Xavier University of Louisiana: XULA Digital Commons

Hall, TiBerni

Masthead Logo Pathways
Volume 2018
Issue 1 2016-2017 Article 6
2019
Changing Pathways
TiBerni Hall
Xavier University of Louisiana, pathways@xula.edu
Follow this and additional works at: https://digitalcommons.xula.edu/pathways_journal
This Essay is brought to you for free and open access by XULA Digital Commons. It has been accepted for inclusion in Pathways by an authorized
editor of XULA Digital Commons. For more information, please contact ksiddell@xula.edu.
Recommended Citation
Hall, TiBerni (2019) "Changing Pathways," Pathways: Vol. 2018 : Iss. 1 , Article 6.
Available at: https://digitalcommons.xula.edu/pathways_journal/vol2018/iss1/6
TiBerni Mignon Hall 
Changing Pathways 
After graduating from middle school, I expressed concern with attending my feeder high 
school for a few reasons. I felt the need for a school with ethnic diversity and a globally 
recognized education with a rigorous curriculum. North Atlanta High School was agreed upon, a 
school outside of my district and a thirty minute drive away from home. North Atlanta at the 
time offered smaller learning communities, what they called pathways, such as a Center for the 
Arts, International Studies, Journalism/Broadcasting, and Business.  
My desire was to enter as an International Studies pathway student, where the curriculum 
consisted of multiple foreign languages, multicultural literature, comparative religion, 
anthropology, and so on. That goal was pushed aside during class registration; all slots for 
International Studies were full due to priority given to feeder middle school students having 
opportunities to register their 8th grade year. To my dismay, I was placed in the Center for the 
Arts pathway. The Center of the Arts pathway curriculum consisted of theatre, public speaking, 
ceramics, dance, spoken word, and chorus. Unfortunately, I can’t hold a note, I have two left 
feet, and speaking in front of complete strangers gives me mild anxiety.  
On the first day of school, I entered my English class and, to my dismay, only African-
Americans and Hispanics were present. Shocking for a predominately Caucasian school. I 
received syllabi from teachers, read them, and the classes didn’t seem rigorous at all. In fact, 
most of the material I had covered previously during my 8th grade year. Not satisfied with my 
classes, I met with the Center of the Arts Administrator. I told him of my initial request to be in 
the International Studies program for challenging course-work. He listened then asked, “What 
middle school did you attend?” 
1
Hall: Changing Pathways
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 I replied, “Jean Childs Young Middle School.”  
He laughed and in so many words told me that a student of my “background” would do 
well in the Center of the Arts program. Baffled! I left his office upset, confused, and 
disappointed. His words resonated.  
I am not the type of person to take no for an answer. The next two weeks of school, every 
other day I visited the Administrator to see if anyone had changed pathways, for a possibility for 
me to be reassigned. He tried discouraging me by saying, I was one of a hundred students 
seeking admittance into the International Studies program. I was driven, adamant, and finally 
spoke with the Director. My story moved her so much that she took a look at the roster and 
immediately added me to the program. I was overcome with happiness. I cried. She even sat 
there with me and helped create my new schedule, which now consisted of classes in civics, 
multicultural literature, Arabic, anthropology, biology, and comparative religion.  
Walking through the new and unfamiliar hallway made me do a complete three-sixty. The 
halls were much quieter, and students appeared engaged and eager to learn. I surveyed my 
anthropology class, immediately noticing different ethnicities. As I was a new student, the 
teacher had the class introduce themselves and tell the origin of their family. I was completely 
amazed. There was a student who was born in the United States, but whose parents were Italian. 
Exactly what I wanted when I asked for a culturally diverse school and academic program. The 
course work initially threw me for a whirlwind, being very challenging and in depth. Classes 
once easy to me, such as literature, woke me up, as we were introduced to books of international 
authors, instead of typical American authors like William Faulkner. Assigned books were written 
by Yasunari Kawabata, from Japan, and Rajaa Alsanea, from Saudi Arabia.  
2
Pathways, Vol. 2018 [2019], Iss. 1, Art. 6
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Since then, the pathway system has dissolved, and students are allowed to take multiple 
classes from each pre-existing pathway. I am now a part of the International Baccalaureate 
Program, an elective curriculum and globally recognized program. As I look back to the 
beginning of my high school career, where I fought to be taken seriously, pleaded my case to a 
closed ear, and defied adversity, a few questions come to mind, such as, what type of person 
would I be today if I stayed in the Center for the Arts program? What type of educator profiles a 
student due to their background and discourages them? And the most important question, how 
could I not advocate against something I believed was so unjust and degrading, which was not 
being given a fair shake? I answer them by saying this: I do not have a crystal ball, so I would 
never know what type of person I would have been if I had stayed in the Center for the Arts 
program. In the hope that an educator who devotes his or her life’s work to “helping students 
advance,” he or she should never discourage any student not to strive for the better. He or she 
should also not define a student’s work ethic, ability, and willingness to learn by the student’s 
demographics.  
As human beings, we are compelled to look deeper, beyond current situations, to broaden 
others in a world full of cultural experiences and knowledge. In the midst of adversity, I did what 
some may not do, or be able to do, and that is to advocate for oneself. Attending North Atlanta 
was a way to provide myself with an opportunity, a better education, and to interact with people 
of various cultures. Hearing the venomous words of discouragement only set in me a hunger to 
campaign harder. The International Studies Director saw my desire and believed in me, giving 
me the opportunity of a lifetime. The International Baccalaureate program has truly blessed me 
with numerous opportunities to achieve my career goal of becoming a Epidemiologist. I have 
attended Howard University’s Summer Enrichment Medical Program, where I interned with a 
3
Hall: Changing Pathways
Published by XULA Digital Commons, 2019
professor of public health, became published on a medical manuscript, and created aspirin in a 
chemistry lab. I also attended and participated in the Women in STEM conference, meeting my 
mentor, who works at the Center of Disease Control as a Epidemiologist. These opportunities 
may have not presented themselves if I had accepted the Administrator’s advice.  
With that being said, I saw discrimination head on throughout my high school career. 
Minority students were discouraged to strive for greater, placed into groups based on 
assumptions and stereotypes, and just left in the shuffle of life. I believe that President Trump 
will do more of just that: categorize and assume, neglect, and tear down the confidence of 
Americans, out of ignorance, confirming their belief that the world has it out to get them. I want 
to affirm that that is not true. Everyone should have the right to the pursuit of happiness. 
Children should be able to dream big and without limitations. I have no fear, but I am aware of 
the times we are living in and what we are up against. This is the time our grandparents warned 
us about. It is a time to invest, save, and build wealth for your family and community in which 
you live. It is also a time to be more informed and not to take in all that the media has to say, and 
to do the research yourself. I have no fear for I know God will always prevail, and no man is 
greater than he.  
 
