An Overview Of Tourist Motivation Tourism Essay

An Overview Of Tourist Motivation Tourism Essay Tourist motivation is seen by many writers as one of the key elements in understanding tourist decision-making behaviour. A sound understanding of travel motivation plays a critical role in predicting future travel patterns and destination selection. The big answer to the basic question, why do people travel? has occupied the minds of tourist researchers for many years. Many different motives compel people to travel. Various methods have been employed to uncover travel motives. The following literature will shed light on various theories that can be used to have a knowledge why people travel to urban destination. Tourist motivation can be defined as the global integrating network of biological and cultural forces which gives value and direction to travel choices, behaviour and experience. (Pearce, Morrison Rutledge, 1998). Put simply, motivation is a state of arousal of a drive or need which impels people to activity in pursuit of goals. Once the goals have been achieved the need subsides and the individual returns to the equilibrium-but only briefly because new motives arise as the last one is satisfied. As cited in Seaton (1997) motivation of the individual person to travel, to look outside for what he cannot find inside have been largely created by society and shaped by everyday life. Grays (1979) travel-motivation theory, poses only two main motives for travel. One is the desire to go from a known to an unknown place, called in Grays theory wanderlust. The other motive is what Grays called sunlust. This generates a trip to a place which can provide the traveler with specific facilities t hat do not exist in his or her own place of residence. Some of the motives which determine their travel choices are recreation, pleasure, new experiences, cultural interest, shopping. The existence of internal and external factors which motivates human behavior is assumed by many authors. Kotler (182) for example, stipulate that motivation can be caused by the result of internal and external stimuli. Internal stimuli arise from personal needs and wants that can be physiological, social, egocentric, safety, and self-actualisation. External stimuli arise from marketing. Travel motives can be personal (personal training, compensation, rest and knowledge) or interpersonal (resulting from social relations) (dann, 1977, Yoon and Uysal, 2005). Dann (1977) classifies personal motives as those that predispose the individual for travelling, escape from daily routines, the desire to escape from solitude while interpersonal motives arise from the need to seek some form of social recognition that is obtained through travel. According to the push and pull concept, Crompton (1979), push factors explains the desire for travel while the pull motives have been used to explain the actual destination choice. Nine motivations of leisure travelers were identified and classified seven as socio-psychological or push motives and two as cultural or pull motives. The seven push motives were, escape from a perceived mundane environment, exploration and evaluation of self, relaxation, prestige, regression, enhancement of kinship relationships, and facilitation of social interaction. The pull motives were novelty and education. Maslow (1943) identified two motivational types: tension-reducing motives; arousal-seeking motives. There are five needs forming a hierarchy, progressing from the lower to the higher needs. At the bottom are the basic needs for food, water and air. Then, above them is the need for safety, security, and protection. The higher needs in this hierarchy only come into focus when the lower needs in the pyramid are met. Once an individual has moved upwards to the next level, needs in the lower level will no longer be prioritized. Cooper et al (2005) questioned Maslows theory saying that why and how Maslow selected the basic five needs remain unclear, although Page (2003) feels that it has relevance in understanding how human action is understandable and predictable compared to research which argues that human behaviour is essentially irrational and unpredictable. Though much criticism about Maslows theory, the tourism literature has borrowed a lot from Maslow since he provides a convenient set of containers that can be relatively labeled and provide a useful framework for understanding psychological motivational factors in tourism. Thus, for example, although the apparent purpose of a trip may be for shopping, the underlying psychological motivation may be to impress their neighbours and gain higher social status. Iso-Ahola (1982) says that tourists will switch roles while on holiday, and that over time different needs will arise. Single motivation may not always act as the determining factor for travel. If within the holiday, the initial needs are satisfied, other motivations might emerge. Indeed, it is congruent with Maslows theories of needs to argue that if initially there is a primary need for relaxation while on a holiday, the satisfaction of that need will create awareness of other needs such as exploration of place as a means of acquiring a sense of belonging or to enable processes of self-actualisation to take place. Dann (1981) has identified seven elements of tourist motivations: travel as a response to what is lacking yet desired; destination pull in response to motivational push; motivation as fantasy(engage in behaviour and activities that are culturally unacceptable in their home environment like prostitution and gambling); motivation as classified purpose(VFRs); motivational typologies; motivation and tourist experiences; motivation as auto-definition and meaning (the way in which tourist define their situations and respond to them).