Xavier University of Louisiana: XULA Digital Commons

Day 1: 05-13-2019 - Introduction to ePortfolios in Brighspace.
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Todd, Dr Jason

The Faculty E-Portfolio Summer Seminar Day 1

Hassan, Candace

Masthead Logo Pathways
Volume 2018
Issue 1 2016-2017 Article 7
2019
Untitled
Candace Hassan
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
Hassan, Candace (2019) "Untitled," Pathways: Vol. 2018 : Iss. 1 , Article 7.
Available at: https://digitalcommons.xula.edu/pathways_journal/vol2018/iss1/7
Candace Hassan 
Untitled 
On August 29, 2005 a devastating category five hurricane swept through the Gulf Coast 
states, leaving the city of New Orleans in ruins. This storm forced my family and me to relocate 
to Humble, Texas, where I was separated from my friends and distanced from many of my 
family members. This was a very confusing time for a seven-year-old, who had just been torn 
away from the only life she knew. Settling into a new neighborhood and being known as the "girl 
from New Orleans" put in me many isolating situations. It was a challenge to make friends and 
show who I really was. 
 I had to learn to keep my mind open and my thoughts positive. Although I was alone 
most of the time, I wouldn't let that get me down. I woke up every day looking for ways to get 
out of my comfort zone. I wanted to show everyone that I was just like them, and that, although I 
may not have been from Humble, this was my new home. After a few weeks of being myself, I 
managed to make friends, stand out academically, and love my new town. I never would've 
thought that having my life flipped upside down would've given me so much confidence and the 
ability to look for light in the worst situations.  
It’s unfortunate to say that today, under the Trump administration, many Americans and 
immigrants are beginning to feel just as I did, like they don’t belong. It’s not a good feeling to 
feel like an “outsider,” when in actuality, the people being cast out have every right to feel at 
home. The bigotry shown by those who support his proposed Muslim ban will only fuel Trump 
to act with more aggression and hate. The separating and outcasting of any certain group of 
people has never benefitted, and will never benefit, this country. However, in an era of 
uncertainty and unpredictability, we must all remain positive and hopeful. Just as Trump is being 
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empowered by hate, there are people across the country being empowered by love. No one is 
alone in this fight for solidarity and equality.  
 
 
 
 
 
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Pathways, Vol. 2018 [2019], Iss. 1, Art. 7
https://digitalcommons.xula.edu/pathways_journal/vol2018/iss1/7


English

Untitled

Heisser, Caitlyn

Masthead Logo Pathways
Volume 2018
Issue 1 2016-2017 Article 8
2019
A Neighbor's Strife
Caitlyn Heisser
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
Heisser, Caitlyn (2019) "A Neighbor's Strife," Pathways: Vol. 2018 : Iss. 1 , Article 8.
Available at: https://digitalcommons.xula.edu/pathways_journal/vol2018/iss1/8
Caitlyn Heisser 
A Neighbor’s Strife 
It’s seven o’clock in the evening: the time of day when the Johnsons settle in to 
decompress and forget the troubles of the day. Outside, the sky is purple and the New Orleans 
streets are filled with pedestrians hustling to get home. The sound of crickets screeching fills the 
warm, moist evening air. In their quiet house, the Johnsons can hear the traffic racing through the 
streets. 
The mother leans wearily on the counter as she watches her husband cleaning the kitchen 
after dinner. They chat contently, discussing their busy schedules for the remainder of the week 
and their plans for the weekend. Meanwhile their three children sit quietly around the dining-
room table, finishing homework, and softly humming. 
The television blares in the background, the family not really listening attentively. Until 
something catches the mother’s attention. “BREAKING,” the television reads, “severe flooding 
plagues Baton Rouge and surrounding areas of southeast Louisiana.” Her heart drops as pictures 
of the damage are flashed across the TV screen. Her mind immediately wanders to her aunt and 
cousin who live in Baton Rouge: dead in the center of the disastrous flooding. She looks back at 
the screen: “Several injured and few dead,” it reads.  
Compassion is the heartbreak that comes from a neighbor’s strife, the pain of seeing a best 
friend cry. Compassion is the urgency that surfaces when a friend is in need, and the willingness 
to enter into their suffering to pull them away from it. Compassion surpasses selfishness and 
extends the greatest generosity. 
Her heart begins to race as she rushes to the phone to contact her family, hoping that they 
are safe. She remembers the suffering that her family endured after Hurricane Katrina. Her heart 
1
Heisser: A Neighbor's Strife
Published by XULA Digital Commons, 2019
beats loudly in her ears as she anticipates an answer on the other end of the line. After what 
seemed like an eternity of ringing, she hears “Hello?” A warm wave of relief overcomes her and 
she lets out a sigh. She begins to throw countless questions at her aunt. “Where are you?” and 
“Are you safe?” and “How’s the house?” Her heart breaks as she learns that her aunt’s house has 
been destroyed, just ten years after she had moved to Baton Rouge from New Orleans, where 
Katrina had destroyed her home. 
Remembering the tremendous generosity of several donors after she and her family lost 
everything in Hurricane Katrina, Mrs. Johnson, without hesitation, offers her aunt and her cousin 
shelter in her own home back in New Orleans. “Anything you need, please, do not hesitate to let 
me know,” she pleads.  
She hears a crack in her aunt’s voice as she tries to get out an “okay.”  
In about two days’ time, the aunt pulls up to the Johnson’s house. To Mrs. Johnson’s 
despair, her aunt slowly steps out of the car with a single bag, flimsy and half full. This was all 
she had taken with her. Mrs. Johnson immediately runs to the car and tightly embraces her aunt, 
because this was a pain oh too familiar. “We are here as long as you need.” She wanted nothing 
more than to abolish her family’s problems, but she knew that this was only the beginning. The 
aunt sank heavily into her arms. This family, a family that was not even her blood, but one that 
had taken her in when she’d previously fallen on hard times, had proven themselves true family. 
They had done it again. In this moment, she could only think of her gratitude. She had never met 
anyone more compassionate. “Thank you,” she whispers into Mrs. Johnson’s shoulder as she 
sheds a sad but grateful tear. 
 
