John Brown- Terrorist or Freedom Fighter Essay Example | Topics and Well Written Essays - 1500 words

John Brown- Terrorist or Freedom Fighter - Essay Example Using one of the most famous accounts of such a confrontation in America, the author illustrates the impact of humanitarians’ calls for abolition linking John Brown’s Raid as a possible origin of the American Civil War. However, the noble intentions of the raid are usually taken out of context to associate its consequences with acts of terrorism. In spite of the dangerous approach adopted by John Brown and his associates in the Harpers Ferry episode, abolition campaign was like a time bomb that would have anyway exploded due to neglect and contempt of human rights issues. Flanked by this thesis statement, this essay will attempt to analyze the life of John Brown and the events at Harpers Ferry raid to pick a position on legality of his actions as reiterated in the accompanying conclusion. Inequality and slavery in the polarized American society concerned John Brown to the extent that he found an alternative to peaceful abolition campaign that had not delivered results. Besides his desire to have a successful campaign for a slave free country, he was angered by some abolition positions that did not advocate for equality to the marginalized slave community (Earle, 13). Terrible aggression had been observed against slaves who were also subjected to inhumane conditions, a matter that inspired John Brown to apply similar tactics on the perpetrators of the violence on slaves. Alternatively, there was an apparent division into two southern and northern factions along hard-line positions on the issue of slavery. John Brown was a northerner, the faction that largely advocated for peaceful resolution of the American humanitarian concerns. Despite the fact that religious input into the campaign quelled application of any hostility tactic, the emergence of certain abolition acti vists who were desperate for the continued suppression of slaves and minorities was on the rise. The hostile abolitionists had realized that however dangerous it appeared, hostility

Perception and Reality Essay Example for Free

Perception and Reality Essay ?Introduction This paper will attempt to argue against the common misconceptions about reality and perception. It will try to explain that perception and reality are interconnected, and that our five human senses are not the sole basis of reality, they are just instrumental to am additional process of perception that will bring the truth in our lives. This paper will briefly discuss the historical progression of human apprehension of the world he exists in. From Plato to Quantum Physics, the paper will clearly show how our perception can change the way we view the world. Admittedly this topic is broad and the paper could not possibly cover all its aspects. The paper will only focus wherein it will show that the creation of our reality is significantly based on our perception, there are important aspects that were left out like the nature of consciousness and its role on perception. Although this will enhance the understanding of perception and reality, it is no longer a necessity for this concept to be elaborated further. Some citations and explanations are self evident; other examples are very technical, if the reader would like to have a further understanding of the cited examples, a different reference might be needed. I. What is Reality? â€Å"What is real? How do you define real? If youre talking about what you can hear, what you can smell, taste and fee, then real is simply electrical signals interpreted by your brain. † -Morpheus, The Matrix Reality in its simplest explanation is â€Å"everything that exists. † It covers everything from atoms to the stars in a faraway galaxy and everything in between, including the everyday objects we encounter. Non-material objects like thoughts and ideas, love, purpose, meaning can also be ascribed some semblance of reality to them. However, all these and everything that exists can be said to only exist because we perceived them. So if everything that exists are only objects of our perception, what is real then? More than 2000 years ago, some guy named Zeno presented a riddle that up to now baffled scientists and thinkers alike. It was called the â€Å"The Arrow Paradox. † Zeno argued that the flight of an arrow is an example of motion. He stated that in any given moment of time, the arrow is either where it is, or where it is not, if the arrow is where it is, then it is not moving, if it is where it is not, then it cannot possibly be there, the arrow can only be where it is; thus, it cannot move and is always at rest, although in different locations in space. To understand this better consider the light bulbs we usually see as Christmas decors, there is a perception that lights are running from one direction to the other, but in reality, the lights just blink on and off in a sequential pattern so as to create the illusion that it is moving. Here we have a paradox, on one hand; no one can repute what Zeno had claimed. That the arrow never moves. Logically speaking, no one has ever succeeded in disproving what he said. In other words, he was so correct in his analysis that no one can dispute them. On the other hand, our common sense will undeniably tell us that the arrow is moving, thus the paradox. This paper was not meant to present a resolution to Zeno’s riddle, (although there is a perfectly logical explanation based on our latest scientific knowledge, this paper will no longer tackle it. ) the paradox was only cited to illustrate the dilemma of human perception, that the reality based on our perception is not absolute and varies as our perspective changes. Reality will always be dependent on what we perceive and how we perceive it. II. The Nature of Perception The most common model of perception is that what we see, hear, smell, touch and feel is what is real. These are input data sensors that go straight to our brain. The brain then interprets the vibratory information to construct images that evoke ideas and emotions to name a few. These images in turn are further conceptualized by assigning meanings to these mental constructs, completing the whole process of perception. Without interpretation there is no perception, we commonly think that two different people looking at the same object would see the same thing. But it is possible that the interpretation of the brain will tell us that the two persons may not be seeing the same thing. A good example would be the case of a glass half filled with water, two persons may see the same sensory input that tells them that there is a glass and there is water in it, but if you ask them what they see, one may tell that the glass is half-full and the other may tell that the glass is half-empty. Why is this so? The sensory inputs of our perception, when it goes to the brain, are filtered by the mind. So, the way those signals or inputs are constructed inside the brain are affected by various factors. The factors that affect our perception maybe our environment, culture, upbringing, experiences, beliefs, etc. there may not be a conflict to see a single object with nothing in the background, they would surely see the same thing. But imagine seeing everything and the relata of all objects all around us all at once. It is easy to imagine now how challenging to the brain the process of perception is. However, though our naked perception is only limited, by the help of our instruments we are able to perceive a world that is totally different from what we commonly see, by the use of these devices, we were able to magnify the scale and scope of our perception. This enables us to see and imagine the worlds on both end of the spectra of the infinitely large and the infinitely small. With this capability, we were able to hold varying world views throughout our history. These world views are how we see ourselves and the world around us. It seems that for humans, bare perception and its interpretation are inseparable. Because of this, the nature of perception has an intrinsic illusory aspect, we believe that the things we see are actually what they are, although we can hold this to be relatively true, most of the time, it is not always the case. There have been some serious studies to show that the universe is nothing more than a holographic representation of the brain ( a hologram is a 3d image projected into space by the aid of lasers. ). This theory will sure shake the very foundation of our sense of reality, and if true, then the illusory nature of perception is very possible. Why? Because what we see to be real is totally different from what a holographic universe will suggest. In other words, we should always be prepared to at least accept a new world view based on the implications of the latest scientific knowledge. III. The Role of Perception in Reality The Allegory of Plato’s Cave Plato imagined humans living in an underground cave, with an opening where light enters as big as the cave a long way at the top. They’ve been there since birth, their bodies held in place by metal shackles. Their eyes are only limited to see what is in front of them because their bonds restrict them from turning their heads around. There is a fire burning behind them on higher ground. These men cannot see the fire or the objects behind them, only their shadows. The shadows are their only idea of reality. Plato suggested in his allegory that the world our senses show us is not necessarily what it seems to be, our perception can fool us into believing what is actual. A long time ago, the world was believed to be flat, by common sense, that’s what our eyes would tell us, and then later on, when men circumnavigated the world, they imagined and started to believe that the world was round, there was a change in perception, and later on, when our astronauts saw the world in outer space and satellites took pictures of the globe, they confirmed that what was previously believe that the world is flat was false. As another example, our senses will tell us that the earth is still, but actually, it spins at a specific velocity around its axis. Reality as a paradigm of our Perception To further understand the evolution of our beliefs and perception, let us discuss the various world views and beliefs human beings had throughout its history. In the Newtonian era, more than 200 years ago, the prevailing world view was that everything was mechanical and deterministic, that the world is governed and follow very specific physical laws and the that universe was made out of solid spherical objects with independent existence that interact with one another. Now this paradigm was radically altered by the discovery of Einstein’s theory of Relativity. The era of relativity told us that these objects had no independent existence of its own, that the existence of one object is dependent on the existence of another. This idea becomes clear when we try to define something. For example, what is energy? We define energy as the product of mass and motion, if you will notice, energy can only be defined by relating it to mass and motion, and the same goes with mass and motion, nothing can be defined and understood without referring to each other. By the late 20th century, when scientist began to understand quantum mechanics, a more radical world view has been realized. It was so radical because it states that objects have no cause. The subatomic particles, which are the building blocks of everything we can see, come out of nowhere randomly and spontaneously. It is so weird that people have not fully understood the implication of this new scientific discovery. Einstein who understood the implication of quantum mechanics made a comment that if quantum theory is correct, there is no objective reality at all. Today quantum theory is the most successful theory man ever conceived. And for sure for better or for worse, our perception of reality will never be the same again. The most common interpretation in the implication of quantum mechanics for example is that perception and objects are inseparable from one another. This idea further proves that perception plays a major role in our reality. IV. Perception becomes reality Perception is reality. By now, It is clear that there are levels of perception brought about by different points of views. The levels of this perception therefore have corresponding levels of reality. Using the example of a flat earth perception, imagine that you went back in time to the medieval ages and told a peasant that earth is not flat but round, what would you think he would say? He would probably gather his neighbours and a laughed at you and dismissed you as a loony. There is no way you could possibly convince these people unless you take them to a space ship and show them the world from outer space. It was so obvious to them that the world that they feel and see is flat. Another example on how we perceive objects, science will tell us that objects are composed of subatomic particles but when broken down further it was revealed that 99. 99% of it consisted of empty space, yet we perceive objects as something as a solid figure with form and colour. We are not denying that there is validity and truth to what we perceive. These examples were only to demonstrate that reality actually changes when there is a shift of a higher level of perception. In other words, there are many points of view that create our reality. It is not the case that all we can see is all that there is. It is the most common mistake to consider that the limit of our perception is the limit of all that can be perceived. The human mind and its ability to perceive is very limited and it can only comprehend a tiny fraction of what is really out there. The false sense of confidence and the high regard we uphold our beliefs actually obscures us to perceive reality as clear as it can be. An open mind, especially on the area of beliefs on our world, shaped about by our limited perception, can be very useful in shattering even the most persistent illusions we hold about the world and ourselves. There is a serious and profound consequence to our perceptions being influenced by our reality and of held reality influenced and altered by our new way of perceiving things. To understand the dynamic relationship between the two is great advantage. V. Conclusion Phenomenal reality is personal truths brought about by one’s beliefs and ideas about the world. Each one of us tends to think we see things as they actually are. that we are objective, but this is not the case. We see the world not as it is, but as we are – or how we are conditioned to see it. Our behaviors, attitudes, mindsets and relationship towards the world and other people are profoundly affected by how we perceive things. A case of a believer of a particular religion who held a particular belief system that there is only one god and it’s his god is the true one god, then tends to treat others’ beliefs as false. These attitudes rather convinced the believer that those people are ignorant and are being deceived by their own religion. Worse, he is also very inclined to consider these poor people as something inferior. Now, imagine that human beings can believe that there is only one God, manifested in many ways, and in various belief systems. Imagine the implications of this new way of perceiving things, instead of focusing on endless arguments brought about by their differences, they can acknowledge and tolerate each other’s beliefs. The energy and resources that is used once to affirm, protect and propagate their faiths are now available to to spend in truly worthwhile activities that will truly uplift the human conditions. Imagine the peace and harmony brought about by focusing on shared similarities rather that difference. There is a great potential for this new world view. Our latest knowledge in science, our knowledge in philosophy and religion are already here to tell us that we are one, all that is needed is a â€Å"shift† of perception and we can create a world where everyone can truly live in prosperity. Whether collectively or in a personal level, we are responsible for our lives, we create our reality based on our perception. What is important is what we are conscious about. It is my contention that raising or even changing one’s level of perception gives him the ability to create a life with quality. For better or for worse, perception makes or breaks us. â€Å"When he approaches the light his eyes will be dazzled, and he will not be able to see anything at all of what are now called realities He will require to grow accustomed to the sight of the upper world. And first he will see the shadows best, next the reflections of men and other objects in the water, and then the objects themselves; then he will gaze upon the light of the moon and the stars and the spangled heaven Last of he will be able to see the sun. † —Plato, The Republic.