[Page Connell,2003]. Beard and Ragheb (1983:225), propose four motivational needs which came from the work of Maslow (1970).These are: the intellectual component (such as learning, exploring, discovering, thought or imagining), the social component where individuals engage in leisure activities for social reasons. This component includes two basic needs (need for friendship and interpersonal relationships and the need for the esteem of others), the competence-mastery component assesses the extent to which individuals engage in leisure activities in order to achieve, master, challenge and compete. The activities are usually physical in nature and finally the stimulus-avoidance component of leisure motivation which assesses the drive to escape and get away from over-stimulating life situations. It is the need for some individuals to avoid social contacts, to seek solitude and calm conditions; and for others it is to seek to rest and to unwind themselves. These four motivations form the foundation of their Leisure Motivation. P.Pearce (1988) using the concept of a travel ladder when investigating motivation for tourism, suggested that motivation are multivariate and dynamic, changing particularly as a result of ageing and lifecycle stage, as well as being influenced by other people. He proposed the following motivation categories: relaxation, stimulation, relationship, self-esteem and development, fulfillment. In Pearces model, the motivations listed can be divided into two categories. The needs may be self-centered or directed at others. Thus, for instance, relaxation may be a solo exercise where the holiday-maker seeks a quiet restful time alone or it can be relaxation in the company of others, springing from the need for external excitement and desire for novelty. Stimulation can be self-directed which springs from the concern for own safety, or it can be directed toward others arising out of the concern for others safety. Relationship can be self-directed which means giving love and affection and main taining relationships, or it can be directed at others which means receiving affection, to be with group membership. Self-esteem and development maybe self-directed like development of skills, special interests, competence and mastery, or it may be directed at others like prestige, glamour of travelling. Fulfillment is totally self-directed as it fulfils individual dreams, understands oneself more and experience inner peace and harmony. There are some criticisms against Pearces travel motivations. For example, Pearce argues that stimulation may be understood along a dimension of risk and safety of self or others. However, it might be argued that there is a real and distinctive difference between these two motivations. Chadwick (1987) provided a simplified categorization of why people travel under three main headings. These are as follows: Pleasure: leisure, culture, active sports, visiting friends and relatives, Professional: Meeting, missions, business, etc, other purposes: Study, health and transit. Classifying tourist behaviours have important implications for the study of the impact of tourism on destination. Shaw Williams (2002) opines that many of the typologies are based around identifying the significant traits of tourists. According to Klenosky (2002) travel behaviour is motivated by two sets of factors, one that influences or pushes a person to consider travelling outside his or her everyday environment and another set that attracts or pulls that person to visit a particular destination. Several sociological theories have been put forward in the tourist literature in an attempt to explain motivation. Cohen (1972), in his early studies sub-divided tourist into four types based on motivation. He asserted that all tourists are seeking some element of novelty and strangeness while, at the same time, most also need to retain something familiar. He distinguished tourist using sociological principles into organized mass tourist, individual mass tourists, explorer and drifter. Hence, at one end of his continuum was the organized mass tourist seeking familiarity in the holiday surroundings, while at the other end, the drifter is willing to accept far more strangeness. Smith (1977) provided a more detailed variant of Cohens tourist typologies. Smith (1977) identifies 7 categories of tourist who have been termed as interactional typologies: explorer, elite, off-beat, unusual, incipient mass, mass, and charter. However, Plog (1990) criticised the validity of Smiths typology. Shaw Williams (2002) argued that Plogs typology is built upon asking tourists about their real general lifestyles or value systems, often using perceptual information derived from in-depth interviews. Plog suggested two set of individual: allo-centric and psycho-centric. The latter are concerned primarily with the self, are inhibited and non-adventurous. In term of tourist behaviour, psycho-centrics want the familiar and are unlikely to travel great distances to explore new tourism destinations. Conversely, the former are confident, naturally inquisitive and seek out the unfamiliar when travelling. This typology can be used to examine tourist motivations as well as attitudes to particular destinations and modes of travel. Johns Gyimothy (2002) states that Plog (1973) used a psychometric scale to categorise tourists into allocentric, midcentric and psychocentric, depending on individuals relative focus on their own culture and the one they are visiting. Psychocentrics tourists like nice swimming pool; well organized trip; good facilities; pub lunches. Cooper et al (2005) feel they are conservative in their travel patterns. However, Cooper et al (2005) questions the applicability of the typology. They feel that tourists may on a second visit travel to nearby psychocentric-type areas, whereas the main holiday maybe in an allocentric-type destination. Gottlieb(in Davidoff and Davidoff,1983) as cited in Seaton(1997), suggests that there are two kinds of