Indicating Possession in Spanish

Many of the structural details of the English language — the parts of speech, punctuation, and even the addition of s or es to make words plural — have correlating structures in Spanish. But one common structure — the addition of an apostrophe followed by an s  Ã¢â‚¬â€ to indicate possession  does not. So if you are going to indicate possession, whether literal or abstract,  in Spanish, here are three ways you can do it: Possessive Determiners Possessive determiners are often classified as a type of adjective, the equivalent of such English words as my and your. Like other Spanish adjectives, they need to match the noun they refer to in number and gender. Here are the possessive determiners of Spanish along with a sample sentence for each: Mi, mis (my, mine): Mi gato es muy peludo. (My cat is very hairy.)Tu, tus (your):  ¡Tus hijas y yo te necesitamos! (Your daughters and I need you!)Su, sus (your, his, her, their, ones): Su casa es su mayor inversià ³n. (Your  house is  your  biggest  investment.)Nuestro, nuestra, nuestros, nuestras (our):  ¿Hay limpieza à ©tnica en nuestro paà ­s? (Is there ethnic cleansing in our country?)Vuestro, vuestra, vuestros, vuestras (your): Me interesarà ­a saber mà ¡s sobre vuestro perro.  (I would be interested to know more about your dog. Vuestro and its forms are seldom used in most of Latin America.) Using De If you are using a name or noun to refer to the person or entity that is in possession, the prepositional phrase of de followed by the noun is used, as in el libro de Juan, Johns book. A few examples: Ver el perfil de Pablo. (See Pablos profile.)Él no cree en el movimiento de mujeres. (He doesnt believe in the womens movement.)Es la madre de la estudiante. (She is the students mother.) It similarly is possible to indicate possession by using de followed by a pronoun, such as in de à ©l, but such usage is uncommon except when the use of a determiner would be ambiguous in the context. For example, if su libro (his, her, your or their book) would be ambiguous, we could say el libro de à ©l or el libro de ella (his book or her book). Possessive Pronouns and Long-Form adjectives Less common are the long form of possessive adjectives, which may be used as pronouns. They also may be used as adjectives following the noun. As with the determiners, possessive pronouns and adjectives much the possessed items or persons in number and gender.  These forms are as follows: mà ­o, mà ­a, mà ­os, mà ­as (my, mine).  El coche  mà ­o  consume mucha gasolina. (My  car consumes much gasoline.tuyo, tuya, tuyos, tuyas (your, yours).  La cama roja es tuya.  (The red bed is yours.)suyo, suya, suyos, suyas (my, mine). Las computadoras eran suyas. (The computers were hers.)  nuestro, nuestra, nuestros, nuestras (our, ours). Los perros nuestros son muy diferentes. (Ours are very different.)vuestro, vuestra, vuestros, vuestras (your, yours; this plural familiar form is seldom used in Latin America). El regalo es vuestro. (The gift is yours.) Sample Sentences Showing Possession La casa mà ­a estaba toda quemada. Lo perdà ­ absolutamente todo. (My house was completely burnt. I lost absolutely everything. Mis pensamientos son los que me hacen sentir feliz o desgraciado. (My thoughts are what make me feel happy happy or miserable. Los retos de la vida son parte del viaje. (Lifes challenges are part of the journey.) La esposa del actor rompià ³ el silencio sobre los escà ¡ndalos. (The actors wife broke her silence about the scandals.) la complejidad del ojo humano es increà ­ble. (The human eyes complexity is unbelievable.) En la creacià ³n de su imagen profesional, su actitud puede contribuir de forma positiva o negativa. (In the creation of your professional image, your attitude can contribute in a positive or negative way.) Su reputacià ³n puede sufrir ataques desde cualquier rincà ³n del mundo. (Ones reputation can come under attack from any corner of the world.)  ¿Cuà ¡les son las diferencias tuyas con las otras candidatas? (What are your differences from the other candidates?) Ya se han muerto todas las esperanzas mà ­as. (All my hopes have died.) Era la ocasià ³n perfecta para explicar mis creencias. (It was the perfect time for explaining my beliefs.) Durante aquellos primeros aà ±os, la inteligencia de Einstein comenzà ³ a manifestarse. (In those early years, Einsteins intelligence began to show.)

