of time in the Congo, he realizes the ignorance he and all his crew have. We first recognize the general naà ¯ve attitude of the Europeans when Marlow's aunt is seeing him for the last time before he embarks on his journey. Marlow's aunt is under the assumption that the voyage is a mission to "wean those ignorant millions from their horrid ways" (Conrad 760). Conrad's Heart of Darkness :: essays papers Conrads Heart of Darkness Conrad's Heart of Darkness Conrad's novel, Heart of Darkness, relies on his knowledge of history in order to describe its protagonist, Charlie Marlow, and his struggle. Marlow's feeling in the novel, as he goes to the Congo, rests on how he visualizes the effects of what is going on around him. Meaning that his attitude will be change during his experiences and his thoughts will change with everything that he learns. Marlow's "change" as caused by his exposure to the historical period in which he lived is important to his views of the situation, especially with his view of Kurtz. Marlow is asked by "the company", the organization for whom he works, to travel to the Congo river and report back to them about Mr. Kurtz, a top notch officer of theirs. When he sets sail, he doesn't know what to expect. When his journey is completed, this little "trip" will have changed Marlow forever. Heart of Darkness is a story of one man's journey through the African Congo and the "enlightenment" of his soul. It begins with Charlie Marlow, along with a few of his comrades, cruising aboard the Nellie, a traditional sailboat. On the boat, Marlow begins to tell of his experiences in the Congo. Conrad uses Marlow to reveal all the personal thoughts and emotions that he wants to portray while Marlow goes on this "voyage of a lifetime". Marlow begins his voyage as an ordinary English sailor who is traveling to the African Congo on a business trip. He is an Englishman who has never been exposed to any alternative form of culture similar to the one he will encounter in Africa, and he has no idea about the drastically different culture which exists out there. Throughout the book, Conrad, via Marlow's observations, reveals to the reader the naive mentality shared by every European. However, after only a short period of time in the Congo, he realizes the ignorance he and all his crew have. We first recognize the general naà ¯ve attitude of the Europeans when Marlow's aunt is seeing him for the last time before he embarks on his journey. Marlow's aunt is under the assumption that the voyage is a mission to "wean those ignorant millions from their horrid ways" (Conrad 760).

Motivational Plan

There are five basic theories of motivation. 1) Self-determination theory states that people have three basic needs. 2) Attribution theory wants to know why things happen. 3) Expectancy-value theory is interested in a person’s beliefs about abilities. 4) Social cognitive theory states that human behavior comes from their attributes. 5) Goal orientation theory wants to know the reasons for doing tasks. Self-Determination Theory The self-determination theory states that people have three basic needs. A need for autonomy, which is to feel a sense of self-directedness, the need to feel competent, and the need to be related to something. People are motivated with the things that will help meet these needs. People are motivated when their actions are self-determined. â€Å"The more self-determined the motivation is, the more the person experience positive outcomes, including persisting in the activity† (Lavigne, Vallerand & Miquelon, 2007). People perceive they have choices available to them. This theory gives another reason for negative effects of rewards on intrinsic motivation. Intrinsic motivation is when a student really wants to learn something. Students will be motivated if they feel they relate to what is going on. They also will be motivated if they feel competent. If a student feels they are smart and can do a task successfully, they will be more motivated to get it done. If an individual has the three basic needs they will have self-determination. Attribution Theory Attribution theory wants to know why things happen. It might lead to negative feelings. It could cause someone to give up or try harder depending on the feeling. â€Å"Attribution (explanatory) thinking involves an appraisal of factors contributing to success and failure outcomes and is regarded as instrumental to motivation and goal striving in achievement settings† (Perry, Stupnisky, Daniels & Haynes, 2008). Stability is if the event is constant across time and situations. A cause that is stable is failing a test because they are not smart. Intelligence is unchangeable so it is a stable attribution. A cause that is unstable is not doing well because the student was sick when they took a test. Locus is the cause is either internal of external. Locus that is internal is thinking you do not have the ability or skills to do well. Locus that is external is outside factors. These could be the teacher grades hard, the classroom environment like too noisy or interruptions, or anything that is outside the students’ ability. Control is the belief that a person can control events. If a student makes a bad grade on something, they can make two attributions for this grade. They could possible feel they just are not capable of doing the work or understanding the work. They could also feel they did not put forth a lot of effort and therefore could have controlled the grade. If it is a controllability issue, then the student is likely to try and fix it. Teachers can help students with the attribution theory by helping with stability. They can encourage a student that they are intelligent and capable of doing the work assigned. They can also encourage a student which will help with internal