The Self In Interpersonal Communication Essay Example for Free

The Self In Interpersonal Communication Essay Sometimes I find it difficult to express myself, even to people who are close to me, especially when it comes to expressing my emotions. When a friend does something that irritates me or makes me angry, I just tend to keep silent and not talk about it. I feel mad at him, but I do not tell him, I try to deal with it on my own. Because of this, whatever he did to make me mad in the first place occurs again. I understand that I cannot really expect him to change his ways or to expect him to know that I am not happy with what he does. For example, I have this friend who I get along with really well except when it comes to food. I do not mind sharing my food, but we have known each other a long time that he no longer asks me if it is okay if he takes food from my plate. Sometimes he even eats my food before I do, and it really irritates me. I just let him at it, waiting for him to realize his bad manners, but he has not changed. It has put strain on our friendship, sometimes I raise my voice at him for seemingly no reason but as I look within me I know that it is because of the vent up feelings of how he is disregarding me. Now of course I realize that I should not wish him to change, instead I should change my ways. I end up feeling bad when I know he has no malice and bad intent. I should just tell him how he makes me feel when he takes my food without even asking me, and simply request him to be more considerate and respectful, he can just ask so we can share equally without anxiety.

Relative Reactivity of Anilines :: essays research papers

Relative Reactivity of Anilines Abstract: Various Anilines were tested with Br2/HBr solution, the products were crystallized and melting points attained to verify relative reactivity. My assignment, 2,4-Dibromoanisol, was prepared in a yield of 52% with a melting point of 55-58 C . Reaction: Mechanism: Procedure: Anisole (0.35mL, 0.0378mol) was obtained and placed in a pre-weighed 25 mL round bottom flask, along with 2.5 mL of glacial acetic acid and a magnetic stir bar. Then the reaction apparatus was assembled, the dry tube was charged with conc. sodium bi sulfate, the 25 mL round bottom was attached to the apparatus, and 5 mL of Br2/HBr mixture was obtained and placed in the round bottom. The reaction took place for 20 minutes. An orange liquid was obtained and placed in a 125 mL Erlenmeyer flask along with 25 mL of water and 2.5 mL of conc. Sodium bisulfate soln. The solution was then placed in an ice bath to precipitate and then the solid product was filter in a Buchner funnel. These crystals were then re-dissolved minimum amount of hot solvent (heptane) and recrystallized. Once a dry product was obtained, a melting point was established (2,4-Dibromoanisol mp 55-58 C) and percent yield was established (52%). Results: Through a melting point reading, it was determined that the product obtained was 2,4-Dibromoanisol mp 55-58 C. The products obtained by my partners, were determined to be: (p-bromoacetanilide mp 160-165 C) and (2,4,6 tribromoaniline, mp of 108-110 C) respectively. Discussion and Conclusions: Interpreting these results have concluded that relative reactivity of these three anilines in order of most reactive to least reactive go; Aniline > Anisole > Acetanilide. Aniline, has an NH2 , the most active substituent , and adds to any ortho/para position available on the ring. This data is confirmed with the product obtained, (2,4,6 tribromoaniline, mp of 108-110 C). As for anisole, it has a strongly activating group attached, OMe an alkoxy group, and it added in two of the three available spots, both ortho. The results conclude: (2,4-Dibromoanisol mp 55-58 C ). Acetanilide has a strong activating group attached, acylamino group, but this group is large and the ortho positions are somewhat hindered so the majority of the product obtained added at the para position, results conclude: (p-bromoacetanilide mp 160-165 C). Since all the substituents attached to the aromatic rings were activators the only products able to be obtained were ortho/para products .

Letter of complaint Essay

This year in school my son Shem has brought to my attention that â€Å"To Kill a Mockingbird† will no longer be included in the school curriculum, though I feel this is a poor decision and that â€Å"To Kill a Mockingbird† is an important classic novel to read in school and should be included in lessons once more. Although â€Å"To Kill a Mockingbird† has been commonly regarded as a ‘banned book’ for explicit language and racism it is very informative and a noteworthy example of coming of age, and the wrongness of racism and stereotypes. For example Atticus, a character in To Kill a Mockingbird, who was a very respectable man in his community, represents a black man in court during a very racist era, doing all that he could to prove he was innocent despite the color of his skin; this shows that not all of the topics regarding racism in the novel are negative. The poor language is also something that unfortunately children are already exposed to in everyday life. I feel that as long as they understand the wrongness of this language and do not continue to repeat it then it shouldn’t be of much concern. This langue it is important for children to be exposed to, to fully understand what life was like in the 1930’s. This novel was set in a very important time in American history and exposes old practices that young students may not be familiar with in a more enjoyable and memorable fashion; through the narrations of the character Scout. This may help the children learn more willingly and enjoyably rather than learning from a text book that does not give them as great of an idea of what it might be like for someone to live during that time period. Teachers are also able to teach students about dialect, figures of speech, allusions and other literary devices using this novel. The characters in it are very colorful and developed well as well making a lot of material for discussions about characters. To Kill a Mocking Bird has been ranked by British librarians even before the Bible as a book that every adult must read before dying. The adaptation of the book was also made into an Oscar-winning film which was released in 1962. The novel has became popular with time and the style of writing, the plot and characterization places it in the top 10 books that everyone should read, therefore as students are maturing I believe that they should read â€Å"To Kill a Mockingbird† and be able to analyze and dig deeper into the book with the guidance of teachers and peers during school. In conclusion I believe that â€Å"To Kill a Mockingbird† should be included in school curriculum because it shows that racism and stereo types are unjust and not always true, exposes children to important times in history and is a great example of literary devices and character development. Kind Regards,

Animal Products Are Not Necessary For Good Health

â€Å"You put a baby in a crib with an apple and a rabbit. If it eats the rabbit and plays with the apple, I will buy you a new car†, said Harvey Diamond in his book â€Å"Fit for Life.† By nature, humans are not omnivores but society has the population blinded into believing animal products are a necessity to a healthy diet. Animals—other living things are dosed with hormones and seen as byproducts, their rights being ignored and denied. Cutting meat and other animal products out of the â€Å"normal† lifestyle would benefit humans just as well as animals (â€Å"Vegan Diets: Healthy and Humane†). Animal products are not necessary for good health, and removing them would have a positive effect on human health all around. No longer supporting the dairy and†¦show more content†¦The global appetite for meat is growing and there is not enough land to keep up with it. Meat production takes too much out of the environment. The earth’s resou rces are not limitless and the ignorance of us as a species is continuing to grow(â€Å"How does†¦Ã¢â‚¬ ). Technology will not save us from ourselves. The land is being used to raise livestock instead of crops and valuable resources are being wasted thus having a devastating effect on the world. Raising animals to be slaughtered is using up more than half of the water in America. While it takes 2,500 gallons of water to produce a pound of beef it only takes 25 gallons to produce a pound of wheat(â€Å"How does†¦Ã¢â‚¬ ). According to PETA, the average pig factory creates the same amount of waste as a city with about 12,000 people in it(Bittman, Mark). Currently raising animals for food is the number one source of water pollution. Irreversible damage is being done to the only planet there is for human life yet no one seems to care. â€Å"The world’s cattle alone consume a quantity of food equal to the caloric needs of 10.7 billion people—more than the enti re human population.† Gradually reducing the consumption of meat throughout the population would have a positive impact on the rest of the world(â€Å"How does†¦Ã¢â‚¬ ). People would not have to starve and animals would not have to die. Most of society believes that