Two Other Philosophers, John Locke, And George Berkeley

Two other philosophers, John Locke, and George Berkeley have shown similar theories to the discussion from the ideas presented by Plato. Unlike Plato who argues that we cannot determine what is true or real based on experience, Locke argues that all knowledge which we use to determine what is true or real comes from experience. And similar to Plato, Berkeley argues that only our ideas are the only thing that is real. Locke also argues in his essay that knowledge is not something people are born with. Locke differs from Plato, because Plato believes we do not know the true or ideal state of something. This is so because on Earth the physical realm, we only experience â€Å"shadows†, or reflections of the perfect ideal objects we have in our†¦show more content†¦Locke’s second point in his argument is that knowledge comes from the senses and how we perceive the world. This means that all the knowledge society has acquired comes from the observations and reasonin g people have made based on their perceptions. In his essay, Locke presents the idea of two fountains of knowledge. These fountains of knowledge is where all the ideas that we can have have come from. The first fountain of knowledge is sensation, which involves all the five senses of the human body. It is because of sensation we have ideas such as hot, the color orange, sweet, and bright. The second fountain of knowledge is experience, which helps explain the things we perceive from the first sense, such as reasoning, thinking, and knowing. Locke then separates experience into two categories, primary and secondary qualities. Primary qualities are qualities that an object can have without us needing to sense it such as size of an object or the way it is moving. An object will already have these qualities regardless if a person recognizes them or not. Secondary qualities are the â€Å"other† qualities such as color, or the sound an object makes when it hits the floor. These o ur qualities that exist in our mind, not qualities that an object has already on its own. A great example is wine. When it comes to wine many people have different experiences on how a wine tastes. Imagine one bottle of wine that is sampled by two differentShow MoreRelatedLocke’s Qualities vs. Berkeley’s Idealism754 Words   |  4 Pagesfall of Rome and the rise of the dark years, three major events had occurred. The first began with the scientific revolution, where many philosophers were becoming scientist, such as the philosopher of science Francis Bacon. The next event was the resurgence of skepticism, where one questions everything until they discover the truth. 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The most trouble arises in this way as Berkeley discusses his view on what he calls â€Å"sensible objects†. A representation (indirect) real ist, such as Berkeley believes John Locke to be, would argue that someone looking at a tree only perceivesRead MoreDifferences Between Hylas And Philonous1191 Words   |  5 Pagesthe concept of philosophy itself. Dating back to thinkers such as Aristotle, carrying on throughout the medieval period and into modern philosophy, abstracts have always been grappled with. George Berkeley’s epistemology about abstract ideas has historically been one that has drawn the attention of many other scholars and philosophical thinkers. His thoughts on ideas, specifically his expansion of Locke’s general abstract ideas, are still argued to this very day. His critique of Locke’s view of abstractRead MorePhi 2010 Essay712 Words   |  3 PagesPHI 2010 1) Compare and contrast the views of Dualism, Materialism, and Idealism. Dualism is defined as the view that hold what exist is either physical or mental. (pg.98). Also dubbed the â€Å"two-realms view† by Plato, identifies some things as having both components, it is the most accepted idea since most believe that there has to be a mental connection with physical items. Materialism is the view that only the physical exist (pg.98). There is no connection mentally to the physicalRead MoreJohn Locke and Metaphysics Essay example575 Words   |  3 PagesJohn Locke was an English philosopher who was one of the most influential of Enlightenment thinkers. Locke starts with the questioning of Descartess philosophy of Cogito Ergo Sum. Locke had empiricist beliefs, which discount the concept of innate ideas and promote the role of sensory perception and experiences in humans. Locke drew inspiration from Ockhams Razor to explain knowledge stating that everyone begins with a tabula rasa meaning a blank slate. The blank slate argument says thoughts areRead More John Lockes Essay Concerning Human Understanding1405 Words   |  6 