locus. Expectancy-value theory Expectancy-value theory is interested in a person’s belief about abilities and their value of a task. Motivation is determined by one’s expectancies for success and one’s value of the task. How a teacher teaches can influence a student’s beliefs and values. There are four components to this theory. â€Å"Correspond to the students’ beliefs about how well they will perform on upcoming tasks and relate to their perception of being able to carry out their academic projects successfully† (Chouinard & Roy, 2008). An example is a student who thinks they are logical will value problem solving. The intrinsic value is how interesting a task is to a student. If they like what they are doing, they will be motivated to finish it. The utility value is finding usefulness in a task. The student will be motivated if it will help their grade. The last component is cost. The cost value knows it will be worth their time to do it. Usually if a student knows the assignment is not going to be graded, they won’t bother to do it. Student results come from teacher expectancies. If a teacher thinks the tudents will perform poorly and they treat them this way, then they will not do well. If a teacher has high expectations for the students and shows them this, they will do better. If teachers believe that certain groups of students do not value educations, then they will have different expectations for them. Teachers also have different expectations based on culture areas and socioeconomic backgrounds. Socia l Cognitive Theory The social cognitive theory states â€Å"that most human emotion is the direct result of what people think, tell themselves, assume, or believe about themselves and their social situations† (Lantz, 1978). Students are motivated by what they see in other people. If they see that their older brother or sister cannot get anywhere in life because they dropped out, they will be less likely to drop out. They also are motivated if they have a belief they have the ability to perform a certain task. Teachers can influence their beliefs. Teachers can take a weak student and pair them with a strong student to motivate them by what they see in the strong student. Teachers can also motivate them by convincing them they have the ability to do a task. Goal orientation theory Goal orientation theory constitutes a substantial and informative body of knowledge concerning motivational processes in achievement settings and particularly in educational contexts† (Kaplan & Maehr, 2007). The goal orientation theory wants to know the students’ reasons for doing academic tasks. There are two goals: mastery goals and performance goals. Mastery goals are tasks that truly master the material. Perform ance goals are tasks that demonstrate the ability. The theorists also look at approach and avoidance goals. Approach goals are positive motivation. Avoidance goals are negative motivation. Students with mastery goals are looking to improve their competence. Mastery goals have been associated with increased effort. Mastery-focused classrooms are discussions that encourage all students to participate. Students who use mastery goals are often critical thinkers. Students who use performance goals are using cognitive skills. These are the five theories of motivation. They are used by educators everywhere. By understanding them, teachers can help encourage positive motivation and help the students achieve the best education possible.

Preliminary Test and Solubility Classification of Organic Compounds

Preliminary Test and Solubility Classification of Organic Compound Keene Louise Topacio, Christopher Jay Robidillo Abstract The experiment focuses on how to classify organic compounds by its functional groups. It is done by preliminary test and with the solubility test. Preliminary test used two known compounds also the unknowns. Physical state, color, odor, and ignition test were noted. The known compounds are inorganic and organic compounds. A comparison is made from the observation in the unknown sample, by which we had concluded that there were two organic compounds and one inorganic among the unknowns. In order to have a strong background about the solubility test, we first classify organic compounds of known functional group using the said test. Butyl bromide, ethanol sucrose, butyraldehyde, ethanoic acid, methyl amine, nitrophenol, diethyl ether, benzoic acid and propanone were used. It is found out that they are class X, Sn, S, N, Sa, Sb, S, N, A1 and Sn, respectively. We use water, ether, HCl, NaOH, NaHCO3, H2SO4, litmus paper, and phenolphthalein in classifying each compound based on their solubility and color change. It follows a certain scheme on testing the compound. Each test will link to another test until we ended up with the class of that compound. We finally determine the class of the three unknowns. It is found out to be an Sb – amine -, S -salt -, and an N -aromatic compound-. Keywords: solubility, classification, organic compounds, solubility test, preliminary test Introduction One important part of experimental organic chemistry is to be able to analyze and identify an unknown organic compound from its functional groups. There are several steps in order to acquire this and there is no definite process. But there are systematic ways in different experimental organic chemistry books. For this experiment it will emphasize the preliminary examination and solubility characteristics of some known organic compounds and unknown samples. Preliminary test is basically noting informations with lesser effort compared to the other tests the physical state, color, odor, and its ignition properties. Physical state of a substance can make a distinction among organic compounds for the reason that at room temperature most of organic