 
 
 
4
Pathways, Vol. 2018 [2019], Iss. 1, Art. 6
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English

Changing Pathways

Lawrence, Candace M.

Organic Chemistry I Drill (CHEM2210D) - Module 6 - Sample B - Answer Key

This module deals with reactions of alkenes and alkyne

Organic Chemistry I Drill (CHEM2210D) - Module 9 - Sample Problems

Xavier University of Louisiana
XULA Digital Commons
Course Modules Department of Chemistry
5-31-2019
Organic Chemistry I (CHEM2210) - Summary of
Organic Chemistry I Reactions
Candace M. Lawrence
Xavier University of Louisiana, clawren2@xula.edu
Follow this and additional works at: https://digitalcommons.xula.edu/doc_cm
Part of the Organic Chemistry Commons
This Organic Chemistry I is brought to you for free and open access by the Department of Chemistry at XULA Digital Commons. It has been accepted
for inclusion in Course Modules by an authorized administrator of XULA Digital Commons. For more information, please contact ksiddell@xula.edu.
Recommended Citation
Lawrence, Candace M., "Organic Chemistry I (CHEM2210) - Summary of Organic Chemistry I Reactions" (2019). Course Modules.
41.
https://digitalcommons.xula.edu/doc_cm/41
156 
 
Summary of Organic Chemistry I Reactions. The letter in brackets, [X], designates the type of 
reaction mechanism. 
 
 
REACTIONS OF ALKANES 
Halogenation 
1. [F]  
  
Note: Bromine is more selective than chlorine. Chlorine is more reactive than bromine. 
Heat or light has to be present.  
 
 
SYNTHESIS OF ALKANES 
Reduction /Hydrogenation 
2. [R] 
  
 
3. [R] 
  
 
Other Alkane Synthesis 
4. [A/B, S, R] Note: C-C bond formation 
  
 
 
SYNTHESIS OF ALKENES AND ALKYNES 
Dehydrohalogenation 
5. [E] 
   
 Note: More stable alkene is formed unless a bulky base such as tert-BuO
-
K
+
 is used. 
157 
 
Alcohol Dehydration 
6. [E] 
  
 
Di-Dehydohalogenation 
7. [E] 
  
 
 
Partial reduction of Alkynes 
8. [R] 
  
Other catalysts: Ni2B or P2 
 
9. [R] 
  
 
 
REACTIONS OF ALKENES AND ALKYNES 
10. [EA] 
  
158 
 
11. [F] 
  
 
12. [EA] 
  
 
13. [EA,S] 
  
 
14. [EA] 
  
 
15. [EA] 
 
 
16. [O] 
  
 
159 
 
17. [O] 
  
 
18. [O] 
  
 
19. [O,S] Note: an epoxide forms as an intermediate. 
  