PagesJohn Lockes Essay Concerning Human Understanding In John Lockes Essay Concerning Human Understanding, he makes a distinction between the sorts of ideas we can conceive of in the perception of objects. Locke separates these perceptions into primary and secondary qualities. Regardless of any criticism of such a distinction, it is a necessary one in that, without it, perception would be a haphazard affair. To illustrate this, an examination of Lockes definition of primary and secondaryRead MoreEssay about Discuss How Psychology Developed as a Scientific Discipline1127 Words   |  5 PagesDescartes; a French philosopher and mathematician. Descartes was most influential in his recognition of the body and mind being two separate entities. Descartes differed from other philosophers in his proposal of dualism as he recognised that there is interaction between mind and matter, which was key in the development of psychology as a science as it lead to two principles in psychology: introspectionism and behaviourism. Whilst Descartes emphasised rationalism, John Locke believed empiricismRead MoreStructuralism : Social Science And Humanities1073 Words   |  5 Pagesa properly philosophical movement and that’s the boundary it should reside in. In a sense I agree there is no need for other psychologist to make their own critics from something that was taking from a philosopher’s point of view, however analyzing and creating theories are acceptable. â€Å"First of all, structuralism situates itself in a general way within an orientation that Georges Canguilhem used to characterize with a formula, almost a slogan, that he claimed to have found in the work of Leon Brunschvicg:

What Is Popular Music Essay Example For Students

What Is Popular Music Essay Popular music is any music since the mid-sass that is popular with the preferences of anyone from a teen too mid-aged adult. 2. What theme does pop music typically use in the lyrics? Describe one pop song that uses this theme. Why is this theme such a popular one? Pop music typically uses the theme of love and relationships in the lyrics. One pop song that uses this theme is the song Marry Me by Jason Deride. Some of the lyrics are And if I lost everything in my heart it means nothing Cause I have you, Girl, I have you. To get right down on bended knee nothing else would ever be better, utter that day when Ill say, Will you marry me? This theme is a popular one, because people can relate to it both in good ways, and in bad ways. 3. What is disco? What are the characteristics of this music? Disco is a style of music that developed around the sass. It mixed what some called soaring vocals with a beat that was good to dance to. 4. What was the British Invasion? Which famous group was a part of this movement? What impact did the group have on pop music? The British Invasion was a time in the sass when several British bands and artists became popular and influential in America. The Beetles were a large part of this movement. They impacted pop music in many ways, some of which are; they mixed several kinds of music together for some of their songs, inspiring other artists to do the same. They also sang about some of the social issues, while at the same time using catchy melodies and lyrics. 5. What is a boy band? What are some characteristics of a boy band? A boy band is a band with around 3-6 young men who sing, and occasionally play instruments. Some characteristics off boy band are each members classification. One boy could be referred to as the nice boy, while another was the bad boy, hill yet another was the cute baby. One popular example of a boy band today is the band One Direction. Critical Thinking Questions 1 . Some of the music in the sass was used to protest social and political issues. Is music still used as a form of protest? Why or why not? I would say that yes, music is still used as a form of protest. I say this because, when there is a popular issue that arises, artists sing about their views and opinions in the songs. For instance, concerning the issue of Bullying Taylor Swift has the song Mean, and Owl City has the song Embers. 