tourists-those who seek a pampered lifestyle beyond their means in everyday life while the latter, having access to material luxuries in their everyday life, seek simpler, more primitive contacts in their leisure(e.g. on safaris, roughing it on adventure h olidays, etc). Shaw Williams (2002) states few problems associated with tourist typologies. Firstly, typologies are relatively static models due to lack of information (Lowyck et al, 1990).Secondly, individuals change as tourists over time. Changing patterns of tourist behaviour do not exist in sufficient detail or scale. Tourist typologies offer just mere generalities. According to Shaw Williams (2002) these typologies are beneficial despite their limitations. They provide insight into motivations of tourist and their behaviour. An insight of the various types of tourism purpose and motivation is crucial for those planning and marketing tourist destinations. All service providers and tourism planners must know why people want their products. However, there are many problems of determining tourism motivations. According to Seaton (1997) people rarely think about the underlying reasons for their actions. Motivations for activities may not bear too much self-critical scrutiny like sex tourism. Again tourism motivations often include contradictory impulses. Seaton (1997) typifies two such sets of opposing desires: Novelty and adventure (exploring a new place) vs. Familiarity and security (staying in a hotel with familiar comforts). Another problem is that it is often difficult to distinguish individual motives from socially constructed vocabularies of motives. People often give reasons for doing things that they have been programmed to give, none of which may constitute the real reason for a trip. According to P age (2003), if we are able to understand what prompts people to leave their homes and travel to new places, then we may be able to develop approaches that will help us to manage the tourists and their impacts and plan an enjoyable experience for them. More fundamentally, understanding tourist motivation may help to explain why certain places are more developed as successful tourism destination than others and then continued to grow, stagnated or declined as tastes and fashions changed.

Historical Analysis of the Military Draft Policy Essay -- Military Arm

Historical Analysis of the Military Draft Policy The Constitution adopted in 1789 gave Congress the "power to raise and support armies," but it neither mentioned nor prohibited conscription. The Framers left that issue to the future, although most of them believed that the United States like Britain would enlist its men rather than conscript them, and would pay for its armies through the power to tax. Not until World War I did the United States rely primarily upon conscription. The Selective Service Act of 1917 was adopted in large part because a civilian-led "preparedness" movement had persuaded many Americans that a selective national draft was the most equitable and efficient way for an industrial society to raise a wartime army. Woodrow Wilson overcame considerable opposition, particularly from agrarian isolationists in the South and West and ethnic and ideological opponents of the war in the North, to obtain the temporary wartime draft. (Berger 1981) For more than 50 years, Selective Service and the registration requirement for America's young men have served as a backup system to provide manpower to the U.S. Armed Forces. President Franklin Roosevelt signed the Selective Training and Service Act of 1940 which created the country's first peacetime draft and formally established the Selective Service System as an independent Federal agency. From 1948 until 1973, during both peacetime and periods of conflict, men were drafted to fill vacancies in the armed forces which could not be filled through voluntary means. (Gerhardt 1971) A lottery drawing - the first since 1942 - was held on December 1, 1969, at Selective Service National Headquarters in Washington, D.C. This event determined the order of call for induction during calendar year 1970, that is, for registrants born between January 1, 1944 and December 31, 1950. Reinstitution of the lottery was a change from the oldest first method, which had been the determining method for deciding order of call. 366 blue plastic capsules containing birth dates were placed in a large glass jar and drawn by hand to assign order-of-call numbers to all men within the 18-26 age range specified in Selective Service law. With radio, film and TV coverage, the capsules were drawn from the jar, opened, and the dates inside posted in order. The first capsule - drawn by Congressman Alexander Pirine (R-NY) of the Ho... ...ain that our military will not leave Iraq until a stable democracy is intact and if other actions are taken against countries such as North Korea and Iran as communication failure continues to break down, we will find U.S. military sources stationed in those countries as well until they too have reached a level of stablility that is consistent with how the United States government would approve. And although our commitment to these current day conflicts has not reached a status where a draft would be needed, talk has begun to stir and its reinstatement could come in the near future. Good or bad, each individual has its own opinion and its policy will be debated for years to come. Bibliography Anderson, Martin. The Military Draft: Selected Readings on Conscription. Stanford, California: Hoover Press. 1982. Berger, Jason. The Military Draft. New York: H.Wilson CO. 1981. Carter, Phillip and Paul Glastris. â€Å"The Case for the Draft.† Washington Monthly; March 2005, Vol. 37 Issue 3, p18. Flynn, George. Conscription and Democracy. Westport, Connecticut. Greenwood Press. 2002. Gerhardt, James. The Draft and Public Policy. Columbus: Ohio State University Press. 1971.