 
20. [O]  Note: The oxidation stops at the aldehyde (RCHO), if formed. 
  
 
21. [EA,S] Note: Addition of one mole X2 is rare. 
  
 
22. [EA] Note: Addition of one mole HX is rare. 
  
 
160 
 
23. [F]  Note: Addition of one mole HX is rare. 
  
 
24. [F] 
  
 
25. [F] 
  
 
 
ALCOHOL SYNTHESIS FROM ALKENES 
26. [EA] 
  
 
27. [EA] 
  
28. [EA] 
  
 
 
ALDEHYDE/KETONE SYNTHESIS FROM ALKYNES 
29. [EA] 
 
161 
 
30. [EA] 
 
 
OTHER REACTIONS 
Acid/Base  
31. 
  
 The base may or may not be paired with an alkali metal such as Li , Na , or K . 
 Equilibrium favors the side of the reaction with the weaker acid and weaker base.  
 
Tosylation 
32. 
 
 
 
 
Reactions grouped by mechanism 
[S] SN1 / SN2:  4, 13, 18, 20 
 
[E] E1 / E2:  5, 6, 7 
 
[EA] Electrophilic Addition:  10, 12, 13, 14, 15, 21, 22, 26, 27, 28, 29, 30 
 
[F] Free Radical:  1, 11, 23, 24, 25 
 
[R] Reduction:  2, 3, 4, 8, 9 
 
[O] Oxidation:  16, 17, 18, 19, 20 
 
Other Reactions  
C―C bond forming reactions:  4, 24 
Acid/Base Reactions:  31 
Tosylation:  32 
 
 
GOOD LUCK TO YOU ALL  


Organic Chemistry I (CHEM2210) - Summary of Organic Chemistry I Reactions

Xavier University of Louisiana
XULA Digital Commons
Course Modules Department of Chemistry
5-31-2019
Organic Chemistry I (CHEM2210) - Practice
Hour Exam -1
Candace M. Lawrence
Xavier University of Louisiana, clawren2@xula.edu
Follow this and additional works at: https://digitalcommons.xula.edu/doc_cm
Part of the Organic Chemistry Commons
This Organic Chemistry I is brought to you for free and open access by the Department of Chemistry at XULA Digital Commons. It has been accepted
for inclusion in Course Modules by an authorized administrator of XULA Digital Commons. For more information, please contact ksiddell@xula.edu.
Recommended Citation
Lawrence, Candace M., "Organic Chemistry I (CHEM2210) - Practice Hour Exam -1" (2019). Course Modules. 42.
https://digitalcommons.xula.edu/doc_cm/42
55 
 
Practice Hour Exam 1, Chemistry 2210, Organic Chemistry I 
 
1. Which of the following has a positive charge on the nitrogen atom? Unshared electrons are not  
    shown. Assume all atoms (except H) have an octet of electrons. 
 
 
 
 
2. What is the hybridization of the indicated atom in the following species? 
    (CH3CH2CH2)3COH
*
 
 
A. sp
3
  B. sp
2
  C. sp  D. not hybridized 
 
 
3. Which of the following compounds could produce this IR spectrum? 
 
 
  
 
56 
 
4. List all the functional groups in the following compound. 
N O
HO
 
 
A. tertiary amine, ketone, secondary alcohol   B. amide, secondary alcohol 
C. tertiary amine, ketone, primary alcohol   D. amide, primary alcohol 
 
 
5. In the following reaction, which species is acting as a base? 
 
 
 
 
6. Which of the following is an allylic carbocation? 
 
 
 
 
7. What IR band could be used to distinguish these two molecules? 
 
 
 
A. 2500-3500 cm
-1
 B. 3400 cm
-1
 C. 1750 cm
-1
 D. 2250 cm
-1
 
 
 
  
57 
 
8. Which of the following molecules is not an isomer of this alcohol? 
 
 
A.  B.  C.  D.    
 
 
9. What is the IUPAC name of the following molecule? 
      
A. 1-chloro-5-methyl-2-cycloheptene 
B. 1-chloro-4-methylcyclohept-6-ene 
C. 3-chloro-6-methylcyclohept-1-ene 
D. 2-chloro-5-methylcyclohept-1-ene 
 