2. One of the changes in the music industry during the twentieth century was the increasing centralization of music. Has music become too commercial? Why or why not? Do you think that artists are creating music for money or for other reasons today? I think that music is starting to become too commercial. Popular Music By Westminster are making songs for what their agenda is; whether it is sex, drugs and alcohol. Or whether it is songs about love and patience. Artists try to put their thoughts and opinions in a song while still making money off of it. 3. How has technology impacted pop music? Describe at least three technological changes that impacted and shaped pop music today or in the past. Technology has impacted pop music in multiple ways. One way that it has impacted pop music is with the internet. More people are able to listen to, watch, and download songs on internet, therefore helping its sales. Another way is with television. Many people now see pop artists singing on TV, or being interviewed. This can greatly increase their popularity. Additionally, the radio is possibly the greatest technological advance for pop music. In each city, in each state there are generally 1-2 pop music radio stations. People are always listening to the radio, and having the pop music available to hear for free greatly increases pop musics popularity. .u247439c2829497206be1fbce8aac50f0 , .u247439c2829497206be1fbce8aac50f0 .postImageUrl , .u247439c2829497206be1fbce8aac50f0 .centered-text-area { min-height: 80px; position: relative; } .u247439c2829497206be1fbce8aac50f0 , .u247439c2829497206be1fbce8aac50f0:hover , .u247439c2829497206be1fbce8aac50f0:visited , .u247439c2829497206be1fbce8aac50f0:active { border:0!important; } .u247439c2829497206be1fbce8aac50f0 .clearfix:after { content: ""; display: table; clear: both; } .u247439c2829497206be1fbce8aac50f0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u247439c2829497206be1fbce8aac50f0:active , .u247439c2829497206be1fbce8aac50f0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u247439c2829497206be1fbce8aac50f0 .centered-text-area { width: 100%; position: relative ; } .u247439c2829497206be1fbce8aac50f0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u247439c2829497206be1fbce8aac50f0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u247439c2829497206be1fbce8aac50f0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u247439c2829497206be1fbce8aac50f0:hover .ctaButton { background-color: #34495E!important; } .u247439c2829497206be1fbce8aac50f0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u247439c2829497206be1fbce8aac50f0 .u247439c2829497206be1fbce8aac50f0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u247439c2829497206be1fbce8aac50f0:after { content: ""; display: block; clear: both; } READ: Baroque vs. Classical Music EssayFinally, the mass production of synthesizers has made pop music even more appealing to the masses. 4. Pop music has often been seen as youth music. Why do you think pop music appeals to younger individuals? How has the industry promoted this idea? I think that pop music appeals to younger individuals because pop artists use themes that are popular with younger individuals everyday lives. A pop song can be about breaking up with your boyfriend or girlfriend, or Just getting a new boyfriend r girlfriend. Younger audiences are able to relate to it better than older audiences. . What is one popular pop artist or group (from today or from the pa st)? Why does this person/groups music fit into the pop genre? Why do you think the person/group was successful with their music? One popular pop artist is Iranian. Her music fits into the pop genre, because it is very upbeat and contains all of the elements that a pop song contains, such as love and relationships. I think that she is successful with her music because she has very catchy lyrics, and each song of hers sounds different.

Stpm Sem 2 Chemistry Experiment 2013 Essay Example

Stpm Sem 2 Chemistry Experiment 2013 Essay Both plates were then weigh separately and were recorded as initial mass of anode and cathode in the table below. 4. Both weighed plate were clipped using crocodile clips and the batteries were placed in the battery socket. After that, both plates were immersed in copper (II) solution and the stop watch was started to allow the apparatus to run for 30 minutes. 5. the reading of ammeter was recorded. Then, both plates were taken out from the solution, and were dipped into propanone, before blow to dry for both plates using hair drier. 6. The dried plates were then weighed and were recorded as final mass accordingly. The mass lost (at anode) and gained (at cathode) were calculated. Observation : | Copper (anode)| Copper (cathode)| Initial mass / g| Xinitial| Yinitial| Final mass / g| Xfinal| Yfinal| Difference / g| X| Y| Time taken : 30 minutesCurrent used : p ADiscussion :The current used : Q = It ; Q = (p)(30 x 60) = a CMol of e- used = Q / F @ a / 96500 ; mol of e- = d molAt anode, since Cu Cu2+ + 2 e- ; 1 mol of Cu = 2 mol of e-Mass of copper dissolved = d mol / 2 x 63. 