compounds are in its liquid state. This is due to the intermolecular forces of attraction in the compound. The color is also informative because most pure organic compounds are white or colorless. Some discolorations of brown color are effect of oxidation reaction. The odor of many organic compounds, especially the ones that have lower molar mass are highly distinctive. Also, functional groups have its' own different smell particularly alcohols, ketones, esters, aliphatic and aromatic hydrocarbons. Caution must be observed while smelling the unknown sample because large amounts of organic vapors should never be inhaled because of toxicity. The ignition test involves a procedure in which a drop or two of a liquid or about 50-100 mg of a solid is heated gently on a crucible with a bunsen burner flame. Whether a solid melts at low temperature or only upon heating more strongly is then noted. The flammability and the nature of any flame from the sample are also recorded. A yellow, sooty flame is indicative of an aromatic or a highly unsaturated aliphatic compound; a yellow but non-sooty flame is characteristic of aliphatic hydrocarbons. The oxygen content of a substance makes its flame more colorless or blue; high oxygen content lowers or prevents flammability, as does halogen content. The unmistakable and unpleasant odor of sulfur dioxide indicates the presence of sulfur in the compound. If a white, nonvolatile residue is left after ignition, a drop of water is added and the resulting aqueous solution is tested with litmus or pHydrion paper; a metallic salt is indicated if the solution is alkaline. Solubility of an organic compound in different solvents can present useful but not efficient information about the presence or absence of certain functional groups. It is because the basic principle in solubility is â€Å"like dissolves like†. In order to have a more distinct result a systematic approach can be considered and it is by solubility classification. First is to test the solubility of the unknown in water. Several structural features of the unknown can be deduced if it is water-soluble. It must be of low molar mass and will usually contain no more than four to five carbon atoms, unless it is polyfunctional. Also, it must contain a polar group that will form a hydrogen bond with water, such as the hydroxy group of an alcohol or a carboxylic acid, the amino functionality of an amine, or the carbonyl group of aldehydes or ketones. Esters, amides, and nitriles dissolve to a lesser extent, and acid. chlorides or anhydrides react with water rather than simply dissolving in it. Test in ether for water soluble compounds are also observed this is to identify further the functional groups in ther unknown. On the other hand, alkanes, alkenes, alkynes, and alkyl halides are water-insoluble. Supplementary test such as solubility in hydrochloric acid, then sodium hydroxide, sodium bicarbonate, and finally tested in sulfuric acid must be done accordingly. Solubility in one or more of these acids and bases is defined in terms of the compound being more soluble in base or acid than in water and reflects the presence of an acidic or basic functional group in the water-insoluble unknown compound. Methodology The experiment was divided into two parts and the group was given three unknowns. The first part was for the preliminary test. Data were recorded according to the physical state, color, and odor of the compound. Small amount of the test compounds, copper nitrate, acetic acid also the unknowns were placed in separate porcelain crucible. It was then heated and covered. Observations were noted. If residues were sighted it was tested for acidity or basicity using a drop of distilled water and a litmus paper. Also, a drop of 15% HCl was added to determine if there was formation of gas. Lastly, flame test using a nichrome wire was also observed in order to determine if metals were present. For the second part of the experiment, solubility class test. 1mL of the solvents; water, ether, HCl, NaOH, NaHCO3, and H2SO4, were placed on separate micro test tubes. A drop or pinch of the test compounds; butyl bromide, ethanol, sucrose, butyraldeyde, ethanoic acid, methylamine, nitrophenol, diethyl ether, benzoic acid, propanone, and the unknowns, were added to the solvent. It was then mixed and observed if it dissolved or not, miscible or not, or if there are discoloration present. The solubility flow chart was used in order to classify the compounds. Results and Discussion Preliminary test determines the physical state, color, odor, and the combustion reaction of the compound during ignition. It is shown in Table 1. That copper nitrate which is blue liquid has an odorless smell while it produces a green flame when it is ignited. On the other hand, an organic compound, acetic acid, is liquid and is colorless. It has a sour smell and it produces no residue when it is ignited. With respect with our group samples, all are in liquid state while differs in odor. A1 has a very foul odor, while A2 possess an alcohol like then A3 have a strong odor. A1 and A3 does not have a residue after it was heated it only evaporated and evolution of smelly (unpleasant) gas was also observed. In the case of A2 there were close to black residue and after ignition, a red flame was observed. Table 1 Preliminary Examination Data X| Cu(NO3)2| C2H4O2| A1| A2| A3| A| Liquid| Liquid| Liquid| Liquid| Liquid| B| Blue| Colorless| Colorless| Colorless| Colorless| C| odorless| sour| foul| Alcohol like| Strong| D| Green flame| orange| No residue| red| orange| X – compounds, A – physical state, B – color, C – odor, D – ignition test| Copper nitrate and acetic acid are both in liquid phase. Normally, an organic compound such as acetic acid is a colorless liquid. Copper nitrate, on the