 
10. The bond line structure for the compound (C2H5)2CHCH2C(O)CH(CH3)(CH2)2CCH is:  
 
 
 
 
11. Which is the strongest acid? 
A. NH3 B.   C. CH3COOH  D. HF 
58 
 
12. Which of the following is a pair of resonance structures? Add in missing lone pairs. 
A.  
B.  
C.  
D.  
 
 
13. What is the correct IUPAC name for the following compound? 
 
 
A. 1-chloro-4-ethylpentane  B. 1-chloro-4-methylhexane 
C. 3-methyl-6-chloropentane  D. 2-ethyl-5-chloropentane 
 
 
14. Which one of these compounds has an IR band at both 2500-3500 cm
-1
 and 1750 cm
-1
 but not  
      3400 cm
-1
? 
 
 
 
 A.   B.     C.       D. 
59 
 
15. Which of the following structures is NOT a resonance structure for this ion? 
 
 
 
16. Which of these acid-base reactions will NOT take place as written? 
 
 
 
 
17. Arrange these carbon-carbon bonds by bond length, shortest first. 
 
 
 
A. Z < W < X < Y   B. Z < W < Y < X 
 
C. Y < X < W < Z   D. X < Y < W < Z 
 
 
60 
 
18. Which of these acids will react with CH3ONa to form CH3OH (pKa = 15.2)? 
 
HC≡N (pKa = 9.2) NH3 (pKa = 38) H2S (pKa = 7.0) HC≡CH (pKa = 25) 
 I   II   III   IV 
 
A. I only B. II only C. I and III D. II and IV 
 
 
19. Which statement is correct for the reaction shown here? 
 
 
 
A. The reaction is favorable because a weaker base and acid result. 
B. The reaction is unfavorable because a weaker base and acid would result. 
C. The reaction is favorable because a stronger base and acid result. 
D. The reaction is unfavorable because a stronger base and acid would result. 
 
 
20. Which of the following compounds is least soluble in water? 
 
 
 
 
21. For the molecule shown, determine hybridization or bond angle of the atoms indicated. The  
      geometry as drawn is not necessarily representative of the true molecular shape.  
 
 
 
A. W is sp
3
; X is sp
2
; Y is 120°; Z is sp
2 
B. W is sp
2
; X is sp; Y is 120°; Z is sp
3 
C. W is sp
2
; X is sp; Y is 109°; Z is sp
3
 
D. W is sp
3
; X is sp; Y is 120°; Z is sp
3 
61 
 
22. Which of these is isobutyl bromide? 
 
A. (CH3)3CCH2Br    B. (CH3)2CHCH2Br 
 
C. CH3CH2CHBrCH3    D. (CH3)3CBr 
 
 
23. What is the IUPAC name of the following molecule? 
 
 
 
A. 4-cyclopropyl-5-methylheptane 
B. 4-cyclopropyl-3-methylheptane 
C. 1-sec-butyl-1-propylcyclopropane 
D. 3-methylheptylcyclopropane 
 
 
24.  The IUPAC name of (CH3)3CCHClCH2CH3 is: 
 
A.  3-chloro-4,4-dimethylpentane  B.  1-tert- butyl-1-chloropropane 
 
C.  3-chloro-2,2-dimethylpentane  D.  2-chloro-1,1,1-trimethylbutane 
 
 
25. Rank the following compounds in order of increasing boiling point (lowest BP first). 
 
 
 
A. II < I < III < IV    B. III < II < I < IV 
 
C. IV < III < I < II    D. IV < I < II < III 


Organic Chemistry I (CHEM2210) - Practice Hour Exam -1

Organic Chemistry I (CHEM2210)-Final Exam

Chief Shaka Zulu is Big Chief of the Golden Feather Hunter Indian tribe and musician who owns the Zulu Connection performance companyhttps://digitalcommons.xula.edu/masked/1005/thumbnail.jp