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Pathways, Vol. 2018 [2019], Iss. 1, Art. 8
https://digitalcommons.xula.edu/pathways_journal/vol2018/iss1/8


A Neighbor\u27s Strife

Jackson, Malik

Masthead Logo Pathways
Volume 2018
Issue 1 2016-2017 Article 9
2019
Equality
Malik Jackson
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
Jackson, Malik (2019) "Equality," Pathways: Vol. 2018 : Iss. 1 , Article 9.
Available at: https://digitalcommons.xula.edu/pathways_journal/vol2018/iss1/9
Malik Jackson 
Equality 
Equality is something that is longed for by everyone in our society. Being equal means 
that not one group of people has more control or power over another; everyone has the same. 
Today, “equality” is a word that is tossed around. Many believe that all people are 
already treated the same and fairly, but that couldn’t be further from the truth. The word 
“equality” is like a ball of cotton surrounded by flames. It always burns; it never wins the fight. 
When will there ever be enough cotton to suppress the flame? Those days should have been here 
by now. This should not be an issue in today’s society. It is a constant battle trying to get people 
to believe that our society is still not equal. 
When speaking about equality in our society, where do we even begin? We are mainly 
speaking about racial and gender equality. African Americans and other minorities still face 
challenges trying to achieve the same things that other races have already accomplished. 
Sometimes it feels like we have only come forward to be dragged back again. This is 
slavery in modern America. We don’t have the same justice system as those outside of the 
minority class. 
Even though we still face certain challenges like racism, times have changed, and that 
means we fight back with no fear of being chased after like our ancestors had. We have our 
freedom, but we are still working our way towards being equal in all aspects. It’s like being 
trapped in a zoo, we have the feeling of being in the wild, but that feeling is only simulated. 
Gender equality is another form of equality that people like to claim exists, but anyone 
who takes the time to do the research will see that the facts show men are paid more in our 
society. Men and women can do the same jobs, but the man will more than likely make the 
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Jackson: Equality
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top dollar. Why is that? I still do not know the answer myself, but I know it stems from hundreds 
of years ago of when men were seen to be the ones in charge of the household, and women were 
only there to take care of the men and the family. That was hundreds of years ago. Women today 
are educated, and should be paid the same as men for doing the same types of jobs. Our society 
likes to put this barrier on you based on things such as the color of your skin and your gender. If 
we were truly equal, then race or gender would not define how we are treated. Although women 
have made many societal strides, they still are not equal in numerous ways. For example, 
Women still are only paid seventy-nine cents for every dollar a man makes. In addition 
to women being paid twenty-one percent less than men, women also aren’t given the 
opportunity to partake in leadership roles. CNN states out of the 500 companies that are in the 
S&P 500, only 24 of the CEO’s are female. Yes, there is a 5.2% increase in female CEO’s since 
2000, but men still largely outnumber women. Throughout history, there have been multiple 
arguments stating that women don’t have as many leadership positions because of their lack of 
education, but that is false. Despite men being admitted to college at a higher rate than women, 
according to the Washington Post, women tend to graduate at a higher rate (10%) than men. 
Educational institutions and the workplace aren't the only places where discrimination against 
women is prominent. Prejudices also occur in more casual settings, like on the streets. 
To conclude, equality is something that we wish was actually true. People in our society 
throw the word “equality” around loosely, but to be honest, equality is something that is still 
being fought for today. Will we ever reach actually being equal? That question is quite 
debatable. 
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Pathways, Vol. 2018 [2019], Iss. 1, Art. 9
https://digitalcommons.xula.edu/pathways_journal/vol2018/iss1/9