other hand, is in aqueous form. Although they are in the same phase, it doesn’t mean that they have the same volatility and solubility. Upon ignition , their volatility differences are noticed. The presence of ash is observed in copper nitrate while on acetic acid there is no present. It is an indication that there was solid present in copper nitrate solution. Since a solid is not volatile, we can easily identify the presence of solid upon ignition. Thus, it is an indication that the physical state of copper nitrate is actually solid. Finally, copper nitrate has color while acetic acid has none. It is because of the presence of metal in the aqueous copper nitrate. While for our unknowns, it was all in liquid form which has an ammonia-like smell A1, alcohol like smell A2 and strong smell A3. By that, the one will know that A1 is already an amine. When it is ignited, it produces no ash and no soot. It is an indication that there is no metal present. Also, we found out that it was an organic compound because the observation was similar with acetic acid. By all obtained observation, it is possible that A1 is an amine. For A2, it was observed that it contains metal, for the reason that when it ignited the flame was red with that we could say that it is a salt. Unknown A3, was found out to be an organic compound because the observation was similar with acetic acid. We can't determine the compound with just preliminary test due to the insufficient data. Table 2. 1 Solubility Test Data Y| C4H9Br| C2H5OH| C12H22O11| C4H8O| C2H4O2| A| | | | | | B| | | | | | C| | | | | | D| | | | | | E| | | | | | F| | | | | | G| -| | | -| -| | | | H| -| colorless| -| -| colorless| I| X| Sn| S| N| Sa| Y – Compounds, A – Water, B – Ether, C – HCl, D – NaOH, E- NaHCO3, F- H2SO4, G – Litmus Paper, H – Phenolphthalein, I – Solubility Class| Table 2. 2 Solubility Test Data (Known) It is found out in Table 2. 1 and 2. 2 that ethanol, sucrose, nitrophenol, ethanoic acid, methyl amine, diethyl ether and propanone are soluble in water while butyl bromide, butyraldehyde, and benzoic acid are not. (Table 2. can identify the intermolecular forces of attraction and polarity from the structure and the functional group) Since water is a polar compound (possesses hydrogen bond) it is a poor solvent for saturated hydrocarbons. As we all know, saturated hydrocarbons are not polar because they only posses Van der Waals intermolecular force. Due to long chains (or high molecular weights) do not affect by polarity greatly; unsaturated hydrocarbons such as aromatic hydrocarbons have similar solubility with saturated hydrocarbons. The introduction of halogen atoms does not alter the polarity appreciably. It does no increase the molecular weight, and for this reason, the water solubility falls off. On the other hand, salts are extremely polar, the ones encountered in this work generally being water soluble. Y| CH5N| C6H5NO3| C4H10O| C6H5COOH| C3H6O| A| | | | | | B| | | | | | C| | | | | | D| | | | | | E| | | | | | F| | | | | | G| | | -| -| | | -| | H| pink| colorless| -| -| colorless| I| Sb| S| N| A1| Sn| Y – Compounds, A – Water, B – Ether, C – HCl, D – NaOH, E- NaHCO3, F- H2SO4, G – Litmus Paper, H – Phenolphthalein, I – Solubility Class| As might expected, acids and amines generally are more soluble than neutral compounds. The amines probably owe their abnormally high solubility to their tendency to form hydrogen-bonded complexes with water molecules. This theory is also linked with the fact that the solubility of amines diminishes as the basicity decreases. It also explains the observation that many tertiary amines are more soluble in cold than hot water. Apparently at lower temperatures, the solubility of the hydrate is involved whereas at higher temperatures the hydrate is unstable and the solubility measures are that of the free amine. Ethers, esters, ketones, aldehydes, alcohols, nitriles, amines, acids and amines may be considered together with respect to water solubility. Due to their similarity in structure with water, their solubility is high. For that, the solute-solvent interaction is strong because of their compatibility made possible by their common polarity. Because of the polar nature of water; compounds owe their solubility in it almost entirely to the polar groups which they may contain. The functional groups stated above are hydrophilic. As the hydrocarbon percentage increases, the hydrophobic part also increases. As a result, the solubility in water of these compounds containing functional groups, decreases as the hydrocarbon chain is getting longer or the ring is present. The tendency of certain oxygen-containing compounds to form hydrates also contributes to water solubility. The stability of this hydrate is therefore, a factor in determining water and ether solubility. These compounds have great solubility in water because of their capability to form hydrates. It is the reason why diethyl ether and propanone are soluble in water. On the other hand, although generally, aldehydes are soluble in water, butyraldehyde is not. It is due to long chain of the butyl hydrocarbon. For the same reason as for long chains of amines, aromatic alcohols and aromatic carboxylic acid do not exhibit solubility in water. Greater number carbon chains due to ring decreases the effect of polarity. For propanone, it doesn’t just dissolve in water. It undergo reaction which is a nucleophilic addition reaction. As a consequence, it yields a diol. As for the compounds that are water soluble, we can still further classify them through their solubility in ether. It is obtained that ethanol, ethanoic acid, methyl amine, propanone are soluble while insoluble compound are sucrose and nitrophenol. Since dipole bond is present on ether groups, it can differentiate short chain ethers, alcohols, carboxylic acid, ketone and amines from carbohydrates. Ethers cannot dissolve carbohydrates, such as sucrose. Thus, it can be classified as class S. Table 2. 