The Writing Style and Beliefs of Kate Chopin Essay -- Biography Biogra

The Writing Style and Beliefs of Kate Chopin  Ã‚     Ã‚  Ã‚   Kate Chopin was an extraordinary writer of the nineteenth century. Despite failure to receive positive critical response, she became one of the most powerful and controversial writers of her time. She dared to write her thoughts on topics considered radical: the institution of marriage and women's desire for social, economic, and political equality. With a focus on the reality of relationships between men and women, she draws stunning and intelligent characters in a rich and bold writing style that was not accepted because it was so far ahead of its time. She risked her reputation by creating female heroines as independent women who wish to receive sexual and emotional fulfillment, an idea unheard of in the 1800s. In the late nineteenth century, the central belief of the vast majority was that the woman's job was to support and nurture her husband and children. Women were given no individual identity and were seen only in relation to a family. Women of this time could not vote and therefore had no say in any political matter. Women who wished to comment politically did so with some form of art, including music, painting, and writing (Magill, American 387). According to Frank Magill, when a woman considers herself only as a part of a relationship with someone, then that relationship becomes the central issue of her life (American 386). As a woman whose husband died young, leaving her six children to raise alone, Chopin understands that kind of dependency upon relationships (Magill, American 384). Almost as working out of her own role, she explores in her writing the complexity between men and women. Readers realize that Chopin's writing in the 1890s was far ahead of ... ...'The Storm'." The Markham Review 2.2 (1970): 1-4. Baker, Christopher. "Chopin's 'The Storm.'" Explicator 52.4 (1994): 225-226. Chopin, Kate. "The Storm." Literature Across Cultures. 2nd ed. Sheena Gillespie, Terezinha Fonseca, Carol A. Sanger. Boston, Allyn: 1998. 345-348. ---. "A Respectable Woman." Gillepsie, Fonseca, and Sanger. 342-344. ---. "At the 'Cadian Ball." The Awakening and selected stories by Kate Chopin. Ed. Sandra M. Gilbert. New York: Viking Penguin Inc., 1983.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  179-188. ---. "Athà ©naà ¯se." Gilbert. 229-261. Dyer, Joyce. "Gouvernail, Kate Chopin's Sensitive Bachelor." The Southern Literary Journal 14.1 (1981): 46-55. Magill, Frank N., ed. Critical Survey of Short Fiction. New Jersey: Salem Press, 1981. 1132-1136. ---. Magill's Survey of American Literature New York: Marshall Cavendish Corporation, 1991. 386-391.