Equality

Lawrence, Candace M.

Xavier University of Louisiana
XULA Digital Commons
Course Modules Department of Chemistry
5-31-2019
Organic Chemistry I Drill (CHEM2210D) -
Module 2 - Sample Problems
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 Drill (CHEM2210D) - Module 2 - Sample Problems" (2019). Course Modules. 9.
https://digitalcommons.xula.edu/doc_cm/9
CHEM 2210   Sample Problems   Module 2 
 
 
1. (4 points)  Arrange these compounds by boiling point.  1 = lowest boiling point. 
 
                    
                          __________         __________      __________             __________ 
2.  (4 points) Arrange these compounds by water solubility.  1 = most water-soluble. 
 
  
                      __________       __________            __________              __________ 
 
3.  (6 points) Draw the bond-line structure of the following molecules. 
A.    (CH3)3C(CH2)2CHBrC(O)CH2Cl   B.  CH3CH2CH(CH3)C(OH)2CH2CCCH(CH3)2 
 
 
 
 
 
4.  (6 points) Draw the condensed structure of the following molecules. 
A.      B.   
 
 
 
5.  (6 points) Identify the 2 functional group present in each molecule.  Designate 1o, 2o, 3o , terminal/internal, if appropriate. 
                                
     
 ______________________      _______________________                  _______________________ 
          
 ______________________      _______________________                  _______________________ 
 
6.  (4 points) Use the molecule below to fill in the blanks.  
 
 # of 1
o 
carbons    _________  # of 2
o 
carbons _________  
 
 
 # of 1
o 
hydrogens   _________  # of 2
o 
hydrogens  _________ 
 
7. (4 points) What major IR band would help you determine the difference for each pair of molecules?   
Name what type of bond and the position (in cm
-1
) of where you would expect to see the difference. 
   B.   A.
  
 
8. (4 points) Draw a structure consistent with an IR spectrum that has the following peaks: 
2900 cm
-1 
     1750 cm
-1   
1200 cm
-1
 
Note: pay attention to what the spectrum indicates is present and what is not present. 
 
 
 
 
 
9. A.  (3 points) Draw an IR spectrum for the following molecule. Use the correct shapes and correct cm-1. 
 
 
 
 
 
 
 
 
 
10. A.  (2 points) Identify and label the type of bond the major peaks on the spectrum. If you have sp3/sp2/sp, then be specific. 
 
 
B. (2 points) What functional group does the IR spectrum represent? Designate 1o, 2o, 3o, terminal/internal, if appropriate. 
 
 
11. A.  (3 points) Identify and label the type of bond the major peaks on the spectrum. If you have sp3/sp2/sp, then be specific. 
 
B. (2 points) What functional group does the IR spectrum represent? Designate 1o, 2o, 3o, terminal/internal, if appropriate. 
 
 
 
 
  
 
 
1. Rewrite the structure shown in the format indicated. (12 pts) 
a) rewrite as condensed formula:    b) rewrite as bond-line structure: 
        CH3CH(CO2H)CHClCH(CH3)2 
 
c) rewrite as Lewis structure:      d) draw in bond-line: 
         CH3C≡CCH(OH)C(CH3)3 
 
 
2. Identify the functional group(s) shown in the molecules below. Classify the compound on the left as 1
o
, 2
o
, 3
o
, or 
4
o
. Also, draw the bond dipole(s) for the molecule on the left. (10 pts) 
a)   b)  c)  (CH3)2CHCH2SCH2CH3 
            
 
3. Draw specific examples of these functional groups. (8 pts) 
a) secondary haloalkane b) ester   c) nitrile 
 
 
4. How would the IR spectra of these compounds differ? Note both what bond causes the signal and the location of 
the signal. (6 pts) 
a) CH3CH2CO2H  versus  CH3CH2CH=O 
 
 
 
