A Rose for Emily An Example of Regionalism Essay Essay Example

A Rose for Emily: An Example of Regionalism Essay Essay 1. Emily Grierson: She is the old lady that lives at the house. she is a town fable and is respected because she is a lady. 2. Colonel Sartoris: He was the former city manager of the town who absolved Miss Emily of any revenue enhancements after the decease of her male parent. 3. Tobe: He is Miss Emily’s retainer and the lone connexion to the outside universe. 4. Judge Stevens: he was really respectful to Miss Emily and to salvage her pride had several work forces sprinkle calcium hydroxide on her belongings. 5. Homer Barron: The adult male who fell in love with Miss Emily while on a building occupation. We will write a custom essay sample on A Rose for Emily: An Example of Regionalism Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on A Rose for Emily: An Example of Regionalism Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on A Rose for Emily: An Example of Regionalism Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The debut to the lesson says that Faulkner’s â€Å"great subject was the American South. † â€Å"A Rose for Emily† is a good illustration of regionalism. Identify two illustrations of local colour from the narrative. Emily Grierson was non willing to fall in in with those who moved into the new epoch. She refused to pay her revenue enhancements. Another illustration is the fact that the storyteller did non believe that Emily could truly love Homer Barron because he was a Yankee. In the first paragraph Miss Emily is compared to a â€Å"fallen memorial. † What does his metaphor tell the reader about her societal position before she died? She was legendary in the town. everyone knew her or of her. She was portion of the town itself. ? Part two begins with a displacement in clip. At this point in the narrative. Miss Emily’s male parent has been dead for two old ages and the townspeople Begin to kick about a leery odor. After you have finished reading th e narrative. speculate about the cause of the odor. I think the cause of the odor was her father’s organic structure decomposing. Who begins to day of the month Miss Emily in Part III. and why was he in town? Homer Barron was who she started dating. He was in town to get down constructing the pavements in town. What is the flood tide of the narrative? Explain your reply. The flood tide of the narrative is when Miss Emilie dies because that’s when everyone could officially get down speaking about her. In parts III A ; IV. Miss Emily makes a few leery purchases in town. What does she purchase and what is the intent of each point? She buys Arsenic purportedly for the rats. â€Å"A Rose for Emily† is non told in chronological order. List each subdivision in chronological order and explicate your picks. Separate 2 is foremost because it was 30 old ages ago. Separate 3 is go oning straight after this. Separate 4 speaks of her funeral. Part five speaks of after her funeral. In subdivision II Emily’s cousins came anticipating a nuptials. When they don’t happen Homer. they assume he went to fix for the nuptials. After Emily’s cousins left. â€Å"within three yearss Homer Barron was back in town. † What happened to Homer next? He returned to the house one eventide around twilight and so was neer seen once more. When the narrative returns to present twenty-four hours and the townspeople enter Miss Emily’s upstairs room. what do they happen after interrupting down the door? They found the decomposing organic structure of Homer Barron. ? What make you say happened to Homer Barron? What context hints help you patch together his destiny? I think Miss Emilie hit him over the caput because of the dent in the caput and a piece of her hair was by him so that shows that it was her.