Gaelic League :: Essays Papers

Gaelic League What are the Irish known for? Most people would automatically think of some trivial fact about something like the potato famine, others the stereotypical views of the Irish drinking habits, and undoubtedly good old Irish American pubs would definitely come to mind. Although these are definitely interesting parts of the Irish history there are many other aspects to this unique heritage that truly capture the spirit of the Irish tradition. The Gaelic League was started with the founding of the Gaelic Athletic Association. This group founded in 1884 in attempts to promote and maintain Irish sports, helped to spawn the idea of Irish nationalism which eventually personified itself into organizations such as the Gaelic League. The Gaelic League was founded in 1893 by Douglas Hyde and Ed MacNeil to spread the Irish language (Hachey and McCaffery 14). Formed in Barnesmore where language classes were held in the national school; the support of both Catholics and Protestants made it poss ible to branch off to other areas (O’Connor 37). After the devastation of the potato famine and the implications of the home rule; both the Gaelic League and its predecessor the Gaelic Athletic Association had the common goal of bringing forth Irish nationalism in a country that desperately needed national pride. This movement for national pride had some success, but not before the failure that preceded it. There are a few reasons that this move, for national pride, produced failure one was the reputation of the Irish and another was the pressure of politics put on the different associations. The Irish language was considered to be a peasant’s language (O’Connor 87). Because of this the people of country that were poor and not educated in the language did not think it was worth spending money to learn. Tthe people in the country that had the money to learn the language normally did not want to learn the language for the mere fact it was considered to be a peasants language. Another reason for some of the failure that this movement attained is due to the political pressure created because of the nature of the movement itself. The two founders of the Gaelic League Hyde and McNeil never wanted the movement to become political (Gavin 56). However, this was inevitable. The mo vement caused a split in the people, those who were educated in the language and those who were not educated in the language (Hopkins 129).

Exceptionalism: Native Americans in the United States and Pew Research Center Essay

The idea of American exceptionalism is not a new one. Thomas Jefferson spoke of civilizing the Indians many believed they were savages. Surely the Native Americans thought the white newcomers were the savages. The white men forced the Natives off of the â€Å"new† land and proceeded to murder them. The United States continues this tradition today, going into countries where we are not welcome, and trying to change them, make them more like us. What I can gather from reading Wilfred McClay’s, The Founding Fathers, is that he believes America is what is because of our past. From the time the Europeans came to America to settle, we have believed we are superior. Mr. McClay states that we need to stay connected to past and learn from those who discovered our great Nation (McClay 2006). Following his writing was not easy, it did not seem quite clear. It seems as though he feels Americans place themselves on a pedestal, but that is why our country is so great. Americans justify their actions by making our own stories; we teach people what we want them to know, not what truly happened. Howard Zinn does not feel Americans should insist on exceptionalism (Zinn 2005). The United States does not have the right to push its beliefs on the other nations of the world. He discusses the issues of American Superiority in his article, The Power and Glory. According to Mr. Zinn, there is a growing trend among Americans who refuse to accept that we are a superior people. A 2011 Gallup Poll confirms this statement. In 2002 approximately 60% of Americans believed our culture was superior to others (Pew Research Center 2011). In 2011 number dropped to 49% (Pew Research Center). I agree with Howard Zinn in that Americans are not exceptional, we are from other people, just as each individual is different. Although many believe we are better because we have so much freedom, and we are the land of opportunity, we are not. We have homeless people, our politicians are corrupt, and children go to bed hungry. The United States bully’s other countries for our own self-interest. Decisions are made to take control of other countries. What other military has bases all over the planet? The United States needs to take care of its own people, and then it will be exceptional. I have been to other countries, and in my eyes, they seem to be doing it right, but I am sure they have their own issues as well. Bibliography McClay, Wilfred M. 2006. The Founding Nations. First Things. March 2006. Accessed January 24, 2015. http://www. firstthings. com/article/2006/03/the-founding-of- nations Pew Research Center. 2011. The American-Western European Gap. Pew Research Center. November 17, 2011. Accessed January 29, 2015. www. pewglobal .org/2011/11/17/the-american-western-european-values-gap/ Zinn, Howard. 2005. The Power and the Glory. Boston Review. June 1,2005. Accessed January 25, 2015. http://bostonreview. net/zinn-power-glory.