Vaz-Deville, Kim

Thomas, Lexcie

Chief Shaka Zulu

Grisham, Holland

Masthead Logo Pathways
Volume 2016
Issue 1 2015-2016 Article 8
2019
Results of a Violent Crime
Holland Grisham
Xavier University of Louisiana, pathways@xula.edu
Follow this and additional works at: https://digitalcommons.xula.edu/pathways_journal
This Essay is brought to you for free and open access by XULA Digital Commons. It has been accepted for inclusion in Pathways by an authorized
editor of XULA Digital Commons. For more information, please contact ksiddell@xula.edu.
Recommended Citation
Grisham, Holland (2019) "Results of a Violent Crime," Pathways: Vol. 2016 : Iss. 1 , Article 8.
Available at: https://digitalcommons.xula.edu/pathways_journal/vol2016/iss1/8
Holland Grisham 
Results of a Violent Crime 
Before the incident, my family and I had been content and always active. Almost every 
summer, we would all take a family trip, and even if it wasn’t summer we had many family 
outings together. Also, money never seemed to be much of an issue for us. Before the incident, 
my mother could do anything she set her mind to. However, this all stripped away when my 
mother became a victim of a violent crime on December 1, 2010. She had just begun her break 
from work, when a man had decided to beat her in the parking lot of her workplace. The attack 
was detrimental, causing my mother to be permanently physically disabled. My mother had been 
in the prime of her life, working as a dental hygienist for twenty years alongside her sister. 
Together they owned a small family dental practice in Berkeley, California. However, because of 
the disability from the attack, she could no longer work. My mother’s disability was so severe it 
affected her quality of life, as well as mine because I was entering my first year of high school, a 
time when I needed her most. Because of my mother’s disability, the amount of interaction I had 
with her decreased. My mother was forced to spend most of her time in bed, resting, because the 
pain of walking was too much for her. Which meant if I ever needed her I would need to let her 
rest first before engaging with her. 
Along with working her job, my mother also did most of the housework before she 
became disabled. Before the attack, I could always count on my mother greeting me in the 
kitchen, getting ready to cook dinner for all of us, after a bad day for me at school. Fortunately, 
she never lost the will to work. My mother tried to do what she could with what little strength 
she had. Of course her efforts depended on the rest of us doing more chores. She couldn’t do it 
all by herself, so I started taking on more cleaning around the house for her. I knew she wanted 
1
Grisham: Results of a Violent Crime
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to do it herself, but disability would never allow it. My mother needed help with almost 
everything. If she couldn’t make it down the stairs I would bring her food, help her walk, and 
even help her sometimes put her clothes on. By doing more around the house, while having less 
verbal interaction with her, I felt like I had to grow up for her. 
My mother no longer works; she calls it a temporary retirement. With the loss of her 
income we suffered financially. We struggled to pay bills and keep up with our mortgage, which 
caused us to make major cutbacks on our spending. Money was also the cause of many fights 
between my parents. It seemed as if the attack on my mother completely turned our house upside 
down. My parents never fought as much as they did when my mother became disabled and could 
not bring money in. When my mother worked, we would take family trips almost every summer, 
and go on family outings over the weekends. Though we mostly had to stop in order to save 
money to pay bills, we managed sporadic family outings. My mother would suddenly feel like 
we needed to go out together and have fun, but we would need time to plan ahead. 
After the attack, my family seemed to be hit with problem after problem. Fortunately, 
things got better.  I was able to mature and become more humble. We became used to my 
mother’s disability and developed a system on how to get work done, while still being able to 
have fun together. Now we don’t always get to spend the amount of time we want together, or 
spend as much money as we want, but we are still a family who loves and cares for each other. 
That is all we will ever need to keep our family together, which is more important than material 
objects.  
2
Pathways, Vol. 2016 [2019], Iss. 1, Art. 8
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Results of a Violent Crime

This module teaches how the student can draw the structure given the name of amines and common nitrogren heterocycles.  (Pyrrole, Pyridine, Purine, Pyraminidine, Imidazole

Xavier University of Louisiana
XULA Digital Commons
Course Modules Department of Chemistry
5-31-2019
Organic Chemistry II Drill (CHEM 2210D) .
Module 9. Sample B. Answer Key.
Candace M. Lawrence
Xavier University of Louisiana, clawren2@xula.edu
Follow this and additional works at: https://digitalcommons.xula.edu/doc_cm
Part of the Organic Chemistry Commons
This Organic Chemistry II is brought to you for free and open access by the Department of Chemistry at XULA Digital Commons. It has been accepted
for inclusion in Course Modules by an authorized administrator of XULA Digital Commons. For more information, please contact ksiddell@xula.edu.
Recommended Citation
Lawrence, Candace M., "Organic Chemistry II Drill (CHEM 2210D) . Module 9. Sample B. Answer Key." (2019). Course Modules. 75.
https://digitalcommons.xula.edu/doc_cm/75




Organic Chemistry II Drill (CHEM 2210D) . Module 9. Sample B. Answer Key.

This module is an introduction to biochemistr

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