3 Structure and Functional Groups of Known Compounds| Compound| Structure| Functional group| Butyl bromide, C4H9Br| | Alkyl halides| Ethanol, C2H5OH| | alcohols| Sucrose, C12H22O11| | Carbohyd-rates| Butyraldehyde| | Aldehydes| Ethanoic acid| | Carboxylic acid| Methyl amine| | Amines| Nitrophenol| | Alcohols| Diethyl ether| | Ethers| Benzoic acid| | Carboxylic acid| Propanone| | Ketone| The water soluble organic compounds that are also soluble in ether are monofunctional group compounds. We can classify their functional group base on their acidity and basicity and it is done with the use of litmus paper. When the blue litmus paper is dropped in the test compounds, only at ethanoic acid the litmus paper changes its color to red while at ethanol, methyl amine, diethyl ether and propanone. On the other hand, when red litmus paper is dropped on the test compounds, only methyl amine turned the R. L. P to blue while it remained at red for ethanol, diethyl ether and propanone. By that, we concluded that, ethanoic acid is an acid, methyl amine is a base while ethanol, diethyl ether and propanone are neutral. In the other realm, water-insoluble compounds such as butyl bromide, butyraldehyde, nitrophenol and benzoic acid are further tested with 5% HCl. It is obtained that none of these compounds are soluble in the dilute HCl. The explanation for this is that the acid can only dissolve are basic amines. Aliphatic amines (of any class) forms salts (a polar compound) when it is mixed with the dilute acid because of its basicity. 5% hydrochloric acid is also polar so they are soluble. Those compounds that dissolve in 5% HCl will probably fall under class B, which are amines. Compounds that are insoluble in 5% HCl (all compounds) are then tested with 5% NaOH. It is observed that only benzoic acid is the only soluble compound. Compounds dissolve in aqueous base solutions because they form sodium salts hat are soluble in aqueous medium. Probably, it is the only compound which is sufficiently acidic to form salt with the dilute base. Upon comparison, carboxylic acid is the functional group which is the most acidic among all organic functional group aside from sulfonic and sulfinic acids. To prove it, we can compare the acid constant of the functional group of each compound tested. The soluble benzoic acid can sti ll be classified as either a strong organic acid and as a weak organic acid. Upon mixing, it is found that it is a strong organic acid because it dissolves with the reagent. Thus, benzoic acid will fall under class A1 The compounds insoluble with 5% NaOH which are the butyraldehyde and butyl bromide and diethyl ether are further categorized. Upon mixing those compounds with the concentrated sulfuric acid, only butyraldehyde dissolves. So, butyraldehyde is on class X, while butyl bromide and diethyl ether are on class N. As we all know, butyraldehyde contains a functional group with oxygen (aldehyde), so it can undergo sulfonation with the concentrated acid. On the other hand, butyl bromide is saturated and has no functional group with O atom so it can’t undergo sulfonation. Thus it is not soluble. Table 3. 1 Solubility Test Data (Unknown) unknown| A | B | C | D | E | F | 1| | | | | | | 2| | | | | | | 3| | | | | | | A – Water, B – Ether, C – HCl, D – NaOH, E- NaHCO3, F- H2SO4 For solubility test of the 3 unknowns of the group, it is on Table 3. 1 and 3. 2, we initially confirm its solubility in water. It is found that A1 and A2 are soluble. From that, we can anticipate that our sample can be a monofunctional group compound with short chain or a carbohydrate or salts. So, the next steps for the water-soluble compounds were to check its solubility with ether. When we mixed ether and our samples were immiscible dissolves. From that, we may say that one is a salt. From the smell of the unknown A1 we already know that it will fall under amine that has a short chain so we stll tested it with litmus paper because amine are basic. It is observed that when red L. P. is exposed in the sample, it turned to blue, whereas the blue L. P. have no color change when it is exposed. It is an indication that our sample is basic. Thus, our assumptions are correct that it is a short-carbon chain, monofunctional amine and it falls under class SB. Table 3. Solubility Test Data (Unknown) unknown| 1| 2| 3| a| | | -| | | b| Pink| -| colorless| c| Sb| S| X| Possible compounds| Monofunctional alcohols, aldehydes, ketones, amides, esters, aromatic amines, nitriles, and amides with five or fewer carbons. | Salts of organic acids; amine hydrochlorides, amino acids, polyfunctional compounds with hydrophilic functional groups, carbohydrates, polyhydroxy compounds, polyb asic acids, etc. | Saturated hydrocarbons, haloalkanes, arylhalides, other deactivated aromatic compounds, diaryl ethers| a – Litmus Paper, b – Phenolphthalein, c – Solubility Class| For A3, being immiscible to water it was tested with HCl, NaOH, NaHCO3, and H2SO4 for its acidity or basicity. Unfortunately, it failed the entire tests so sum it up to a class X compound. Conclusion The objectives of the experiment were obtained. We were able to examine compounds by using the preliminary test. We were able to recognize the solubility class of each known compound given to us with the aid of solubility test. Finally, we were also able to classify organic compounds based on their solubility in some other compounds and on their acidity and basicity. The analysis and identification of organic compound for this particular experiment consists of two parts which are probably adopted from common schemes. This systematic approach enables us