Animal Farm Essay 14

Animal Farm Essay Throughout history, leadership plays an effective role upon millions of citizens in the world. Most societies refer to a leader as a person that attains the characteristics of goodness and virtue. However, leadership also results in negative aspects that later result in dictatorship, in which followers act destructively. Dictatorships usually rise to power in a time of social, political, and economic upheaval. In his novel, Animal Farm, George Orwell uses animal symbolism to relate the events that take place on Animal Farm with the events in the Russian Revolution through the usage of character behavior. An ambition for superior leadership and domination leads to deceit and cruelty that then introduces an eager atmosphere among incompetent followers to feel constructive and significant explicitly depicts the downfall of freedom and equality in Animal Farm. Napoleon emerges as a corrupt opportunist who declares himself the leader of Animal Farm. As Napoleon continues to rise in power of all the animals within the farm he soon starts to treat the animals with brutality. After the animals admit they occasionally associate with the enemy of Animal Farm, Snowball, â€Å"†¦they were all slain on the spot. And so the tale of confessions went on, until there was a pile of corpses lying before Napoleon’s feet, and the air was heavy with the smell of blood, which had been unknown since the expulsion of Jones† (Orwell 93). Napoleon tells the animals that they live in freedom; however, Napoleon’s hunger for total leadership and power abruptly transforms into dictatorship, and the animals cease to have the right to rebel for what they believe. Thus, the animals continuously undergo mistreatment from Napoleon, in which this causes the animals to grow weak and miserable due to the fact that he has complete control over their life. As Napoleon continues to develop a manipulating attitude, the animals in the farm endure severe punishment if they do not meet the expectations of Napoleon’s rules, so he establishes, â€Å"†¦he ordered the hens’ rations to be stopped, and decreed that any animal giving so much as a grain of corn to hen should be punished by death† (Orwell 87). Napoleon’s negative leadership results into more cruelty that leads to the downfall of freedom and equality because the animals no longer owns their own autonomy to change the aspects of Animal Farm. Consequently, animal rights on Animal Farm quickly diminish as Napoleon gains more control and respect over the animals. As years pass Napoleon still remains in control of Animal Farm and he decides to change the name of the farm back to Manor Farm. Napoleon never asks the animals for their consent on this change, and unexpectedly the animals find out, â€Å"all animals are equal, but some are more equal than others† (Orwell 133). As the animals examine Napoleon, they realize that he figuratively transforms into a human. Unfortunately, the animals could no longer act against his transformation, because his change allows all the animals to view his deceitfulness and come to realization that he never actually grants them with their equality. Therefore, the animals live under the exploitation of Napoleon so intently; his control prevents them from rebelling, however, the animals remain unaware of the assistance Napoleon receives in dictating the farm. Squealer provides Napoleon with a trustworthy follower, and plays a major role in the dictatorship of Napoleon. Squealer also acts as the propagandist of all the animals, and the pigs bestow on him the task of persuading the animals' negative opinions of Napoleon to positive. As the pigs move into the farmhouse, Squealer assures the animals that, â€Å"†¦it was absolutely necessary, he said, that the pigs who were the brains of the farm, should have a quiet place to work in† (Orwell 79). Squealer convinces the animals of Animal Farm to believe and follow Napoleon, by doing this Squealer achieves inner pride in the belief that he too prevails to seem just as productive to the rest of the animals as they view Napoleon. Squealer incessantly makes up for Napoleon's inability to give dynamic speeches, because Napoleon’s manipulation toward the whole farm works on everyone, especially Squealer, because without the help of Squealer the animals would have no other reliable source to believe, therefore, Squealer accommodates Napoleon in the prevention of animal rights. During the cold winter, the reduction of rations starts, but Squealer assures the animals, â€Å"†¦that on the contrary to the principles of Animalism this was positive. He had no