Chapter 37 The Beginning

When he looked back, even a month later, Harry found he had only scattered memories of the next few days. It was as though he had been through too much to take in any more. The recollections he did have were very painful. The worst, perhaps, was the meeting with the Diggory's that took place the following morning. They did not blame him for what had happened; on the contrary, both thanked him for returning Cedric's body to them. Mr. Diggory sobbed through most of the interview. Mrs. Diggory's grief seemed to be beyond tears. â€Å"He suffered very little then,† she said, when Harry had told her how Cedric had died. â€Å"And after all, Amos†¦he died just when he'd won the tournament. He must have been happy.† When they got to their feet, she looked down at Harry and said, â€Å"You look after yourself, now.† Harry seized the sack of gold on the bedside table. â€Å"You take this,† he muttered to her. â€Å"It should've been Cedric's, he got there first, you take it -â€Å" But she backed away from him. â€Å"Oh no, it's yours, dear, I couldn't†¦you keep it.† Harry returned to Gryffindor Tower the following evening. From what Hermione and Ron told him, Dumbledore had spoken to the school that morning at breakfast. He had merely requested that they leave Harry alone, that nobody ask him questions or badger him to tell the story of what had happened in the maze. Most people, he noticed, were skirting him in the corridors, avoiding his eyes. Some whispered behind their hands as he passed. He guessed that many of them had believed Rita Skeeter's article about how disturbed and possibly dangerous he was. Perhaps they were formulating their own theories about how Cedric had died. He found he didn't care very much. He liked it best when he was with Ron and Hermione and they were talking about other things, or else letting him sit in silence while they played chess. He felt as though all three of them had reached an understanding they didn't need to put into words; that each was waiting for some sign, some word, of what was going on outside Hogwa rts – and that it was useless to speculate about what might be coming until they knew anything for certain. The only time they touched upon the subject was when Ron told Harry about a meeting Mrs. Weasley had had with Dumbledore before going home. â€Å"She went to ask him if you could come straight to us this summer,† he said. â€Å"But he wants you to go back to the Dursleys, at least at first.† â€Å"Why?† said Harry. â€Å"She said Dumbledore's got his reasons,† said Ron, shaking his head darkly. â€Å"I suppose we've got to trust him, haven't we?† The only person apart from Ron and Hermione that Harry felt able to talk to was Hagrid. As there was no longer a Defense Against the Dark Arts teacher, they had those lessons free. They used the one on Thursday afternoon to go down and visit Hagrid in his cabin. It was a bright and sunny day; Fang bounded out of the open door as they approached, barking and wagging his tail madly. â€Å"Who's that?† called Hagrid, coming to the door. â€Å"Harry!† He strode out to meet them, pulled Harry into a one-armed hug, ruffled his hair, and said, â€Å"Good ter see yeh, mate. Good ter see yeh.† They saw two bucket-size cups and saucers on the wooden table in front of the fireplace when they entered Hagrid's cabin. â€Å"Bin havin' a cuppa with Olympe,† Hagrid said. â€Å"She's jus' left.† â€Å"Who?† said Ron curiously. â€Å"Madame Maxime, o' course!† said Hagrid. â€Å"You two made up, have you?† said Ron. â€Å"Dunno what yeh're talkin' about,† said Hagrid airily, fetching more cups from the dresser. When he had made tea and offered around a plate of doughy cookies, he leaned back in his chair and surveyed Harry closely through his beetle-black eyes. â€Å"You all righ'?† he said gruffly â€Å"Yeah,† said Harry. â€Å"No, yeh're not,† said Hagrid. â€Å"Course yeh're not. But yeh will be.† Harry said nothing. â€Å"Knew he was goin' ter come back,† said Hagrid, and Harry, Ron, and Hermione looked up at him, shocked. â€Å"Known it fer years. Harry. Knew he was out there, bidin' his time. It had ter happen. Well, now it has, an' we'll jus' have ter get on with it. We'll fight. Migh' be able ter stop him before he gets a good hold. That's Dumbledores plan, anyway. Great man, Dumbledore. ‘S long as we've got him, I'm not too worried.† Hagrid raised his bushy eyebrows at the disbelieving expressions on their faces. â€Å"No good sittin' worryin' abou' it,† he said. â€Å"What's comin' will come, an we'll meet it when it does. Dumbledore told me wha' you did. Harry.† Hagrid's chest swelled as he looked at Harry. â€Å"Yeh did as much as yer father would've done, an' I can' give yeh no higher praise than that.† Harry smiled back at him. It was the first time he'd smiled in days. â€Å"What's Dumbledore asked you to do, Hagrid?† he asked. â€Å"He sent Professor McGonagall to ask you and Madame Maxime to meet him – that night.† â€Å"Got a little job fer me over the summer,† said Hagrid. â€Å"Secret, though. I'm not s'pposed ter talk abou' it, no, not even ter you lot. Olympe – Madame Maxime ter you – might be comin' with me. I think she will. Think I got her persuaded.† â€Å"Is it to do with Voldemort?† Hagrid flinched at the sound of the name. â€Å"Migh' be,† he said evasively. â€Å"Now†¦who'd like ter come an' visit the las' skrewt with me? I was jokin' – jokin'!† he added hastily, seeing the looks on their faces. It was with a heavy heart that Harry packed his trunk up in the dormitory on the night before his return to Privet Drive. He was dreading the Leaving Feast, which was usually a cause for celebration, when the winner of the Inter-House Championship would be announced. He had avoided being in the Great Hall when it was full ever since he had left the hospital wing, preferring to eat when it was nearly empty to avoid the stares of his fellow students. When he, Ron, and Hermione entered the Hall, they saw at once that the usual decorations were missing. The Great Hall was normally decorated with the winning House's colors for the Leaving Feast. Tonight, however, there were black drapes on the wall behind the teachers' table. Harry knew instantly that they were there as a mark of respect to Cedric. The real Mad-Eye Moody was at the staff table now, his wooden leg and his magical eye back in place. He was extremely twitchy, jumping every time someone spoke to him. Harry couldn't blame him; Moody's fear of attack was bound to have been increased by his ten-month imprisonment in his own trunk. Professor Karkaroff's chair was empty. Harry wondered, as he sat down with the other Gryffindors, where Karkaroff was now, and whether Voldemort had caught up with him. Madame Maxime was still there. She was sitting next to Hagrid. They were talking quietly together. Further along the table, sitting next to Professor McGonagall, was Snape. His eyes lingered on Harry for a moment as Harry looked at him. His expression was difficult to read. He looked as sour and unpleasant as ever. Harry continued to watch him, long after Snape had looked away. What was it that Snape had done on Dumbledores orders, the night that Voldemort had returned? And why†¦why†¦was Dumbledore so convinced that Snape was truly on their side? He had been their spy, Dumbledore had said so in the Pensieve. Snape had turned spy against Voldemort, â€Å"at great personal risk.† Was that the job he had taken up again? Had he made contact with the Death Eaters, perhaps? Pretended that he had never really gone over to Dumbledore, that he had been, like Voldemort himself, biding his time? Harry's musings were ended by Professor Dumbledore, who stood up at the staff table. The Great Hall, which in any case had been less noisy than it usually was at the Leaving Feast, became very quiet. â€Å"The end,† said Dumbledore, looking around at them all, â€Å"of another year.† He paused, and his eyes fell upon the Hufflepuff table. Theirs had been the most subdued table before he had gotten to his feet, and theirs were still the saddest and palest faces in the Hall. â€Å"There is much that I would like to say to you all tonight,† said Dumbledore, â€Å"but I must first acknowledge the loss of a very fine person, who should be sitting here,† he gestured toward the Hufflepuffs, â€Å"enjoying our feast with us. I would like you all, please, to stand, and raise your glasses, to Cedric Diggory.† They did it, all of them; the benches scraped as everyone in the Hall stood, and raised their goblets, and echoed, in one loud, low, rumbling voice, â€Å"Cedric Diggory.† Harry caught a glimpse of Cho through the crowd. There were tears pouring silently down her face. He looked down at the table as they all sat down again. â€Å"Cedric was a person who exemplified many of the qualities that distinguish Hufflepuff house,† Dumbledore continued. â€Å"He was a good and loyal friend, a hard worker, he valued fair play. His death has affected you all, whether you knew him well or not. I think that you have the right, therefore, to know exactly how it came about.† Harry raised his head and stared at Dumbledore. â€Å"Cedric Diggory was murdered by Lord Voldemort.† A panicked whisper swept the Great Hall. People were staring at Dumbledore in disbelief, in horror. He looked perfectly calm as he watched them mutter themselves into silence. â€Å"The Ministry of Magic,† Dumbledore continued, â€Å"does not wish me to tell you this. It is possible that some of your parents will be horrified that I have done so – either because they will not believe that Lord Voldemort has returned, or because they think I should not tell you so, young as you are. It is my belief, however, that the truth is generally preferable to lies, and that any attempt to pretend that Cedric died as the result of an accident, or some sort of blunder of his own, is an insult to his memory.† Stunned and frightened, every face in the Hall was turned toward Dumbledore now†¦or almost every face. Over at the Slytherin table. Harry saw Draco Malfoy muttering something to Crabbe and Goyle. Harry felt a hot, sick swoop of anger in his stomach. He forced himself to look back at Dumbledore. â€Å"There is somebody else who must be mentioned in connection with Cedric's death,† Dumbledore went on. â€Å"I am talking, of course, about Harry Potter.† A kind of ripple crossed the Great Hall as a few heads turned in Harry's direction before flicking back to face Dumbledore. â€Å"Harry Potter managed to escape Lord Voldemort,† said Dumbledore. â€Å"He risked his own life to return Cedric's body to Hogwarts. He showed, in every respect, the sort of bravery that few wizards have ever shown in facing Lord Voldemort, and for this, I honor him.† Dumbledore turned gravely to Harry and raised his goblet once more. Nearly everyone in the Great Hall followed suit. They murmured his name, as they had murmured Cedric's, and drank to him. But through a gap in the standing figures. Harry saw that Malfoy, Crabbe, Goyle, and many of the other Slytherins had remained defiantly in their seats, their goblets untouched. Dumbledore, who after all possessed no magical eye, did not see them. When everyone had once again resumed their seats, Dumbledore continued, â€Å"The Triwizard Tournament's aim was to further and promote magical understanding. In the light of what has happened – of Lord Voldemort's return – such ties are more important than ever before.† Dumbledore looked from Madame Maxime and Hagrid, to Fleur Delacour and her fellow Beauxbatons students, to Viktor Krum and the Durmstrangs at the Slytherin table. Krum, Harry saw, looked wary, almost frightened, as though he expected Dumbledore to say something harsh. â€Å"Every guest in this Hall,† said Dumbledore, and his eyes lingered upon the Durmstrang students, â€Å"will be welcomed back here at any time, should they wish to come. I say to you all, once again – in the light of Lord Voldemort's return, we are only as strong as we are united, as weak as we are divided. Lord Voldemort's gift for spreading discord and enmity is very great. We can fight it only by showing an equally strong bond of friendship and trust. Differences of habit and language are nothing at all if our aims are identical and our hearts are open. â€Å"It is my belief- and never have I so hoped that I am mistaken – that we are all facing dark and difficult times. Some of you in this Hall have already suffered directly at the hands of Lord Voldemort. Many of your families have been torn asunder. A week ago, a student was taken from our midst. â€Å"Remember Cedric. Remember, if the time should come when you have to make a choice between what is right and what is easy, remember what happened to a boy who was good, and kind, and brave, because he strayed across the path of Lord Voldemort. Remember Cedric Diggory.† Harry's trunk was packed; Hedwig was back in her cage on top of it. He, Ron, and Hermione were waiting in the crowded entrance hall with the rest of the fourth years for the carriages that would take them back to Hogsmeade station. It was another beautiful summer's day. He supposed that Privet Drive would be hot and leafy, its flower beds a riot of color, when he arrived there that evening. The thought gave him no pleasure at all. â€Å"‘Arry!† He looked around. Fleur Delacour was hurrying up the stone steps into the castle. Beyond her, far across the grounds. Harry could see Hagrid helping Madame Maxime to back two of the giant horses into their harness. The Beauxbatons carriage was about to take off. â€Å"We will see each uzzer again, I ‘ope,† said Fleur as she reached him, holding out her hand. â€Å"I am ‘oping to get a job ‘ere, to improve my Eenglish.† â€Å"It's very good already,† said Ron in a strangled sort of voice. Fleur smiled at him; Hermione scowled. â€Å"Good-bye, ‘Arry,† said Fleur, turning to go. â€Å"It ‘az been a pleasure meeting you!† Harry's spirits couldn't help but lift slightly as he watched Fleur hurry back across the lawns to Madame Maxime, her silvery hair rippling in the sunlight. Wonder how the Durmstrang students are getting back,† said Ron. â€Å"D' you reckon they can steer that ship without Karkaroff?† â€Å"Karkaroff did not steer,† said a gruff voice. â€Å"He stayed in his cabin and let us do the vork.