to have a precise analysis without spending much reagents, thus it is useful and efficient tool of identifying organic compounds. Both preliminary test and solubility test are considered. We concluded that preliminary test and solubility test are effective ways of classifying organic compounds. In preliminary test, we had seen the different properties of different compound by its physical state, color, odor and ignition test. We had compared the result of our unknown sample with the known ones, and upon comparison, we concluded that our sample is an organic compound which contains no metal. We had differentiated an organic compound from a non organic compound. An organic compound may be in a form of a solid or liquid, may be colored or not depending on the degree of conjugation, produces odor and has no ash during ignition because of the absence of metal. For our unknown sample, the significant observation is that its fishy, ammonia-like smell. Since it is an organic compound, we can say that it is an amine. By the study of solubility data it has been found possible to lay down certain generalizations which often enable one to predict the solubility behavior of a compound merely by inspection of its structural formula. In the solubility test, we found out the different class of the different organic compound. It is obtained that water soluble compounds are compounds which have a short-carbon chain compounds with monofunctional group and are carbohydrates. For ether, it is capable dissolving short-carbon chain compounds due to their common polarity. It is a way of differentiating carbohydrates from that. For those ether-soluble, their classifications are identified based on their acidity or basicity since they are monofunctional. Acidic groups are carboxylic acids, basic groups are amines while neutral groups are alcohols, aldehydes, ketones, and some carboxylic acid derivatives except the acid halides and anhydrides. For those insoluble compounds, a test for solubility with 5% HCl is made to identify strong bases such as amines that have longer chains or aromatic ring. The dilute acid can only form salt with strong bases, to dissolve. On the other hand, 5% NaOH is then used to check for the presence of acidic organic compounds. For acids, they can form salt with strong base such as NaOH, thus making it soluble. The 5% NaHCO3, which is a weak base is used to identify the degree of acidity of those obtained acidic organic compounds. Strong acidic acids are soluble with 5% NaHCO3 while weak organic acids are not. Lastly, neutral compounds with long chains or ring remained. The concentrated sulfuric acid is used in identifying functional group that has O and organic compounds that are unsaturated. Those compounds undergo sulfonation, making it soluble with the reagent. Solubility plays a major role in the identification and characterization of an organic compound. Through certain chemical tests, one can identify an organic compound. These concepts regarding the solubility of organic compounds are primarily applied in identifying the nature and properties of carbon-containing compounds as wells as predicting their behavior and reaction mechanism when allowed to be reacted with specific solvents during different chemical processes. References Baluyut John Y. G. , De Castro Kathlia A. Organic Chemistry Laboratory for Chemical Engineering Students Part 2, 2004 Klein, David (2012). Organic Chemistry. Danvers. John Wiley & Sons, Inc. , Gilbert, John. Experimental Organic Chemistry: A miniscale and Microscale Approach 5th Ed. Australia, Brooks/Cole Cengage Learning. http://www2. volstate. edu/chem/2020/Labs/classification. pdf http://www. sharjah. ac. ae/English/Academics/CentralLabs /asl/cl/Pages/IdentificationofOrganicCompounds. aspx http://www. wellesley. edu/Chemistry/chem211lab/Orgo_Lab_Manual/Appendix/ClassificationTests/index. html http://wwwchem. uwimona. edu. jm/lab_manuals/c10expt25. html

Sister Act Critical Review

Sister Act Critical Review The Production Overview Sister Act is the famous Broadway musical which could also be seen at the Fox Theatre during November nights. This fact is important because many people interested in musical and comedy should see Sister Act which can be discussed as the funny and impressing show.Advertising We will write a custom critical writing sample on Sister Act: Critical Review specifically for you for only $16.05 $11/page Learn More The show is based on the music by Alan Menken, and the variety of wonderful songs the lyrics to which is written by Glenn Slater is presented in the musical. The story written by Cheri Steinkellner and Bill Steinkellner is based round the person of Deloris Van Cartier who became the witness of a crime and should have been hidden in a convent where this diva changed her life and the life of Mother Superior and other sisters. The character of Deloris Van Cartier was played by Raven Simone. The Environment The musical show could be se en at the Fox Theatre which is the effectively arranged performing arts center. While discussing the settings, it is important to note that decorative elements were chosen carefully not to draw the audience’s attention from the persons of singers. On the contrary, the dresses of the singers were rather vivid when the elements of show were accentuated, and they were rather simple when the events in a convent were discussed. The most important and vivid factors were the observed behaviors of the singers who attracted the attention of the audience from the first second of the musical. The Music Sister Act is written and performed as the typical comedy musical developed according to the Broadway traditions and principles to focus on the show. The funny story presents Deloris Van Cartier, a singing diva. This woman has to hide in