difficulty in proving to the animals that they were not really short of food, no matter what the appearances may be† (Orwell 115). Squealer never fails to justify the commands of Napoleons by rationalizing them to the less intelligent animals. Without the manipulation of Squealer, the realization of the animals that Animalism no longer exists under Napoleon in doubt becomes clearer. Squealer himself remains weak in character but he assumes a sense of responsibility and power by performing the tasks for Napoleon. Therefore, the actions of Squealer also commit to the causes of the defeat of animal freedom and equality among the farm, and the animals remain under the control of the dominant leader Napoleon, and the rest of the pigs of the farm. All types of leadership exist in the world, but great leadership determines on the actions of the person in power. Napoleon overall exhibits himself as a destructive leader that commits cruel and deceitful actions in order to prevent the animals from gaining their rightful privileges of freedom and equality. Followers such as Squealer allow the dictatorship of Napoleon to continue, and the lives of the animals become worse than they had under the control of the humans. The animals give their freedom to Napoleon and continue to work for him, under his demanding rules and laws. Thus, the degree of leadership not only emits to the person in power, but also to the follower, for both the leader and follower alike the burdens of self-restraint. Works Cited Orwell, George. Animal Farm. New York: Harcourt Brace Jovanovich, Inc, 1946.

More testing, More Learning Essay

All students wish to finish their college year with a good grade. There is a lot to learn in every chapter of textbooks. Even if a student spends most of his time studying, he will get very stressed when a midterm or final comes. These exams will judge how well that student is doing for the whole entire semester. Patrick O’ Malley in â€Å"More Testing, More Learning† mentions that more testing provides students better learning opportunities because more testing forces students to have good study habits. It also helps students to focus on every unit in the textbooks and encourages them to learn from their mistakes. Providing exams more often makes students have good study habits. Students need good time management in order to balance between their college lives with their study lives. According to O’Malley’s essay â€Å"Greater frequency in test taking means greater frequency in studying for tests†. Giving students more exams is a way to keep them in track and force them to focus more on class. Although students are adults and should be able to manage their own lives, they still need a teacher to coach them. If professor gives students more frequency in-class exams, it will force them to do more practice and students will learn better. Having an exam at the end of the unit helps students deeply focus on what is in the classroom. There is a lot of information in a textbook and if students have a chance to have quizzes after the major chapters, it will help them to deeply understand the materials. From Patrick O’ Malley’s proposal â€Å" This solution would have the advantage of reducing students’ anxiety about learning every fact in the textbook, and it would clarify the course goals, but it would not motivate students to study carefully each new unit, concept, or text chapter in the course†. Students who understand the concept in their textbooks will do well in class and satisfy with their college lives. Having an opportunity to review the in-class exams benefits students to focus what they have missed. From O’ Malley suggestion â€Å"It makes sense that in a challenging course containing a great deal of material, students will learn more of it and put it to better use if they have to apply or â€Å"practice† it frequently on exams†. Student should be able to see how well they are doing in class before their major exams. Practicing with more exams releases students’ anxiety. Their lives are not depending on only one or two exams. More in-class exam gives students the opportunity to study and learn from the mistakes that they did in the past tests. Being a student is not easy. A good student is the one who can maintain the student activities, work and grades. There are many ways that professors can encourage students to study. Providing students more of the exams before midterm and final is a way to help student learn. More testing helps them to focus on the contents, decrease their anxiety, keep them focused in school and also helps students learn from their own in-class exam.