† Krum had come to say good-bye to Hermione. â€Å"Could I have a vord?† he asked her. â€Å"Oh†¦yes†¦all right,† said Hermione, looking slightly flustered, and following Krum through the crowd and out of sight. â€Å"You'd better hurry up!† Ron called loudly after her. â€Å"The carriages'll be here in a minute!† He let Harry keep a watch for the carriages, however, and spent the next few minutes craning his neck over the crowd to try and see what Krum and Hermione might be up to. They returned quite soon. Ron stared at Hermione, but her face was quite impassive. â€Å"I liked Diggory,† said Krum abruptly to Harry. â€Å"He vos alvays polite to me. Alvays. Even though I vos from Durmstrang – with Karkaroff,† he added, scowling. â€Å"Have you got a new headmaster yet?† said Harry Krum shrugged. He held out his hand as Fleur had done, shook Harry's hand, and then Ron's. Ron looked as though he was suffering some sort of painful internal struggle. Krum had already started walking away when Ron burst out, â€Å"Can I have your autograph?† Hermione turned away, smiling at the horseless carriages that were now trundling toward them up the drive, as Krum, looking surprised but gratified, signed a fragment of parchment for Ron. The weather could not have been more different on the journey back to King's Cross than it had been on their way to Hogwarts the previous September. There wasn't a single cloud in the sky. Harry, Ron, and Hermione had managed to get a compartment to themselves. Pigwidgeon was once again hidden under Ron's dress robes to stop him from hooting continually; Hedwig was dozing, her head under her wing, and Crookshanks was curled up in a spare seat like a large, furry ginger cushion. Harry, Ron, and Hermione talked more fully and freely than they had all week as the train sped them southward. Harry felt as though Dumbledore's speech at the Leaving Feast had unblocked him, somehow. It was less painful to discuss what had happened now. They broke off their conversation about what action Dumbledore might be taking, even now, to stop Voldemort only when the lunch trolley arrived. When Hermione returned from the trolley and put her money back into her schoolbag, she dislodged a copy of the Daily Prophet that she had been carrying in there. Harry looked at it, unsure whether he really wanted to know what it might say, but Hermione, seeing him looking at it, said calmly, â€Å"There's nothing in there. You can look for yourself, but there's nothing at all. I've been checking every day. Just a small piece the day after the third task saying you won the tournament. They didn't even mention Cedric. Nothing about any of it. If you ask me. Fudge is forcing them to keep quiet.† â€Å"He'll never keep Rita quiet,† said Harry. â€Å"Not on a story like this.† â€Å"Oh, Rita hasn't written anything at all since the third task,† said Hermione in an oddly constrained voice. â€Å"As a matter of fact,† she added, her voice now trembling slightly, â€Å"Rita Skeeter isn't going to be writing anything at all for a while. Not unless she wants me to spill the beans on her.† â€Å"What are you talking about?† said Ron. â€Å"I found out how she was listening in on private conversations when she wasn't supposed to be coming onto the grounds,† said Hermione in a rush. Harry had the impression that Hermione had been dying to tell them this for days, but that she had restrained herself in light of everything else that had happened. â€Å"How was she doing it?† said Harry at once. â€Å"How did you find out?† said Ron, staring at her. â€Å"Well, it was you, really, who gave me the idea. Harry,† she said. â€Å"Did I?† said Harry, perplexed. â€Å"How?† â€Å"Bugging,† said Hermione happily. â€Å"But you said they didn't work -â€Å" â€Å"Oh not electronic bugs,† said Hermione. â€Å"No, you see†¦Rita Skeeter† – Hermione's voice trembled with quiet triumph – â€Å"is an unregistered Animagus. She can turn -â€Å" Hermione pulled a small sealed glass jar out other bag. â€Å"- into a beetle.† â€Å"You're kidding,† said Ron. â€Å"You haven't†¦she's not†¦Ã¢â‚¬  â€Å"Oh yes she is,† said Hermione happily, brandishing the jar at them. Inside were a few twigs and leaves and one large, fat beetle. â€Å"That's never – you're kidding -† Ron whispered, lifting the jar to his eyes. â€Å"No, I'm not,† said Hermione, beaming. â€Å"I caught her on the windowsill in the hospital wing. Look very closely, and you'll notice the markings around her antennae are exactly like those foul glasses she wears.† Harry looked and saw that she was quite right. He also remembered something. â€Å"There was a beetle on the statue the night we heard Hagrid telling Madame Maxime about his mum!† â€Å"Exactly,† said Hermione. â€Å"And Viktor pulled a beetle out of my hair after we'd had our conversation by the lake. And unless I'm very much mistaken, Rita was perched on the windowsill of the Divination class the day your scar hurt. She's been buzzing around for stories all year.† â€Å"When we saw Malfoy under that tree†¦Ã¢â‚¬  said Ron slowly. â€Å"He was talking to her, in his hand,† said Hermione. â€Å"He knew, of course. That's how she's been getting all those nice little interviews with the Slytherins. They wouldn't care that she was doing something illegal, as long as they were giving her horrible stuff about us and Hagrid.† Hermione took the glass jar back from Ron and smiled at the beetle, which buzzed angrily against the glass. â€Å"I've told her I'll let her out when we get back to London,† said Hermione. â€Å"I've put an Unbreakable Charm on the jar, you see, so she can't transform. And I've told her she's to keep her quill to herself for a whole year. See if she can't break the habit of writing horrible lies about people.† Smiling serenely, Hermione placed the beetle back inside her schoolbag. The door of the compartment slid open. â€Å"Very clever. Granger,† said Draco Malfoy. Crabbe and Goyle were standing behind him. All three of them looked more pleased with themselves, more arrogant and more menacing, than Harry had ever seen them. â€Å"So,† said Malfoy slowly, advancing slightly into the compartment and looking slowly around at them, a smirk quivering on his lips. â€Å"You caught some pathetic reporter, and Potter's Dumbledore's favorite boy again. Big deal.† His smirk widened. Crabbe and Goyle leered. â€Å"Trying not to think about it, are we?† said Malfoy softly, looking around at all three of them. â€Å"Trying to pretend it hasn't happened?† â€Å"Get out,† said Harry. He had not been this close to Malfoy since he had watched him muttering to Crabbe and Goyle during Dumbledores speech about Cedric. He could feel a kind of ringing in his ears. His hand gripped his wand under his robes. â€Å"You've picked the losing side, Potter! I warned you! I told you you ought to choose your company more carefully, remember? When we met on the train, first day at Hogwarts? I told you not to hang around with riffraff like this!† He jerked his head at Ron and Hermione. â€Å"Too late now. Potter! They'll be the first to go, now the Dark Lord's back! Mudbloods and Muggle-lovers first! Well – second – Diggory was the f-â€Å" It was as though someone had exploded a box of fireworks within the compartment. Blinded by the blaze of the spells that had blasted from every direction, deafened by a series of bangs, Harry blinked and looked down at the floor. Malfoy, Crabbe, and Goyle were all lying unconscious in the doorway. He, Ron, and Hermione were on their feet, all three of them having used a different hex. Nor were they the only ones to have done so. â€Å"Thought we'd see what those three were up to,† said Fred matter-of-factly, stepping onto Goyle and into the compartment. He had his wand out, and so did George, who was careful to tread on Malfoy as he followed Fred inside. â€Å"Interesting effect,† said George, looking down at Crabbe. â€Å"Who used the Furnunculus Curse?† â€Å"Me,† said Harry. â€Å"Odd,† said George lightly. â€Å"I used Jelly-Legs. Looks as though those two shouldn't be mixed. He seems to have sprouted little tentacles all over his face. Well, let's not leave them here, they don't add much to the decor.† Ron, Harry, and George kicked, rolled, and pushed the unconscious Malfoy, Crabbe, and Goyle – each of whom looked distinctly the worse for the jumble of jinxes with which they had been hit – out into the corridor, then came back into the compartment and rolled the door shut. â€Å"Exploding Snap, anyone?† said Fred, pulling out a pack of cards. They were halfway through their fifth game when Harry decided to ask them. â€Å"You going to tell us, then?† he said to George. â€Å"Who you were blackmailing?† â€Å"Oh,† said George darkly. â€Å"That.† â€Å"It doesn't matter,† said Fred, shaking his head impatiently. â€Å"It wasn't anything important. Not now, anyway.† â€Å"We've given up,† said George, shrugging. But Harry, Ron, and Hermione kept on asking, and finally, Fred said, â€Å"All right, all right, if you really want to know†¦it was Ludo Bagman.† â€Å"Bagman?† said Harry sharply. â€Å"Are you saying he was involved in -â€Å" â€Å"Nah,† said George gloomily. â€Å"Nothing like that. Stupid git. He wouldn't have the brains.† â€Å"Well, what, then?† said Ron. Fred hesitated, then said, â€Å"You remember that bet we had with him at the Quidditch World Cup? About how Ireland would win, but Krum would get the Snitch?† â€Å"Yeah,† said Harry and Ron slowly. â€Å"Well, the git paid us in leprechaun gold he'd caught from the Irish mascots.† â€Å"So?† â€Å"So,† said Fred impatiently, â€Å"it vanished, didn't it? By next morning, it had gone!† â€Å"But – it must've been an accident, mustn't it?† said Hermione. George laughed very bitterly. â€Å"Yeah, that's what we thought, at first. We thought if we just wrote to him, and told him he'd made a mistake, he'd cough up. But nothing doing. Ignored our letter. We kept trying to talk to him about it at Hogwarts, but he was always making some excuse to get away from us.† â€Å"In the end, he turned pretty nasty,† said Fred. â€Å"Told us we were too young to gamble, and he wasn't giving us anything.† â€Å"So we asked for our money back,† said George glowering. â€Å"He didn't refuse!† gasped Hermione. â€Å"Right in one,† said Fred. â€Å"But that was all your savings!† said Ron. â€Å"Tell me about it,† said George. â€Å"‘Course, we found out what was going on in the end. Lee Jordan's dad had had a bit of trouble getting money off Bagman as well. Turns out he's in big trouble with the goblins. Borrowed loads of gold off them. A gang of them cornered him in the woods after the World Cup and took all the gold he had, and it still wasn't enough to cover all his debts. They followed him all the way to Hogwarts to keep an eye on him. He's lost everything gambling. Hasn't got two Galleons to rub together. And you know how the idiot tried to pay the goblins back?† â€Å"How?† said Harry. â€Å"He put a bet on you, mate,† said Fred. â€Å"Put a big bet on you to win the tournament. Bet against the goblins.† â€Å"So that's why he kept trying to help me win!† said Harry. â€Å"Well – I did win, didn't I? So he can pay you your gold!† â€Å"Nope,† said George, shaking his head. â€Å"The goblins play as dirty as him. They say you drew with Diggory, and Bagman was betting you'd win outright. So Bagman had to run for it. He did run for it right after the third task.† George sighed deeply and started dealing out the cards again. The rest of the journey passed pleasantly enough; Harry wished it could have gone on all summer, in fact, and that he would never arrive at King's Cross†¦but as he had learned the hard way that year, time will not slow down when something unpleasant lies ahead, and all too soon, the Hogwarts Express was pulling in at platform nine and three-quarters. The usual confusion and noise filled the corridors as the students began to disembark. Ron and Hermione struggled out past Malfoy, Crabbe, and Goyle, carrying their trunks. Harry, however, stayed put. â€Å"Fred – George – wait a moment.† The twins turned. Harry pulled open his trunk and drew out his Triwizard winnings. â€Å"Take it,† he said, and he thrust the sack into George's hands. â€Å"What?† said Fred, looking flabbergasted. â€Å"Take it,† Harry repeated firmly. â€Å"I don't want it.† â€Å"You're mental,† said George, trying to push it back at Harry. â€Å"No, I'm not,† said Harry. â€Å"You take it, and get inventing. It's for the joke shop.† â€Å"He is mental,† Fred said in an almost awed voice. â€Å"Listen,† said Harry firmly. â€Å"If you don't take it, I'm throwing it down the drain. I don't want it and I don't need it. But I could do with a few laughs. We could all do with a few laughs. I've got a feeling we're going to need them more than usual before long.† â€Å"Harry,† said George weakly, weighing the money bag in his hands, â€Å"there's got to be a thousand Galleons in here.† â€Å"Yeah,† said Harry, grinning. â€Å"Think how many Canary Creams that is.† The twins stared at him. â€Å"Just don't tell your mum where you got it†¦although she might not be so keen for you to join the Ministry anymore, come to think of it†¦.† â€Å"Harry,† Fred began, but Harry pulled out his wand. â€Å"Look,† he said flatly, â€Å"take it, or I'll hex you. I know some good ones now. Just do me one favor, okay? Buy Ron some different dress robes and say they're from you.† He left the compartment before they could say another word, stepping over Malfoy, Crabbe, and Goyle, who were still lying on the floor, covered in hex marks. Uncle Vernon was waiting beyond the barrier. Mrs. Weasley was close by him. She hugged Harry very tightly when she saw him and whispered in his ear, â€Å"I think Dumbledore will let you come to us later in the summer. Keep in touch, Harry.† â€Å"See you. Harry,† said Ron, clapping him on the back. â€Å"‘Bye, Harry!† said Hermione, and she did something she had never done before, and kissed him on the cheek. â€Å"Harry – thanks,† George muttered, while Fred nodded fervently at his side. Harry winked at them, turned to Uncle Vernon, and followed him silently from the station. There was no point worrying yet, he told himself, as he got into the back of the Dursleys' car. As Hagrid had said, what would come, would come†¦and he would have to meet it when it did.