5 g = f g % of purity of Cu = mass gained at cathode / mass of Cu dissolve= Y / f x 100%[Note that your mass of Cu gained must be less than Cu dissolved]| | | We will write a custom essay sample on Stpm Sem 2 Chemistry Experiment 2013 specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Stpm Sem 2 Chemistry Experiment 2013 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Stpm Sem 2 Chemistry Experiment 2013 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Experiment 8 : Suggested salts for KA1 is MgS2O3 or MgSO3 or CuSO3 or Pb(CH3COO)2 or Ca(CH3COO)2 | Observation| Deduction| (b) Add dilute hydrochloric acid to a small amount of solid KA 1, then warm gently. | If S2O32- : Yellow precipitate; brimstone [pungent] smell gas/ gas decolourise KMnO4/H+| S2O32- may present| | If SO32- : brimstone smell gas/ gas decolourise KMnO4/H+| SO32- may present| | If CH3COO- : Gas smell of vinegar is released when heated| CH3COO- present| (c) Dissolve solid KA 1 in distilled water and filter. Use separate portions of the filtrate for tests (i) to (vi). i) Add aqueous NaOH, then in excess. | i. White precipitate insoluble in excess NaOH| Mg2+ , Ca2+ may present| | ii. White precipitate soluble in excess NaOH| Pb2+,Zn2+,Al3+ may present| | Blue precipitate insoluble in excess NaOH| Cu2+ may present| (ii) Add aqueous NH3, then in excess followed by aqueous NH4Cl| White precipitate insoluble in excess NH3 (if (i) is fulfilled)| Mg2+ confirm present| | Whi te precipitate insoluble in excess NH3 (if (ii) is fulfilled)| Pb2+ , Al3+ present| | No precipitate formed when NH3 is added| Ca2+ confirm present| | Blue precipitate insoluble in excess NaOH| Cu2+ confirm present| (iii) Add aqueous iron(III) chloride, then warm. | Red solution; brown precipitate when heated. | SO32- ; CH3COO- may present| | Purplish solution decolourise. | S2O32- may present| (iv) Add aqueous silver nitrate, followed by HNO3| White precipitate, soluble in HNO3 / NH3 (aq), or SO32? in excess; turn black precipitate when heated. | SO32- may present| | White precipitate turn to yellow and then brown and finally black; white precipitate soluble in excess S2O32?. S2O32- may present| | White precipitate in concentrated solution, soluble in HNO3 or NH3(aq). | | (v) Add aqueous disodium hydrogen phosphate. (No reaction for Ca2+)| White precipitate insoluble in excess| Pb2+ may present| | Blue precipitate is formed| Cu2+ confirm present| | White precipitate, soluble in mineral acid| Mg2+ confirm present| (vi) Add aqueous potassium chromate(VI) followed | (Confirmatory test for Pb2+) yellow precipitate is formed| Pb2+ confirm present| | No change occur (or fo rm white ppt)| Pb2+ is absent| KA 2 is a mixture of Al3+ and NH4+ or a mixture of solids Zn2+ and NH4+ | Observation| Deduction| (d) Dissolve all of solid KA 2 in distilled water and filter. Use separate portions of the filtrate for tests (i) to (v). (i) Add aqueous NaOH, then in excess, and warm. | White precipitate dissolved in excess NaOHWhen warmed, a pungent smell was given off| Pb2+,Zn2+,Al3+ may presentNH4+ may present| (ii) Add aqueous potassium iodide| White precipitate is formed| Zn2+,Al3+ may present| (iii) Add aqueous potassium chromate(VI). (Since mixture has no Pb2+, so its either white or orange)| Orange precipitate is formed. Ppt dissolve in mineral acid| Al3+ may present| | White precipitate is formed| Zn2+ may present| (iv) Add aqueous sodium ethanoate, then warm. | No changes observed initially but turn cloudy when heated| Al3+ confirm present| | No changes occur| Zn2+ confirm present| (v) Add aqueous sodium carbonate, then warm. | White ppt is formed. Pungent smell gives off when heated| NH4+ c onfirm present| Experiment 9 KA 1 is solid CuCO3 or MgCO3 or CaCO3 or MnCO3 or NiCO3 or BaCl2 or MgCl2 or CaCl2. Test (plan must be written)| Observation| Deduction| 1. About 2 g of KA1 is put in a test tube and heated strongly. | KA1 is white solid (Ded : transition metal ion is absent) ; green solid (Ded : Ni2+, Fe2+, CuCO3 may present); buff colour solid (Ded : Mn2+ may present)| | Colourless gas evolved which turn lime water chalky| CO32- may present| 2. Salt is dissolved using distilled water (If salt cannot dissolved in water, then) | (Only chloride salt dissolved in water) Colourless solution is formed| | 2. Salt is dissolved using mineral acid| Colourless gas evolved which turn lime water chalky| CO32- confirm present| 3. Solution is then divided into 5 portion| | | i. Add little NaOH then until excess| White precipitate soluble in excess NaOH (Ded : Pb2+,Zn2+,Al3+ may present) ; White precipitate insoluble in excess NaOH (Ded : Ba2+,,Mg2+ may present) ; blue ppt insoluble in excess (Cu2+ may present) ; green ppt insoluble in excess (Ni2+ may present) ; buff ppt insoluble in excess (Mn2+ may present)| ii. Add little NH3 then until excess(Once when cation is almost confirmed, you can always perform 2 confirmatory tests)| For Pb2+,Zn2+,Al3+| For Ba2+, Mg2+| For Cu2+| For Ni2+| For Mn2+| White