Analysis of Silver in an Alloy Essay Example

Analysis of Silver in an Alloy Essay Example Analysis of Silver in an Alloy Paper Analysis of Silver in an Alloy Paper Analysis of Silver in an Alloy Introduction In this experiment an alloy of silver will be analyzed to determine its silver content. The silver-copper alloy will be dissolved in nitric acid, the silver will be precipitated as silver chloride, and the silver chloride will be filtered, washed, dried and its mass determined. From the mass of the silver chloride formed and the mass of the original sample, you will be able to calculate the percent of silver in the alloy. Because the results are based on the mass of a product, this procedure is classified as a gravimetric analysis. Silver and copper are very nonreactive metals. Neither will dissolve in hydrochloric acid or sulfuric acid. The oxidizing acid nitric acid, HN03, is required. In acidic solutions the nitrate ion is an excellent oxidizer, and it will oxidize Ag(s) to Ag+(aq) and Cu(s) to Cu2+(aq). The reduction product is the gas NO. As the colorless nitrogen monoxide gas forms, it immediately reacts with the oxygen in the air to produce the orange-brown gas N02. The half-reactions for the oxidation of silver and copper by nitric acid are as follows: Ag(s) > Ag+(aq) + e- Cu(s) > Cu2+(aq) + 2e- 4H+(aq) + NO3- (aq) + 3e- > NO(g) + 2H2O(l) Once the silver and copper ions are in solution, they can be separated from each other by precipitating the silver ions as silver chloride. Silver chloride (AgCl) is very insoluble in water, while copper(II) chloride (CuCl2) is soluble. The addition of chloride ions to the solution will precipitate essentially all of the silver and none of the copper. The silver chloride precipitate is then filtered from the solution. Experimental Methods Follow protocol as listed for Laboratory Experiment #1 in â€Å"Experiments for Advanced Placement Chemistry† by Sally Ann Vonderbrink, Ph. D. With these modifications: instead of using a Gooch Crucible and fiber glass pad, we used a Buchner Funnel and filter paper. Theoretical Methods Balance out the half reactions of Ag and NO3- 3( Ag(s) > Ag+(aq) + e- ) 4H+(aq) + NO3- (aq) + 3e- > NO(g) + 2H2O(l) 3Ag(s) + 4H+(aq) + NO3- (aq) > 3Ag+(aq) + NO(g) + 2H2O(l) Calculate amount of NaCl needed to precipitate NaCl > Na+ + Cl- Ag + Cl > AgCl(s) .3015 g Ag 1 mol Ag 1 mol Cl 1 mol NaCl 58. 44 g NaCl 107. 7g Ag 1 mol Ag 1 mol Cl 1 mol NaCl = . 1635g NaCl multiply needed NaCl x 2 .1635 x 2 = . 3269 g NaCl Calculate the percent of Ag in the Alloy .3555 g AgCl 1 mol AgCl 1 mol Ag 107. 87 g Ag = . 2675 g Ag 143. 23 g AgCl 1 mol AgCl 1 mol Ag % Ag = . 2675 g Ag x 100 = 75. 25% .3555 g AgCl Calculate the percent error between percents of Ag in an Alloy % error = actual – experimental x 100 = actual = 90. 08 – 75. 25 x 100 = 16. 46 % 90. 8 Results Experimental Results: We first weighed our original sample of silver alloy, as shown in table 1. Then added 10 ml of nitric acid to the silver alloy which dissolved, by heating, the alloy into silver and copper ions as nitrite gas escaped in an orange cloud. After the alloy was completely dissolved we added a solution of sodium chloride dissolved in distilled water. When calculating out sodium chloride we doubled the necessary amount to make sure that a full and complete reaction occurred when once again heating. After letting that sit over night covered in para-film to form large precipitate particles of silver chloride we filtered the particles from the solution with the buchner funnel. We used a diluted nitric acid as our wash because it helped to keep the precipitate from forming to small particles. We then heated the sample so we could weigh out the final product as shown in table 1, and then calculated the percent of silver as shown in table 3. Theoretical Results: In table 2 it shows the necessary amount of sodium chloride that was needed for this reaction to four decimal places. While in table 1 it is shown that we had to round to two decimal places lacing a small error. And not only that but also the fact that as table 2 shows that the final amount needed was . 0131 g less to the actual mount that we added from table 1. During the procedure our percent error must of have come from loosing the silver ions. After heating we had to wash the moisture of the watch glass back into the beaker and there could have been a possibility that we didn’t wash of all of the silver back into the beaker. When it precipitated, some of the particles may have peptized causing us to filter out some of the silver chloride precipitate. Also when removing the filter paper from the buchner funnel some of the precipitate may have been lost, which is just due to human error. Which all experiments have. Discussion In the lab you must first dissolve the alloy in nitric acid; if the allot doesnt completely dissolve it may cause some error in your final result because not all of your silver ions were dissolved. You then must make a solution of distilled water added with sodium chloride. Once you calculate the amount of sodium chloride needed you must double the amount for the experiment to push the reaction to a full completion. This essentially should precipitate all of silver and none of the copper. No accurate balance is needed to measure out the sodium chloride because as long as you have an excess of sodium chloride to provide enough chloride ions to precipitate all of the silver ions its is safer than having a need of more chloride ions.. Before adding the sodium chloride solution to the dissolved silver you must rinse any moisture on the bottom of your watch glass back into the beaker of dissolved silver so that way not silver is lost. Thus causing a source of error if not all of the silver ions were still in the beaker upon adding the sodium chloride solution to precipitate the silver as silver chloride. You wash to remove all of the other chemicals from the silver chloride precipitate. There will be copper(II) nitrate, nitric acid and excess sodium chloride. These have to be washed through to make sure only (wet) sodium chloride is left in the filter. The nitric acid in the wash water will not interfere with the weight of the silver chloride because it will be washed through with the filtrate leaving the solid sodium chloride in the filter paper. If the silver chloride is not cool when its mass is determined the calculated percent would be too high, because if we do not dry the precipitate in the oven then the water in the filter paper and solid will affect the weight making it higher. We need for that excess water to be dried out to have a good calculation. We dont use hydrochloric acid to both dissolve and precipitate the silver because the acid cannot dissolve either silver or copper because they are insoluble when mixed. It could work to make a precipitate but not to dissolve the alloy. A special filter crucible rather than plain filter paper is used because it gives rapid filtering and helps pull the soluble material and water through. Also you have to wash several times so this speeds up the process. Observations made throughout the experiment is that when the solution of the alloy when dissolved with the nitric acid, were being heated a yellow orange gas of nitric escaped which smelled like rusted metal. The liquid that was left behind had an aqua color to it. But once the sodium chloride was added it turned into a cloudy blue. When this new solution is heated for 15 minutes the sodium chloride begins to precipitate into white clumps of the bottom of the beaker. When precipitate is filtered and dried in oven it then looks like white dust particles. Conclusion In this lab, the percent of silver in the alloy was calculated by dissolving the alloy in nitric acid to precipitate the silver as silver chloride. By weighing the mass of the precipitate you are able to calculate the percent of silver in the original sample. Anytime you are wanting a quantitative percent of an element in an alloy dissolving it in a solution then precipitating the solution should give you the result s you want as long as it is insoluble in the reaction. Improvements that we could o made during the experiment are that my partner and I should have divided the lab in a better way in which we both could have the job done faster and with more patience. Because one of the sources of error that could be possible is that when we are washing the solution back into the beaker we could have not washed it properly and some silver could have been left behind. Data Tables Mass of Ag alloy, g 0. 3015 g 6M Nitric Acid, ml 10 ml Mass of NaCl added, g 0. 34 g Distilled water, ml 25 ml Mass of filter paper, g 0. 3765 g Distilled water, ml 150 ml 6M Nitric Acid, ml 2 ml Mass of filter paper with the AgCl precipitate, g .7320 g Mass of AgCl precipitate, g .3555 g Table 1 – experimental measurements Needed NaCl, g .1635 g Grams of NaCl * 2 .3269 g Table 2- Calculated values ( theoretical measurements) Percent of Ag in alloy 75. 25% Actual percent of Ag in alloy 90. 08% Percent error 16. 46% Table 3- calculated percent error in percent of Ag in alloy