4b) CH3CH2C≡CH versus  CH3CH2CH=CH2 
  
 
5. Predict the IR spectrum of this compound. Again, note the location of the signal and what bond that signal refers 
to. (4 pts) 
      bond    signal (cm
-1
) 
 
 
 
6. Draw a molecule with formula C5H10O that also has only the following IR bands > 1600 cm
-1
: 3200-3400 cm
-1
 
and 2950 cm
-1
  (6 pts) 
 
 
 
 
 
7. What is the relationship of these pairs of compounds? Choose from: same, constitutional isomers, unrelated. (4 
pts) 
 
a) CH3CH2CH(CH3)CHClCH3 versus       
 
 
 
b)   versus  CH2=CH-CH2-C≡C-CH3      
 
 
  
 
1.  Draw actual and bond-line structures or the following molecules (10 points): 
a) OHCCHCHC(NH2)2CCl2(CH2)3CHBrOH  b)  (CH3)3COCH2CCCH(CH3)2 
 
 
 
 
2.  Draw condensed formulas for the following structures (6 points): 
 
 
 
 
 
3.  Give examples of the following compounds (do NOT use R) (6 points): 
 a)  anhydride                               b)  thiol                           c)  nitrile 
 
 
 
4.  Circle and name the functional group or groups in each of the following compounds, indicating 1o, 2o, 
or 3o if  appropriate (6 points).  
 
 
  
 
5.  Consider the following IR spectrum below.  Circle important peaks on the spectrum and indicate which 
bonds are responsible for each of these peaks.  Circle one of the following compounds that can be best 
represented by this spectrum (10 points). 
 
 
 
6.  What functional group is present, if you have a medium intensity absorption between 2100-2350 cm-1? 
(2 points). 
 
a)  Alkene   b) Alkyne  c) Alcohol  d)  Ketone 
 
7.  What IR frequency range will you use to distinguish between the following two compounds?  (4 points)  
                                             
 
a)  2500-3000 cm-1   b)  3000-3100 cm-1  c)  1650-1780 cm-1    d) 1600-1620 cm-1 
 
8.  How would a chemist distinguish between a primary and a tertiary amine using IR spectra?  Give a 
brief, but clear answer.  Use your IR table. (6 points) 
 
 
 
  
 
1. Draw the Lewis structure (4 pts)   2. Draw the bond-line structure (4 pts) 
 
(CH3)3C(CH2)2CH2Br      
 
 
 
3. Draw the condensed structure (4 pts)  4. Draw the bond-line structure (4 pts) 
       
CH3CH=CH(CH2)3CH(CH3)2 
  
            
5. Identify the functional group present. Designate 1
o
, 2
o
, 3
o 
if appropriate. (5 pts) 
 
 
 
 
            
 
6. Draw an example of the following functional groups. Do not use R. (5 pts) 
a)  2
o 
alkylchloride      b) ketone 
 
 
 
 
 
7. Identify two IR bands that can distinguish these compounds. Name the functional group for these two bands. The 
IR bands can belong to one per compound or both to one compound. (4 pts) 
 
 
 
  
 
 
8. The compound of interest has C, H and O atoms. Draw ONE structure consistent with this IR spectrum bands 
given below. There are numerous correct answers! Note that you must pay attention to what the spectrum indicates 
is present as well as absent. (6 pts) 
3450 cm
-1
 (S) 2950 cm
-1
(m)  
 
 
 
9. Identify the functional from the IR spectra and mark the peak corresponding to the identified functional group (5 
pts) 
 
 
10. Draw two constitutional isomers of this compound (3 pts) 
 
 
11. Give the hybridization and bond angle for the indicated atoms (6 pts) 
 
 


Organic Chemistry I Drill (CHEM2210D) - Module 2 - Sample Problems

Organic Chemistry I Drill (CHEM2210D) - Module 4 - Answer key

Organic Chemistry I Drill (CHEM2210D) - Module 6 - Stereochemistry

This module deals with Alkenes, its structure, properties and synthesi

Xavier University of Louisiana
XULA Digital Commons
Course Modules Department of Chemistry
5-31-2019
Organic Chemistry I Drill (CHEM2210D) -
Module 8 - 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 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 Drill (CHEM2210D) - Module 8 - Sample B. Answer Key" (2019). Course Modules. 31.
https://digitalcommons.xula.edu/doc_cm/31




Organic Chemistry I Drill (CHEM2210D) - Module 8 - Sample B. Answer Key

This module deals with chemical reactivity and mechanisms, and substitution reaction

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