Investigation of Hydrochloric Acid with Indigestion Tablet

Introduction In this coursework I will be talking about the experiments, which I have done over two weeks. This gave different results by using different concentrations of hydrochloric acids (HCl) and indigestion relief tablet. I will also mention the time which was taken in the experiment, to see how fast the hydrochloric acid took with indigestion tablet with different concentrations. Indigestion tablets are alkali and they are used for to neutralise the excess acid in the stomach. Indigestion Tablet Indigestion is caused by excess acid in the stomach. The tablets neutralise some of this Acid and this is known as ‘Neutralization’ since it neutralizes the acid. In this experiment the amount of acid neutralised by one tablet is found. This may be considered a direct measurement of the effectiveness of the tablet. Requirements for the experiment:Indigestion Tablets Calcium Carbonate (CaCO3)Gas JarClamp StandHydrochloric Acid (HCL) solutions labelled 20, 30, 40, 50 60gdm-3 ( these can be 0. 0, 0. 75, 1. 00, 1. 25,1. 50 mol dm-3)Trough or containerMeasuring cylinderTimer.BungDelivery TubeConical Flask 50 cm3Indigestion Tablets An indigestion relief tablets alkali in solution, so that it can easily neutralize the excess hydrochloric acid in the stomach. The indigestion tablets to be used in the experiment was purchased from Super Drug Gas Jar A gas jar is a straight and thin cylindrical tube with ml units. This is used to collect gas or generate in the laboratory. In my investigation gas jar will be used to collect and measure the amount of carbon dioxide gas released during the investigation. [pic] [pic]Clamp Stand Clamp stand is really useful and it gets attached to the burette or any flask and it allows it to stay in its position. Otherwise, there’s a possibility of dispensing more amount of liquid than its normal measurements. In my investigation conical flask will be attached to the clamp stand so that it can be connected to the delivery tube which will in turn be connected to the gas jar through the water in the trough. Hydrochloric Acid Solution Our stomach produces hydrochloric acid which kills bacteria which maybe present in our food and also create acidic conditions for the enzymes to work properly. If the stomach contains too much acid then it can cause pain and it is called ‘INDIGESTION. ’ Sometimes the acid escapes from top of the stomach which causes pain in the tube leading to the mouth this is called ‘heartburn’ The equation of hydrochloric acid being neutralized by sodium bicarbonate looks like this: 2HCl + CaCO3-> CaCl2+ H2O+ CO2 Delivery Tube Delivery tube delivers the gas in to collecting vessels or container, but in this case it is going to go in a burette. Delivery tube also allows the gases to go through it; this will make the result to be accurate. Trough Trough is used for filling up the water, and it holds in the water, as well as the burette where gases put themselves off. The delivery tube gets clamped into the water and connected to the gas jar. It usually looks like a normal flat based bowl. Bung Bung is a big chunk of rubber, which act as seal in a conical flask. This allows the gas to be delivered through the delivery tube, and the delivery tube is connected with the bung since it has a hole. It is really useful in the experiment therefore no gas can be released outside. Timer Timer is there to get the results of the different solutions of hydrochloric acids. It makes the result really convenient as well as precise. Conical Flask This is scientific equipment which is usually seen in the lab. In the experiment it was used for to hold the hydrochloric acid and the indigestion tablet. It gets sealed at the top by a bung. Hypothesis: In this experiment I will test the hypothesis that; how quickly an indigestion tablet reacts does not depend on the concentrations of hydrochloric acid. Method for the experiment There will be using various equipments to test the hypothesis. Firstly, I will measure 50cm3 of hydrochloric acid with lowest concentration into a conical flask. Then I will fill up the trough or the container up to the ? of it. Thereafter, I will fill the gas jar with water then, I will put my hand on top of the open end, and invert over the water in the trough. Followed by, compress the delivery tube in to the gas jar. I will then put one indigestion tablet into the acid, and then quickly place the bung over the conical flask and start the timer. Finally, I will stop the timer when the gas jar is completely full of gas. Once I get my result I will record the time in a table as well as repeat the same procedure two times to get a consistent result. The whole procedure will repeated for the remaining concentrations of the hydrochloric acid and results will be recorded in a table. Below is the experimental set up for my investigation. Table of results Concentration of |Time taken to collect 54cm3 of carbon dioxide gas/sec | |hydrochloric acid/ | | |mol/dm3 | | | |1 |2 |3 |Average time | |1. 5 |126 |141 |121 |129 | |1. 5 |214 |243 |240 |222 | |1. 0 |237 |241 |307 |239 | |0. 75 |319 |318 |389 |314 | |0. 50 |388 |377 |376 |380 | pic] Analysis of Results Collision Theory Collusion theory is that reaction which is caused by the reactant particles i n the experiment, the more particles in the concentration then there is more causation of the collision theory. 1. Temperature The rate of the chemical reaction can be raised by increasing the temperature. This rate can also be increased by increasing the concentration of a reactant in solution; in my experiment I have used the Hydrochloric Acid (HCl) with higher concentration and our body temperature. This caused by the reactant particles to move quickly, and have more energy in order to collide often, and more of the collision result took in a reaction. 2. Surface Area The rate of a chemical reaction can also be increased by increasing the surface area of a solid reactant. But in my experiment I have dropped the whole tablet, instead of crushing the tablet. This has affected my experiment a lot because there could’ve been more collision, but since I have put the whole tablet inside that caused a small volume of space inside. This didn’t allow the reactant particles to perform collision theory. It also made the rate at its average point. 3. Concentration My experiment’s dissolved reactant increased then they became crowded which again caused the particles to perform collision theory. This means that the hydrochloric acid (HCl) with higher concentration means that there is more particles with energyNo No please state this in a better way The result of the line graph shows that the higher the concentrations, the quicker it will react. The hydrochloric acid with higher concentration means there is more reactant particles which will have more energy and be crowded. There is a greater of colliding, which will also allow the rate of reaction to increase. As the rate of the hydrochloric increases , the rate of chemical reaction becomes quicker. Please comment on the slope of the graph Conclusion The conclusion shows that the higher the concentration, then the reaction will be quicker as mentioned above. ———————– Gas Jar

Comparative Economic System Example

Comparative Economic System Example Comparative Economic System – Term Paper Example A comparative analysis of the economic systems of South Korea and North Korea reveal that despite their commonly shared cultural heritage these economies differ considerably in terms of their population rate, unemployment rate, GDP, balance of trade and inflation rates. A qualitative research methodology is employed for the purpose of this comparative analysis wherein the literature review analyses available journals, government websites and articles. Comparisons among the major parameters of population, unemployment, GDP, balance of trade and inflation rate between the two economies are essential to identify whether the insights gained from the literature review confirm the findings of the data analysis. Qualitative data from the available literature underline that the economic system of South Korea is more stable than that of North Korea. The South Korean economy is characterized by stable economic growth in terms of its increasing GDP rate, growth of industrialization, and the nat ion rightly could become a member of the trillion dollar club of the world economies in 2004. On the other hand, the North Korean economy is surrounded by serious economic problems that have adversely affected its economic system. The current study shows that while South Korea is capable of managing its rapidly aging population through economic stability the increasing North Korean population may continue to suffer from poor living standards and malnutrition. Similarly, the results of the study show decreasing unemployment rates in South Korea whereas the higher unemployment rate of North Korea throws light on the absence of employment opportunities in the economy. The stable GDP rates, low inflation rate, trade surplus and low unemployment rate of South Korea stand in contrast to the decreased GDP rate, trade deficit and poor standard of living in North Korea. The findings of the study thus emphasize on the growing need for industrialization and foreign investment in the North Kore an economy.