a convent in order to avoid the gangsters’ revenge. Mother Superior begins to supervise Deloris, and the young woman decides to help with improvin g the convent’s choir. Deloris succeeds in her activities, and the choir becomes really popular because of Deloris’s focus on the show. The events of the story are reflected in the songs which can be described as belonging to funk, soul, and disco music styles. As a result, the leading singers change their singing styles according to the concrete song, contributing to the music’s variety. The use of the chorus performing soul songs is necessary to accentuate the significant and solemn events demonstrated in the musical. The used music is different in relation to genres and their combination because it is necessary to represent the nature and mood of the discussed moment. Thus, disco emphasizes funny moments, when soul is used to depict the characters’ feelings. The songs are performed in English, and the audience has the opportunity to understand the great lyrics by Glenn Slater. This musical can exist without the music, but only in the form of a movie.Ad vertising Looking for critical writing on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is also necessary to describe the lighting, sets, and acting. The show is organized carefully, and the lighting is used to emphasize the leading singers whose acting is rather perfect because they reflect the characters’ emotions through music and singing styles. Thus, musical can be discussed as more interesting than the movie because the mix of dancing and singing provides the necessary focus on the characters’ emotions to produce the definite atmosphere rather than on the aspects of acting, as it is in movies. Performance The leading singers perform such beautiful songs as â€Å"Take Me to Heaven†, â€Å"Sunday Morning Fever†, and â€Å"Raise Your Voice† among the others. The fact that the actors represented all the emotions hidden in the songs perfectly supports the idea that the singers were prepared carefully. The music was rather balanced in relation to loudness or softness in order to emphasize the definite moments in the songs. Furthermore, it is important to pay attention to the vocal quality of singers who demonstrated the impressing easiness while shifting from one genre to another or one singing style to another to address the character of the songs. The audience reacted to the performers positively because this musical can be discussed as unusual in relation to all its elements. The focus on the soft narration is changed with the vivid show, and these extremes are rather pleasant for the public because they are reflected in the music’s variety. Thus, the funky music with the elements of disco and soul based on the vivid show was the strongest feature of the musical. Moreover, the musical is effective because the audience can enjoy switching moods and tempos in the songs in order to accentuate the characters’ emotions. General Reactions Seein g Sister Act can add to the audience’s understanding of the genre of musical because this comedy reflects many typical features characteristic for musicals. However, this experience can be rather unique because this musical exaggerates the element of comedy in it and combines comedy with the vivid show. Thus, it is possible to recommend attending Sister Act because the variety of songs and actions can contribute to the person’s understanding of the musical genre and to raising the moods significantly. Sister Act supports the idea that musicals are often vivid shows.Advertising We will write a custom critical writing sample on Sister Act: Critical Review specifically for you for only $16.05 $11/page Learn More

Helpful Examples of Intrapersonal Intelligence

Helpful Examples of Intrapersonal Intelligence Intrapersonal intelligence is one example of developmental psychologist Howard Gardners nine multiple intelligences. It explores how skillful people are at understanding themselves. Individuals who excel in this intelligence typically are introspective and can use this knowledge to solve personal problems. Psychologists, writers, philosophers, and poets are among those that Gardner views as having high intrapersonal intelligence. Howard Gardners Inspiration Howard Gardner is a professor of cognition and education at the Harvard Graduate School of Education. He uses the late English writer Virginia Woolf as an example of a person with a  high level of intrapersonal intelligence. He has noted how in her essay, A Sketch of the Past, Woolf discusses  the cotton wool of existence, or the various mundane events of life. She contrasts this cotton wool with three specific poignant childhood memories. The key point is not simply that Woolf is talking about her childhood; its that she is able to look inward, examine her innermost feelings, and articulate them. Many people struggle to identify their deepest feelings, let alone discuss them in a way that others can understand. Intrapersonal Intelligence Dates Back to Antiquity The Greek philosopher Aristotle, born 384 BC, was an example. He is widely credited as the first scholar to study logic. Along with Plato and Socrates, Aristotle was one of the founders of Western philosophy. His dedication to the study of reason required him to examine his own internal motivations, giving him great intrapersonal intelligence. Aristotles work would go on to make an impact on the 19th-century German philosopher Friedrich Nietzsche. He was an existentialist who exemplified Gardners theory on existential intelligence. However, Nietzche also wrote about the forms of spiritual metamorphoses necessary to lead a meaningful life. His work would influence the novelist Franz Kafka, who wrote The Metamorphosis. This 1915 story is about  traveling salesman Gregor Samsa, who