Liquid Chromatography Lab

Liquid Chromatography – Laboratory #18 Introduction: We are using liquid chromatography to separate the colored substances in grape-flavored drinks. We separate the component dyes, and then we separate the flavorings and citric acids. Background: Chromatography is a process that is used to separate a substance into its component parts. The separation occurs between the stationary and moving phase of the lab. The moving phase consists of a fluid and the stationary phase consists of a solid. The mixture we are trying to split up is integrated into the mobile phase.When the mobile phase interacts with the solid phase, the components of the mixture are attracted to the solid phase in varying degrees. Components with higher levels of attraction for the mobile phase result in a faster speed of transport throughout the solid phase. Components with higher levels of attraction for the solid phase result in a slower speed of transport throughout the solid phase. These differing levels o f attraction end up in separation of the mixture into component bands, which exit the system as distinct liquids. [pic] Liquid chromatography labs are composed of six main parts: . A separation column filled with a fine-grain solid. b. A solvent (mobile phase) that moves through the separation column. c. An injection system to transport the solvent to the separation column. d. A pump to force the solvent through the separation column. e. A detector to determine when the components exit the separation column. f. A recorder [pic] Although in most chromatography labs the solid phase is polar and the mobile phase is nonpolar, we are using Reverse Phase Liquid Chromatography, where the mobile phase is polar and the solid phase is nonpolar. Also read: Fluorenol PolarityWhen the mobile phase interacts with the solid phase, the polar parts of the mobile phase are attracted to each other, so they wash through the column quickly. The less polar components of the mobile phase are attracted to the nonpolar solid in the column, so they wash through the column slowly. This results in a separation of the components, whose degree is measured as the resolution. [pic] Pre-lab Questions 1. What is the process of chromatography used for? 2. In the chromatography, components of a mixture distribute themselves between the stationary phase and the mobile phase.Explain how the components can be separate with these two phases. 3. In the liquid chromatography column used in this experiment, the solid has a C18 hydrocarbon bonded to it. Would a C18 hydrocarbon be polar or nonpolar? Explain. 4. Below are the typical data for this experiment. 1 mL of a Kool-Aid solution was loaded on a Sep-Pak C18 Column. The red and blue dyes were eluted fro m the column with a constant flow of 18% isopropyl alcohol. The eluted solution was collected in a 10 mL graduated cylinder. The volumes of eluant were recoreded at the beginning and end of each color band. pic] Information: The first step in calculating the selectivity and resolution of the system is determining the volumes of eluant corresponding to the band widths and band centers for each eluted dye. a. Bandwidth W is the volume in mL of eluant containing each dye as it emerges from the column. Calculate the bandwidth W for each dye for each of the three runs and then determine the average bandwidth W average for each dye. b. Center of band, called Average Retention Volume V Rave corresponds to the center of each band.The average retention volume is calculated by taking the average starting volume for each band and adding one half the corresponding average band width. V Rave = V start + (? ) W ave Calculate the average retention volume volume V Rave for the red and blue dyes. c. For each dye, a capacity factor k' can be calculated. This term is a relative measure of the attraction of the dye for the stationary phase as compared to its attraction for the mobile phase. The equation fo capacity factor is : k' = (V Rave – V M)/V M here V Rave is the average retention volume for each dye and V M is mobile phase or eluant volume in the cartridge. V M can be estimated to be one half the cartridge volume, with the stationary phase occupying the other half. For the Sep-Pak cartridges, this V M value is . 49 mL. Calculate k' for each dye. d. A selectivity or separation factor, alpha, can now be calculated. This is the ratio of the k' values for each dye, with the larger value in the numerator. For good separation, a mobile phase is usually chosen that gives an alpha value between 2 and 10. Calculate alpha for this separation: alpha = (k' Blue)/(k' Red) e.The resolution R, a measure of how well the two dyes are separated by the column and eluant, is determined by the equation R = 2(V Rave Blue – V Rave Red)/(W Blue + W Red) where the numerator is the volume between the band centers and the denominatory represents the average band width. The greater the selectivity, the larger the numerator and therefore the greater the resolution. The resolution can also increase as the efficiency of the column increases, since