Candy Coffee Filter Chromatography

Candy Coffee Filter Chromatography You can do paper chromatography using a coffee filter to separate the pigments in colored candies, like Skittles or MM candy. This is a safe home experiment, great for all ages. Difficulty: Easy Time Required: about an hour Candy Chromatography Materials Basically, you need colored candies, a coffee filter or other porous paper, and salt water for this project. Skittles or MM candiesCoffee filterTall glassWaterTable saltPencilToothpicksPlate or foilPitcher or empty 2-liter bottleMeasuring cups/spoons Procedure Coffee filters usually are round, but its easier to compare your results if the paper is square. So, your first task is to cut the coffee filter into a square. Measure and cut a 3x3 (8x8 cm) square from a coffee filter.Using a pencil (ink from a pen would run, so pencil is better), draw a line 1/2 (1 cm) from the edge of one side of the paper.Make six pencil dots (or however many colors of candy you have) along this line, about 1/4 (0.5 cm) apart. Underneath each dot, label the color of the candy you will test on that spot. You wont have space to write the whole color name. Try B for blue, G for green, or something equally easy.Space 6 drops of water (or however many colors you are testing) equally distant on a plate or piece of foil. Position one candy of each color on the drops. Give the color about a minute to come off into the water. Pick up the candy and eat it or throw it away.Dip a toothpick into a color and dab the color onto the pencil dot for that color. Use a clean toothpi ck for each color. Try to keep each dot as small as possible. Allow the filter paper to dry, then go back and add more color to each dot, a total of three times, so you have lots of pigment in each sample. When the paper is dry, fold it in half with the color sample dots on the bottom. Ultimately, you are going to stand this paper up in a salt solution (with the liquid level lower than the dots) and capillary action is going to draw the liquid up the paper, through the dots, and toward the upper edge of the paper. The pigments will become separated as the liquid moves.Prepare the salt solution by mixing 1/8 teaspoon of salt and three cups of water (or 1 cm3 of salt and 1 liter of water) in a clean pitcher or 2-liter bottle. Stir or shake the solution until it is dissolved. This will produce a 1% salt solution.Pour the salt solution into a clean tall glass so that the liquid level is 1/4 (0.5 cm). You want the level to be below the sample dots. You can check this by holding the paper up against the outside of the glass. Pour out a little salt solution if the level is too high. Once the level is correct, stand the filter paper inside the glass, with the dot side down and the edge of the paper wetted by the salt solution. Capillary action will draw the salt solution up the paper. As it passes through the dots, it will begin to separate the dyes. You will notice some candy colors contain more than one dye. The dyes separate because some dyes are more likely to stick to the paper, while other dyes have a higher affinity for the salt water. In paper chromatography, the paper is called the stationary phase and the liquid (salt water) is called the mobile phase.When the salt water is 1/4 (0.5 cm) from the top edge of the paper, remove it from the glass and place it on a clean, flat surface to dry.When the coffee filter is dry, compare the results of chromatography for the different candy colors. Which candies contained the same dyes? These are the candies that have corresponding bands of color. Which candies contained multiple dyes? These are the candies that had more than one band of color. Can you match any of the colors with the names of the dyes listed on the ingredients for the candies? Further Experimentation: You can try this experiment with markers, food coloring, and powdered drink mixes. You can compare the same color of different candies, too. Do you think the pigments in green MMs and green Skittles are the same? How can you use paper chromatography to find the answer?What do you expect to happen if you use a different type of paper, such as a paper towel or a different brand of coffee filter? How do you explain the results?

Conjugating Détruire Will Not Destroy Your French

Conjugating Dà ©truire Will Not Destroy Your French When you wish to speak about something being destroyed in French, use the verb  dà ©truire. Literally meaning to destroy, this verb must be conjugated to take on the past tense as well as the present destroying or the future will destroy. This is one of the challenging French verb conjugations, so a quick lesson is necessary. Conjugating the French Verb  Dà ©truire Dà ©truire  is an  irregular verb, meaning it does not follow one of the more common verb conjugation patterns. However, all  French verbs ending in  -uire  are conjugated in the same manner. You can apply the same endings you learn here to similar words like  conduire  (to drive) or construire  (to build). To conjugate the verb, simply pair the subject pronoun with the appropriate tense of your sentence. For instance, I destroy is je dà ©truis and we will destroy is nous dà ©truirons. Subject Present Future Imperfect je dtruis dtruirai dtruisais tu dtruis dtruiras dtruisais il dtruit dtruira dtruisait nous dtruisons dtruirons dtruisions vous dtruisez dtruirez dtruisiez ils dtruisent dtruiront dtruisiez The Present Participle of  Dà ©truire The  present participle  of dà ©truire  is  dà ©truisant.  It may be used as an adjective, gerund, or noun as well s a verb. The Past Participle and Passà © Composà © The past tense can be expressed with the imperfect or the  passà © composà ©. To form the latter, begin by conjugating the  auxiliary verb  avoir, then add the  past participle  dà ©truit. For instance, I destroyed is jai dà ©truit and we destroyed is nous avons dà ©truit. More Simple  Dà ©truire  Conjugations to Learn Among the simplest and most common conjugations of  dà ©truire  are the verb moods that express a degree of uncertainty to the action of destroying. The subjunctive is a perfect example. When that action is dependent on something else happening, the conditional verb mood can be used instead. You will encounter the passà © simple most often in literature and other formal French writing. The ability to at least recognize it  as well as the imperfect subjunctive will aid in your reading comprehension. Subject Subjunctive Conditional Pass Simple Imperfect Subjunctive je dtruise dtruirais dtruisis dtruisisse tu dtruises dtruirais dtruisis dtruisisses il dtruise dtruirait dtruisit dtruist nous dtruisions dtruirions dtruismes dtruisissions vous dtruisiez dtruiriez dtruistes dtruisissiez ils dtruisent dtruiraient dtruisirent dtruisissent Short and often assertive commands and requests require the imperative form. When using this, the subject pronoun can be dropped, leaving you with dà ©truis rather than tu dà ©truis. Imperative (tu) dtruis (nous) dtruisons (vous) dtruisez

Informational Essay Example | Topics and Well Written Essays - 750 words

Informational - Essay Example The brand has various products in its portfolio like lipsticks, nail polishes, creams, lotions and shampoos. Right now, I work with promoting their international range of shampoos. With my background in MBA marketing, I also participated in their research program that shows how these shampoos are way ahead for different types of hair. The results have been overwhelming and soon we expect that the product will swing the market in its stride. I work online, through the phone and through meeting wonderful people like you. The brand has a special shampoo made just for hair textures like yours. Its called Smooth and Shine. You know you should try it sometime. Let me introduce myself. My name is Anna H. I am a mother of two children and a sister for many women, young and old. We sisters live and work together in an organization called Surviving Cancer. It brings together people and helps them share motivational stories and build each other's courage. I am a motivational speaker and counselor and often interact with them on various issues. With teaching certificates in the four forms of martial arts, I also teach these sisters yoga and take up exercises on positive thinking. I know of about fifty women suffering the trauma of chemotherapy for breast cancer. I know of ten women who are losing hope as they are at the edge of desperation for lack of funds. I recommend their cases as highly desperate. They could really benefit from a little generosity, both physically and mentally. It would really help if socially responsible organizations like yours could support our cause. Do visit us and if you are too busy at least take the time to check o ur website. You could support us through funds or by letting us organize a small sale of items made by these women. It really helps. Part three Personal commercial for schoolmates (an online introduction) Scenario: The online environment not only gives the platform to meet new people and make friends, but also professional alliances. Opportunities lie in the most unexpected places and online chat forums of school alumni is one such place where introductions are inevitably asked. This gives the unique platform for a perfect introduction. Type of audience: Both men and women. People of different ages employed in diverse fields of work Specific purpose: To promote myself as the fun filled person you loved in school, to tell them how great I am at my work and how I can be of assistance in any profession. Finally to possibly remind a few old friends, that their school friend is

Trademark Dilution Coursework Example | Topics and Well Written Essays - 1000 words

Trademark Dilution - Coursework Example Another important aspect of trademark dilution is whether or not in reality, trademarks prevent such uncouth behavior as the industry is trying to prevent. Of course it is one thing to cry foul about trademarks and quite another to establish their effectiveness. The reason why this is the case is primarily because creative departments in companies develop novel means to reciprocate the efforts and products of other companies. Finally there shall be a detailed analysis of the economic impact of dilution. Trademark dilution is the United States for instance is a fairly recent phenomenon bearing in mind that the necessary legislation was passed in 1995. That was the year that the Federal Trademark Dilution act was passed. It sought to protect large companies against the ‘gradual whittling away’ of renowned brands by new entrants1. This was an effort to protect big business at the expense of upcoming businesses. This, as the more fashion conscious will note, is a famous brand. The aggressors were a couple; the Moseley’s who had committed the unforgivable act of opening a clothing store in Kentucky called ‘Victor’s Secret’. The more renowned company warned them off such a store name but only succeeded in making them change it to ‘Victor’s Little Secret’. This still fell short of the demands of the renowned retailer who thought a complete change of name was the only way out2. As happens in all cases of this kind, the matter ended up in court. In the Sixth Circuit it was agreed that there was possible dilution in this case. There were the usual exchanges associated with lawyers in such cases where the law is not very clear, with each side giving its own interpretation that was friendly to its client. The Moseley’s lawyer insisted that the fashion giant must table actual ‘economic harm’. Therefore, the whole business of trademarks is the prevention of any likely

The Dell Theory of Conflict Prevention Essay Example | Topics and Well Written Essays - 750 words - 1

The Dell Theory of Conflict Prevention - Essay Example Trade among countries plays a fundamental role in building their economical power. With mutual collaboration in terms of trade, different nations satisfy one another’s needs. In fact, many nations depend upon trade and will suffer from severe economic decline if the trade ended. Once this happens, economic decline will soon be followed by cultural and social decline, and such a nation may collapse as a whole. Role of trade in maintaining the solidarity and integrity of a nation can not be denied. Yet, Friedman’s assertion that trade partners can never fight with each other seems quite exaggerated and abstract, and history provides evidence for this. Although Friedman has referred to the case of India and Pakistan, and China and Taiwan in an attempt to support his argument with facts from the history, yet a careful analysis of the very cases suggests that there were several other reasons that kept India and Pakistan from fighting with each other that were much more stron ger than the maintenance of trade. India and Pakistan did not fight with each other in the start of 21st century because India had realized that Pakistan is also accoutered with nuclear power. Had she started the war, Pakistan would have paid her in the same coin, and the consequences would have been as unfavorable for India herself, as for Pakistan. To say that India did not start a war with Pakistan at that time because she feared she would loose her trade partners is indeed, incomplete truth. Similar reasons can be sorted out for the case of China and Taiwan. Corporate bodies have opened their franchises almost all over the world. Same holds true for embassies. All countries have conventionally maintained their embassies in conflicting countries. The safety of embassies has never been on stake despite that fact that a lot of countries have indulged in war with one another in the past. On the other hand, William Duiker is skeptical about the unity among individual nations on the