Engaging families in culturally relevant ways Essay

Engaging families in culturally relevant ways - Essay Example According to recent statistics, the United States population is increasingly becoming more ethnically diverse. However, the teaching staff is mainly made up of a white population. Teachers have to understand that a lot of their students in their classes will be made up of different ethnic, cultural, racial, social class and linguistic backgrounds that will differ from their own. Teachers must be prepared and ready to teach the heterogeneous composition of students in their various classrooms. Engaging families in culturally relevant ways was found to academically provide for the success of Latino and black American children not served by the public schools of America, the term was coined in 1992 by Gloria Ladson. However, various other socio linguists, teacher educators and anthropologists looking for ways and means to find and create links between the school and student’s home culture, stated that this type of schooling was culturally congruent, culturally appropriate, cultur ally compatible and culturally responsive. After several attempts by Phelan (1991) in identifying exceptional educators in low socio economic, composed of mostly Latino and African American schools, Knight et al (2004) spent a lot of time trying to explain and observe their success with pupils who are normally pushed to their limits by the public education. He found out that most of the tutors shared a common trait; commitment and pride to their teaching professions. Additionally, all of them (teachers) believed that all students have a potential to be successful. These teachers had equitable and fluid relationships with their students. Moreover, they always attended community events so that they could showcase their support for their Latino and African American or poor students. Moll et al (1992) states that inclusive academic institutions or schools that are successful over time have a very significant commonality: they all engage