this results in a lower average band width. Calculate R for this separation. Materials: Isopropyl Alcohol, 70% 50 mLIsopropyl Alcohol, 28%, 10 mL Isopropyl Alcohol, 18% 50 mL Isopropyl Alcohol, 5% 10 mL Graduated Cylinder, 10mL Graduated Cylinder, 25 mL Distilled Water, 300 mL Grape Koolaid Solution, 20 mL Sep-Pak C18 Cartridge 10 mL Syringe w/ male Luer tip Beaker, 100 mL, 3 Beaker, 50 mL, Safety Precautions: Isopropyl alcohol is inflammable and a fire hazard. Do not conduct this laboratory in the presence of flames. This alcohol is slightly toxic by ingestion and inhalation. Chemical-resistant goggles, gloves, and aprons are required. Wash and rinse hands thoroughly with soap and water after conducting the lab.Procedure Part 1: Isocratic Separation (Constant rate of flow and solvent concentration) Pretreatment of the Sep-Pak C18 Cartridge 1. Cut off the exit tube/shorter end of the cartridge at the point where it meets the body of the cartridge. 2. Load the syringe with 10mL of 70% isopropyl alcohol. 3. Connect the tip of the syringe to the long end of the Sep-Pak cartridge. 4. Pump the isopropyl alcohol through the syringe cartridge at a rate of 5-10 mL/minute. 5. Collect the alcohol in a 10 mL graduated cylinder to monitor flow rate. 6. Repeat previous steps with distilled water. Sample Injection . Use 10 mL syringe to slowly inject 1 mL of Kool-Aid solution onto the column. 2. Discard the effluent that washes out. 3. Remove the cartridge from the syringe. 4. Rinse the syringe with 10 mL of distilled water 3 times to erase Kool-Aid residue. Sample Elution 1. Fill the syringe with 18% isopropyl alc ohol eluant and attach the syringe to the Sep-Pak Cartridge. 2. Pump the alcohol through the cartridge with a flow rate of 5-10 mL/min. 3. Collect effluent in 10 mL graduated cylinder. 4. Record volume of effluent collected as first and last of colored drops of each of the dyes exit.If separation is imperfect, record data for beginning/end of intermediate purple bands. Center of the purple band acts as the end of the first band and beginning of the last. Column Regeneration Repeat measurements two more times. Between injections, wash the column with 10 mL of distilled water at the same flow rate of 5-10 mL/min. If colored residue remains, repeat preatreatment. Part 2: Step Gradient Separation Now, we change composition of the eluting liquid. We first use a polar solvent, and then we reduce the polarity of the solid phase by adding isopropyl alcohol.Through this, we wash out citric acid and flavoring oils in addition. Pretreatment of the Sep-Pak C18 Cartridge Follow the pretreatment in Part 1. Sample Injection and Component Elution 1. Inject 1 mL of Kool-Aid solution into the column. 2. Elute polar components of the mixture (citric acid and sugar) by passing 5 mL of distilled water through the column. 3. Collect effluent in the first small beaker. 4. Elute the red dye by passing 10 mL of 5% isopropyl alcohol through the column. 5. Collect effluent in the second small beaker. 6. Use 10 mL of the 28% isopropyl alcohol to elute blue dye. 7. Collect effluent in the third small beaker. . Use 10 mL of 70% isopropyl alcohol to elute nonpolar flavor oils and additives. 9. Collect effluent in the fourth small beaker. 10. Record the color of each effluent. Evaporate the solvents and examine the components. 1. Allow the solutions to evaporate and leave them overnight in the fume hood until next lab period. Label solutions properly. 2. Observe and describe contents of each of the beakers. Measure using color, odor, and appearance. Data Table Part 1: Isocratic Separation | |Red Dye |Blue Dye | | Run #1 |Run #2 |Run #3 |Run #1 |Run #2 |Run #3 | |Start of Band (mL) | | | | | | | |End of Band (mL) | | | | | | | |W (mL) | | | | | | | |Vrave (mL) | | | | | | | |K’ | | | | | | | Part 2: Step Gradient Separation Beaker |Eluant |Observations | |1 |H2O | | | | | | |2 |5% isopropyl alcohol | | | | | | |3 |28% isopropyl alcohol | | | | | | |4 |70% isopropyl alcohol | | | | | | Calculations Determine the following values and show calculations. Refer to question six in the Pre-Lab Questions. Enter results in the Part 1 data table. 1. Bandwidth W for each dye. 2. Average Retention Volume V Rave for each dye. 3. Capacity Factor k' for each dye. 4. Selectivity alpha for the two dyes with this isocratic separation. 5. Resolution R for the two dyes with this isocratic separation.Post-Lab Questions 1. What is meant by polarity of molecules? What causes differences in polarity? 2. In discussing solubility, the rule â€Å"like dissolves like† is frequently used. What does this mean? 3. Draw the structural formula of isopropyl alcohol. Explain how it differs in polarity from water. 4. For good separation of the dyes, the resolution should be greater than one. What was the value you calculated? Did the two dyes overlap as they emerged from the column, or was the separation a good one? 5. In the step gradient separation, four separate fractions were collected. How were these related to the polarities of the column and of the eluting solvent?