The Age of Revolution 1789-1849 Essay Example | Topics and Well Written Essays - 1000 words

The Age of Revolution 1789-1849 - Essay Example Along with the common for many countries of Europe task – the destruction of the feudal rule, which was slowing down the development of capitalism – the revolutionary movement in the certain countries had the special purposes as well. Revolution proceeded differently depending on the situation, on historical conditions and a ratio of class forces. In France where with feudalism and absolutism came to the end during the revolution of 1789-1794, the overthrow of exclusive domination of the financial aristocracy and the establishment of domination of bourgeoisie class was an objective problem of the revolution of 1848-1849. In Germany, the main goal of the revolution was the elimination of political dissociation, creation of the state unity. In Italy, the same task was supplemented with a problem of release of northern part of the country from the Austrian dominion. In Austria, the revolution of 1848-1849 had to finish a reactionary system of Habsburg monarchy and release the oppressed people from national enslavement Active participation of working class, which in the majority of the countries was the main driving force of the revolution, was the main feature of events of 1789-1849. In 1848 the working class for the first time in the history of revolutions declared its political and economic requirements, for the first time in such extensive scale showed itself as a special class, essentially hostile not only to feudal but also bourgeois rule

Our company is considering entering the manufacturing market for snow Research Paper

Our company is considering entering the manufacturing market for snow skis. You have been asked to examine all material(s) that - Research Paper Example A number of companies mainly in United States and Europe are currently producing Snow skis. Throughout the history, various materials have been used in making of skis and advancement continues to be seen. Skis manufacturing have a long history. Based on archeological studies, a wooden ski was first identified in at Lake Sindor in Russia, the skiing equipment was dated to have been in use between 6300 and 5000 BC.(Burov 393). This is the earliest evidence involving the use of skis. Apart from artifacts of skis, many historical drawings and paintings have shown skiing activities where individuals use the skis. Ski construction started becoming dominant in the end of nineteenth century especially in Austria and Switzerland (Classic skis 1). The architecture of these early alpine skis was simple but they were wide and short. These characteristics enabled the skis to have high agility, hence capable of the ability to penetrate areas with deep snow and elevated areas. Since these early tim es, the designs, shape and the materials used in making skis has continued to diversify. Different types of wood have been used in the construction of the skis, varying from wood, plastics, metals or a blend of the three. The main materials in making of skis have been wood for the better part of the twentieth century. Different wooden materials have been in use depending on the place where the skis are located. Today some companies have retained the use of wood but the technology seems not attract many of the skiers. The initial wooden skis were curved using hands, to make simple skis (Wooden skis 1). In the modern setup, this design has completely changed with the adoption of a torsion box architecture that is more sophisticated and requires additional materials to make. Because of the water-properties of wood, other materials have taken its place. This has created limited use of wood in the modern context. Skis are simple skiing equipment but they are made up several parts. It is important that a ski buyer is familiar with it in order to get the best ski for the desired skiing. The base is the part of a ski that has direct contact with or faces the ground surface. Most of the skis’ bases in the modern times are made of aluminum or fiberglass. The camber is space that is evident at below the centre of the ski. Contact points are the positions of attachment between the ski and the snow without the rider imparting pressure on it. The waist is the part of the ski that is narrowest, usually appearing at the centre of the side cut. Other parts of the ski include the top or otherwise called the deck where the bindings are placed. It also has the effective edge, the tip, the shovel, and the side cut (ABC of Skiing 1). Various categories of the modern day skis are manufactured depending on the material used. The classic wooden skis are curved using hands; they are long and have thin sides, an aberration from the original design. In addition, they have a rectan gular shape but have a curve in one of the ends. Another form of skis was advanced to use steel, these are the so-called edges, and their architecture varies because of the screwed steel at its bottom. Wood and metal laminates have also been developed, the wooden laminate involves pieces of wood that are glued together, and these are flexible, stiff and are lighter. Metal laminates were initially made of aluminum but proved inefficient; they had to blend aluminum with wood. Advancing with the technology the

The Age of Revolution 1789-1849 Essay Example | Topics and Well Written Essays - 1000 words

The Age of Revolution 1789-1849 - Essay Example Along with the common for many countries of Europe task – the destruction of the feudal rule, which was slowing down the development of capitalism – the revolutionary movement in the certain countries had the special purposes as well. Revolution proceeded differently depending on the situation, on historical conditions and a ratio of class forces. In France where with feudalism and absolutism came to the end during the revolution of 1789-1794, the overthrow of exclusive domination of the financial aristocracy and the establishment of domination of bourgeoisie class was an objective problem of the revolution of 1848-1849. In Germany, the main goal of the revolution was the elimination of political dissociation, creation of the state unity. In Italy, the same task was supplemented with a problem of release of northern part of the country from the Austrian dominion. In Austria, the revolution of 1848-1849 had to finish a reactionary system of Habsburg monarchy and release the oppressed people from national enslavement Active participation of working class, which in the majority of the countries was the main driving force of the revolution, was the main feature of events of 1789-1849. In 1848 the working class for the first time in the history of revolutions declared its political and economic requirements, for the first time in such extensive scale showed itself as a special class, essentially hostile not only to feudal but also bourgeois rule

Virtualize Essay Example | Topics and Well Written Essays - 500 words

Virtualize - Essay Example i. Performance tuning. It becomes a bit more complicated to monitor performance. Performance monitors alone cannot be relied on. In the VMware environment the use of vSphere will be used. You also need to comprehend how virtual environments manage its resources. This plan is vital because this is the vital components that are used for the virtualization and this often causes the system to malfunction. This is also important so as to avoid the underutilization of the server. The installation of four high-performance guest sessions will escalate a server to 50% or 60% of the server performance. Therefore the planning phase is vital step on any Hyper-V configuration. (Dimar, 2008) This is important to the organization because it will give the glimpse of the benefit of virtualization and the cost that will be required. This cost strategy is vital in any organization to avoid losses that may be due to system failure. (Pollak, 2011) I will go on with the implementation of the strategy of implementation of a virtual infrastructure. This is because the computing operations are of multiple sites with a server count of more than 400 which is larger number. This can increase the performance of the company and may increase its profitability. (Pollak,

Texas Constitution Essay Example for Free

Texas Constitution Essay The Texas Constitution of 1876 is very detailed and affects the citizens of Texas in several ways. In many ways I think that the Texas Constitution is more reliable, and in a sense, better than the U. S. Constitution. There are less accessible loopholes in the Texas Constitution and it seems to be more specific in its laws and regulations. It puts rights first and deals with local and state matters not covered in the U. S. Constitution. The state of Texas has had six constitutions. The constitution that took effect on February 15, 1876 is the one that is still currently used today. The Texas Constitution is the second longest constitution in the United States, and one of the oldest still in effect. Since the constitution has been adopted it has been amended 439 times and consists of seventeen amendments. This constitution replaced the current constitution of 1869 and was meant to decentralize the state of Texas. They wanted all officials elected for shorter terms and lower salaries, abolition of voter registration, local control of schools, severely limited powers for both the legislature and the governor, low taxation and state expenditures, strict control over corporations, and land subsidies for railroads. The government had now been split up into three branches; the executive branch, the legislative branch and the judicial branch. The Texas Constitution began with a Bill of Rights. This is another thing that I like about it because unlike the U.  S. Constitution it puts the rights of the people first. The Bill of Rights declared that Texas was a free and independent state, subject only to the Constitution of the United States, that all free men have equal rights, and that the writ of habeas corpus could not be suspended or unduly delayed. It forbid religious tests for office, unreasonable searches, and imprisonment for debt. It also guaranteed liberty of speech and press, the right of the accused to obtain bail and to be tried by a jury, and the right of citizens to keep and bear arms. Many people will argue that the Texas Constitution is too lengthy and has too much detail to it. Well maybe it is lengthy, maybe it does have a little too much detail on certain rules and regulations but its lasted this long and nobody has yet to successfully change it so there must be something right about it. Several changes have been made to it though seeing how many changes in technology have advanced the way we live. The original Texas Constitution was based around a farm economy and was meant for and to protect the rights of the rural citizens seeing how that was what Texas was known for in that time.