awakens to find himself transformed into an insect. But the story is really about Samsas deep, internal introspection. Another 19th-century thinker gifted with self-awareness is Walt Whitman, poet  and author of Leaves of Grass. Whitman and other writers, including Ralph Waldo Emerson, and Henry David Thoreau, were transcendentalists. Transcendentalism was a social and philosophical movement that surfaced during the 1800s. It emphasized the importance of the individual and was influenced by Plato. Intrapersonal Intelligence: The 1900s Socrates, Plato, and Aristotle are celebrated as some of the greatest minds ever. But during the 20th century, that honor went to theoretical physicist Albert Einstein. One of historys greatest scientists, Einstein liked to spend time thinking during long walks. On these strolls, he thought deeply and formulated his mathematical theories about the cosmos and the way the universe works. His deep thinking sharpened his intrapersonal intelligence. Like Einstein, people with high intrapersonal intelligence are self-motivated, introverted, spend lots of time alone, and work independently. They also tend to enjoy writing in journals, which Anne Frank did during tragic circumstances. Before her 1945 death at age 15 during the Holocaust, she spent much of World War II hidden in an attic with her family. While in hiding, Anne wrote a diary detailing her hopes, desires, and fears in such a moving way that the journal remains one of the worlds most widely known books.   How to Enhance Intrapersonal Intelligence While some people seem to have an innate knack for intrapersonal intelligence, this skill can also be taught. Teachers can help students enhance and strengthen their intrapersonal intelligence by having them journal regularly and write reflections on the topics covered in class. They can also assign students independent projects and incorporate graphics like mind maps to help them organize their thoughts. Finally, just having students imagine themselves as an individual from a different time period can help them focus inward. Teachers and caretakers should take advantage of any opportunity available to inspire students to reflect on their feelings, what theyve learned, or how they might act in different contexts. All of these practices will help them to increase their intrapersonal intelligence. Sources Kafka, Franz. The Metamorphosis. Paperback, CreateSpace Independent Publishing Platform, November 6, 2018. Whitman, Walt. Leaves of Grass: The Original 1855 Edition. Dover Thrift Editions, Paperback, 1 edition, Dover Publications, February 27, 2007.

Electric fish in danger Essay Example | Topics and Well Written Essays - 2500 words

Electric fish in danger - Essay Example The Greeks have referred to electric fish as "narke" which means "numbness" and the ancient Greeks were aware of the numbing power of the electric fish. There are evidences from ancient history to prove that the people of the past have effectively used the numbing properties electric fish in medical treatment. (Moller, 584) Thus, the electric fish has long enthralled human beings through its specific nature and capabilities and it continues to arouse crucial interest among the scholars of the contemporary world. The electric fish species can be found in the sea as well as in the freshwater rivers of certain regions such as South America and Africa. It is important to comprehend that the electric fish are generally divided into three categories: the strongly electric, the weakly electric and fish that can detect electricity but do not generate electricity. The most significant fishes in the first category, i.e. strongly electric fish, are electric eel, electric catfish, and electric r ays, while knife fish and elephant nose are categorized as weakly electric fish. However, many fishes such as sharks, rays, paddle fish, and catfishes can detect electric fields, whereas they cannot generate electric fields, and therefore they belong to the third category of electric fish. ... organ discharge, its means of communication, the various distinctions of electric fish in ecology, the different types of dangers encountered by the species, the potential pollutants affecting its existence, and how ecological factors influence the pattern and frequency ranges occupied by male and female fishes. Whereas the strongly electric fish produce several hundreds of volts of electricity, in the weakly electric fish the voltage generally does not exceed one volt. Electric fish has been the center of attraction in various scholarly discussions due to its diverse characteristics and the dangers confronting the existence of this species have offered a new area of researches. It is important to comprehend how the electric fish produce very strong electricity to shock large animals. According to the Columbia Encyclopedia, electric fish is the name for various fish which produce electricity by way of organs generally developed from modified muscle tissue. Significantly, the electric fish produce electricity at different levels and they mainly use this electric discharge to stun the prey. It is also found that the electric eel, otherwise called electrophorus electricus, which is a South American freshwater fish related to the carp, has organs along the ventral surface competent enough to produce from 450 to 600 volts of electricity. Another important electric fish, the electric ray, or torpedo, which is a freshwater electric catfish with a jellylike subcutaneous electric organ (probably of epidermal origin) that extends over the whole body, also produces several volts of electricity. There are also various species of stargazer fish which produce high volts of electricity and attract the curiosity of humans. There have been significant researches into the