Management Reflective Paper

Management Reflective Paper Introduction The oxford dictionaries define collaboration as the action of working with someone to produce something. Ghodsi Laal (2012) stated that Collaboration is a philosophy of interaction and personal lifestyle where individuals are responsible for their actions, including learning and respect the abilities and contributions of their peers. When people come together to work on a certain project, they are creating a group that will collaborate to achieve their task. Different levels of collaboration can happen between individual, groups, departments, institution, sector, nation, and even businesses who are focused on achieving a task (Katz Martin, 1997). In colleges, collaborative learning is used as a tool to make students share ideas, learn from each other and understand how to work in groups which they will need in real life experience. This paper is focused on my reflection as a member of the Yellow Team campus collaboration activity for management for information professionals. Feelings In week one, we were asked by the tutor to pick an item from a brown paper bag, at first I thought it was candy, but later, I found out it was the name of a colour. At the time I picked the colour, I didnt exactly know what I am supposed to do with it, though I guessed it will have something to do with group related activity but I waited for further information from the tutor. During the lecture, the tutor Jane Burns explained what each of the colours we picked stands for which confirmed my earlier guess that it will be used to place each student in the class in groups and information relating to the on-campus collaboration activity was put up on Blackboard. The collaboration activity from information on Blackboard will be group participation on the 9th of February in a collaboration challenge which requires that all members of the group will have to participate and there will be challenges in place that each group will try to achieve and points will be given for each challenge met. The tutor did not actually state what the challenge will be which left us all wondering and asking the big question, what will this challenge be? and how are we going to accomplish this task? Since most of us dont know each other and to enable us to identify each other, the tutor sent an email on the 28th January with the email contact of all groups to each participant, this helped us communicate easily among ourselves to plan on how to get ready for the task. My group scheduled to meet on Monday 30th January at Library study room to brainstorm on how we will execute the task. During the meeting, the main question that each of us continued to ask is what will the challenge be?  Ãƒâ€šÃ‚   but we all know that this question will remain unanswered until the day of the challenge. We drew up a couple of plans and accessed what we might need for the exercise. As part of our plan, we decided to get a whistle to use to signal each other in case we have to a split during our search to accomplish the task in time. We also got torch light, in an event it gets dark before the challenge is concluded. Analysis The campus collaboration activity took place on the 9th of February in Week three. We all arrived in class at OBrien Science centre and different colours of bandana was given to the team captain of different groups to help identify each student and the group they belong to alongside an envelope which contains the group task which will not be opened until we get to field and have received our task box from the volunteers. My group the Yellow team got our Yellow bandana and we all tied it where we feel it fits best. The tutor gave instructions and code of conduct regarding how we all are expected to conduct ourselves throughout the duration of the task. The most important part of the instruction was that under no condition should any participant go into the lake and any group that breaks this rule stands to lose the entire 15 marks. My group led by Dave our group captain headed out for the task which is supposed to take off from the OReily end of UCD (i.e. near the Egg) and we received our task box from the volunteers when we got to the task point. Our group captain opened the brown envelope containing our task and the mission stated therein was for us to get all the( ..?)ducks in the task box safely from the OReilly building side of the lake to the James Joyce library side of the lake. At first, the task seems very confusing and we were trying different approaches amongst ourselves to see if we can complete this task in time. Some of us had to throw some floating balls we found in our task box to understand what is the direction of the wind at that time and if the direction favours us by taking the floating balls to the library side, then we might be able to place the ducks in the water to float to the library side. That theory didnt seem so work as the floating balls never made it to the middle of the lake. With quick thinking among ourselves, we came up with another idea which was to place the ducks in a plastic bowl like objects we found in the task box and u se cello tape to tape the ducks tightly into the bowl. We used tiny ropes and pegs found in the task box to construct a long rope and taped the rope to bowls that we placed the ducks in. We then placed the bowl in the lake with the ducks securely taped inside it, we dragged the bowl from the OReilly end of the lake to the library end of the lake. Conclusion After the exercise, I understood how valuable this task is and I learnt a lot from the exercise. I learnt from the task that team approach to solving problems and quick thinking skills can help solve problems during a task. Collaboration activity can also help build self-esteem in certain students who find it very difficult to mix with their peers and also it creates a very good atmosphere for cooperation among students. The task also made me understand that time is very important in certain task and one needs to plan and manage time properly. Reference 1.Jasper, M. 2003. Beginning Reflective Practice-Foundation in Nursing and Health Care. Cheltenham: Nelson Thornes. 2. Katz, J. S., Martin, B. R. (1997). What is the collaboration? Research Policy, 26, 1-18. Available online at:   https://pdfs.semanticscholar.org/20df/e4ac96f4f8c7f9e114919fcddc0dbe6784ce.pdf 3.Laal, M., Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia Social and Behavioural Sciences 31, (1),486-490.Available online at: http://www.sciencedirect.com/science/article/pii/S1877042811030205

The Effect of Legal and Illegal Immigrants in the United States :: Immigration Cause Effect Essays

For many years the United States of America has been held by many to be the land of opportunity where everyone can achieve their dreams. Like in any area of the world the immigration and migration of people both legally and illegally shapes our country’s population and the economy. In the United States there are millions of illegal immigrants that struggle to find a way to live and then there are the legal foreign-born individuals that abide by our laws and still struggle to get by. A great deal of the population growth we have seen in the past and will see in the future is due to the immigration of foreign people into this land. As one studies our nation he can see there are many differences between the status and living conditions of natives and foreign-born population. There are many migrant workers that come into this country every year to work in the farms and industries that offer seasonal work with little pay. In light of the recent terrorist acts against this country t he immigration laws and border patrols are coming under greater scrutiny. Immigrants and Their Place in our Population There are all kinds of immigrants in the United States and they have different kinds of statuses. First of all there are legal immigrants that were foreign born but have become citizens of the United States. There are also people who come into the country legally and are given permission to live here permanently but are not naturalized citizens because they have either never applied for citizenship or do not meet a requirement for citizenship. We also have those who come here legally to stay for a set amount of time for things such as education, or work. On the other end of the spectrum are the millions of illegal immigrants that sneak into our country hoping to find asylum and a better way of life. As is apparent in any area that receives immigrants the influx of new people has an effect on population size and diversity. The Department of Labor expects the population of the United States to grow by around fifty percent over the next fifty years. They also say that immigration will have the biggest role in growth through mid-century and that other changes come only because of birth rate and death rates. We are to expect around 820,000 immigrants to arrive in our country every year not including those who come illegally.

Literature Review on “An Echo in the Bone” by Denis Scott

On May 1974, the first performance of Dennis Scott's An Echo in the Bone was staged by the Drama Society at the University of the West Indies Mona campus in Jamaica. The play deals with the destructive impact slavery has left on the history of Afro West Indians. Scotts aim, through this play, is to reclaim and recreate the past lost to our ancestors as well as the voice taken from them, that merely stands today as an echo in the bone.Though he aspires to recreate the history of then enslaved, he also acknowledges that the past should not hold possession over one’s self but act as a guided to not repeat past mistakes. He focuses on the period of enslavement and its transition to post emancipation while using the thematic issues of racial prejudice, the supernatural, gender roles in society and the repercussions of history. He sees the past as a guide to fully understanding ones true identity and culture, a view many of his generation holds in high regard as opposed to the moder n generation who believes the past should remain in the past.With there being limited and somewhat biased credit of the period of enslavement, Scott intricate oral traditions and folklore animate his play to life with a sense of emotional and spiritual understanding. The title itself is a play on words and the play is written in colloquial language in Jamaican dialect and is centered on the murder of Mr. Charles, a white estate owner, whose death occurs nine days prior to the beginning of the play, presumably at the hands of a black peasant farm owner popularly known as Crew.In the pursuit to capture Crew, his shirt and machete were found by the river bed, covered with blood. It is this evidence that leads to the conclusion by his wife, Rachel, that Crew is dead. In accordance with her cultural tradition, Rachel decides to keep a nine night for her deceased husband. The play is set in Jamaica, in an old dilapidated sugar barn behind Crew's house in the year 1937 during the post-colo nial era. The italics in the play represent a prelude of the events that will occur in the play, as well as, the stage directions.A nine night or set up is a ritualistic ceremony concerning the celebration of life and death. â€Å"The Jamaican Negroes believe that for nine nights after death, the ghost rises out of the grave and returns to its familiar haunts† states Martha Beckwith in Black Roadways. Its origin is sourced from Africa though it incorporates Christian elements and is performed to encourage the deceased spirit to move on. Rum plays a very significant role in a nine night as it is used to â€Å"appease the rooming spirits of loved ones† states Mango Salute writer, Nadya-Kaye Phillips.Scott uses the nine night as an avenue to answer the unresolved questions Crew has left behind by the act of spiritual possession. He brilliantly manipulates the characters of the play to transport the audience to the past and present to fully understand the history of the en slaved and his need to recreate it and further more reclaim it. Through this possession the voices of the dead speak through the bodies of the living. It is during the opening scene that Crew's spirit manifests itself through Dream Boat after rum is spilt at the home of the deceased.In Jamaican folklore, the breaking of glass is seen as a bad omen. When the spirit takes hold of dreamboat, Madam uses the light of a candle and oil to free dreamboat of the apparition. Scott uses stage conventions and props to portray of light versus â€Å"darkness. † Light may act as a representation of life and nature as opposed to the darkness of death and the unknown. Sonson, Crew's first son, after putting on the clothes of his diseased father, became his father's vessel to host. These props aid in authenticating the play as it relates to the financial background of the main characters in the present.Primogeniture is the right, by law or custom, of the firstborn child to inherit the family e state, in preference to siblings, it is a practice commonly done in African Societies. The first barn male is treated specially as he will be the patriarch of the family should the existing patriarch die or is unable to perform his responsibility due to mental or physical health issues. This part of African culture makes Sonson the best character to be the medium through which Crew communicates. It is after this possession, that the audience is transported through time and space to a ship, docked off an African coast.The use of auditory imagery is consistent in the play through instances of the drum being beaten by Rattler as well as being heard along the dock on the coast of Africa when transported to the past. In this episode, Scott successfully multiplies his characters personalities without having additional cast, to integrate in this scene. Through this enactment we are able to see the opposing perspectives of slavery.We see the perpetual voicelessness of the enslaves through t he historical perspective of the tribal warfare among rivalling tribes in Africa who sold prisoners of war into slavery and that of their white oppressors in European society through the writings of Bryan Edwards and the Slave traders aboard the sea vessel on scene. The irony of this scene as it relates to the voiceless of the enslaved occurs through the violent act of Rattler's tongue being cut off in the past and Rattler in the present being a mute, here also we see Scott's genius use of characterization. Visual imagery portrays the harsh reality that the enslaved endured being captured, bought and sold like animals, this same reality that European authors dilute to create a false preconception.The play successfully links historical events with subjective fictionionalization which clearly depicts the seen and the unseen, the heard and the silenced. The names of few the characters can be compared with these characters personality. â€Å"Stone† for instance has been described as â€Å"strong, almost as strong as Crew,† however, Stone as well as other nine characters were given multiple personalities which meant that there was no individual characterization. This is better understood in the production of the play which was performed by only black characters who would where white masks to represent white characters.