ppt soluble in excess NH3| White ppt insoluble in excess NH3| White ppt insoluble in excess NH3| No changes formed| Blue p soluble in excess NH3 form blue soln| Green ppt insoluble in excess| Buff ppt insoluble in excess| Zn2+ may present| Al3+ Pb2+ may present| Mg2+ may present| Ba2+ may present| Cu2+ may present| Ni2+ may present| Mn2+ may present| | v. Add 2-3 drops of conc. H2SO4 into solution| White fume is given off| White fume is HCl, so Cl- may present| vi. Add 5 mL of Pb(NO3)2 into solution| White precipitate is formed instantly| Cl- confirm present| (Since salt only contain Cl- amp; CO32-. If CO32- not present, so Cl- is present, so do 2 confirmatory tests for Cl-) KA 2 is a mixture of anions I- and NO3- or a mixture of Br- and NO3- Test (plan must be written)| Observation| Deduction| 1. KA2 is heated gently then strongly heated. | Brown pungent gas released which turned damp blue litmus paper red. Gas also ignite the glowing wooden splinter| NO2 and O2 gas releasedNO3- may present| 2. KA2 is then added with a few drop of conc. H2SO4| Mixture of brown and reddish brown gas were observed(or)| NO2 and Br2 gas releasedBr- ; NO3- may present| | Brown gas were observed. Upon heating, mixture of brown and purplish gas were witnessed together with a bad egg pungent smell| NO2 and I2 gas releasedI- ; NO3- may present| 3. KA2 is dissolved using distilled water and was separate into 5 portion for further testing. | [Dont write this!! Since you can more or less tell what ion presence is either Br- or I-, so try to do 2 test for each ion]| Test of NO3-i. Add 2 mL of conc. FeSO4 into KA2, followed by 2 drop of conc H2SO4. | A brown ring is formed in the middle of solution mixture| NO3- may present| ii. Add 2 g of Devarda alloy to KA2 solution| A colourless pungent gas is formed| NO3- confirm present| Test of I- / Br-iii. Add 2 mL of AgNO3 into KA2| A milky [ Pale yellow] precipitate is formed. Precipitate is dissolved in conc. NH3| Br- may present| | A yellow precipitate is formed| I- may present| iv. Add 2 mL of Pb(NO3)2 into KA2| A milky [ Pale yellow] precipitate is formed. | Br- confirm present| | A yellow precipitate is formed| I- confirm present| Experiment 10Observation (a) Mass of container + KA 3/g | | Mass of empty container/g | | Mass of KA 3/g | SA| Observation (b) Mass of crucible + precipitate/g | | Mass of empty crucible/g | | Mass of precipitate/g | SB| | Question :(c)i. [to ensure a homogeneous solution for the formation of complex ion and allow collision between reactants to ensure complete reaction ] increase the rate of reaction between aluminium and ligandii. o washed away the impurities as well as to [prevent precipitate from dissolving] lower the rate of reaction(d) the mass of complex is constant [ by repeating the process of drying, cooling and weighing until the mass of precipitate is constant](e) mass in 1 mol of Al(C9H6NO)3 = 27. 0 + 3[9(12. 0) + 6(1. 0) + 14. 0 + 16. 0] = 459. 0 g(f) % Al = 27. 0 / 459. 0 x 100% = 5. 88%(g) mass of Al in sample prepare d = ( 5. 88 / 100 ) x SB = C g % of Al in sample = (C / SA) x 100% = answer %|

In what ways does Shakespeare in Act 1 Scene 1 introduce dramatic tension and some of the key themes in Romeo and Juliet Essay Example

In what ways does Shakespeare in Act 1 Scene 1 introduce dramatic tension and some of the key themes in Romeo and Juliet? Essay Shakespeare introduces dramatic tension at the very beginning of the play in the prologue. This introductory verse is very important as it has to be quite powerful to keep the audience hooked and want to watch the rest of the play. The prologue is written in a Shakespearean sonnet, which is a fourteen line poem with ten syllables in each line and five of them stressed. All of this turns out to be rather effective as it gives the prologue a rhythm to it. It includes iambic pentameter which was very traditional and popular in those times as a love poem. This is also the very beginning introductory paragraph on love. Shakespeare then begins to tell us about the long feud between the Montagues and Capulets, but not why it has started. This creates an effective atmosphere as the audience cannot judge either household or who is right in the feud so they stay open-minded throughout the play. Next he introduces both households, Montagues and Capulets and then tells us about Romeo and Juliet. He talks about them as Star crossd lovers which makes us think about fate and that was how they met. The prologue talks a great deal about violence and death due to all the fighting throughout the play, and the deaths of some of the main characters including Romeo and Juliet. We will write a custom essay sample on In what ways does Shakespeare in Act 1 Scene 1 introduce dramatic tension and some of the key themes in Romeo and Juliet? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on In what ways does Shakespeare in Act 1 Scene 1 introduce dramatic tension and some of the key themes in Romeo and Juliet? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on In what ways does Shakespeare in Act 1 Scene 1 introduce dramatic tension and some of the key themes in Romeo and Juliet? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Sampson and Gregory in Act 1 Scene 1 use bawdy language and puns in their speech to create a humorous atmosphere. This way they can relax the audience and make them feel calmer and not as tense before any major fights occur. My naked weapon is out. Quarrel. I will back thee. This is one of their many humorous quotes. Shakespeare begins the play like this to give the audience a light hearted view of whats going on before the seriousness of it all takes place. The first scene begins in a jovial way ready to build up tension before the fight. Sampson and Gregory include a large amount of punctuation in their speech as we come across a comma or a full-stop around every three words. This breaks up sentences so they become rather choppy. A good example of this would be No, marry! I fear thee! By using language and punctuation like this it splits up sentences and makes a dramatic difference for when the Prince enters the scene. This is because the audience will suddenly pay more attention to what the Prince has to say as his speech and sentence structure is vastly differently to Sampsons and Gregorys. The Prince uses long flowing sentences with not as much punctuation and he is also speaking in verse. He talks to the audience from line 79-101 without the use of lots of punctuation whereas if this were Sampson or Gregory, they would have split up the sentences more often and probably added in extra unnecessary commas and bawdy language or puns somewhere. The impact that this has on the audience is that an Elizabethan audience would have understood the humour a great deal better unlike a modern day audience. For example, if the play was shown in a theatre today, probably not all the audience would understand I will bite my thumb at them, which is a disgrace to them if they b are it. This is a Sampson making a rude gesture to Abram, which is not recognised nowadays. This is also due to the fact that humour has changed significantly since Shakespearean times in the 16th Century. There are many gestures made in the play, but a significant one is when Sampson bites his thumb at Abram. This builds up a substantial amount of dramatic tension as it is a key theme for fighting. During or before fighting there would also be gestures with swords acting as if they were stabbing each other. A gesture is a way of acting out the thoughts of the characters and giving the audience an insight into their mind. A different, but extremely important theme in the play is love. Love takes place throughout the entire play by all different characters. For Romeo and Juliet, they both want to be married for love alone, and they are not bothered about what their parents have to say about the matter. They are also not worried about the fact that they are on opposite sides of the feud. Juliets mother and father want her to marry Paris as they think that he is the right man for her to live with. They are not fussed that Juliet doesnt like him that much and they also do not know about Juliets secret love for Romeo. Another character involved is the Friar. He would like Romeo and Juliet to marry as he knows that would end the feud and fighting between each household, and that they do really love each other. Romeo starts off at the beginning having everlasting feelings for Rosaline, who he thinks is his soul partner for life. After meeting Juliet all of this changes and he suddenly changes his mind to hav ing undying love for her instead. Romeo becomes extremely confused over his feelings for people. He uses oxymorons to express his confusion over love Feather of lead, bright smoke, cold fire, sick health. Another key theme in the play is fighting. This is a rather important theme as it takes place a large number of times throughout the play including a few times in Act 1 Scene 1. For instance a fight was started when Sampson bites his thumb and Abram thinks it was bitten at him. Sampson must check if the law is to his side otherwise they would get the blame for starting the fight. Later on, after Mercutio was killed, Romeo takes revenge and kills Tybalt. This way, in their eyes both of the households are fair as they have each lost one of their own through a murder and a fight. The fighting is all due to the feud that had begun in Act 1 scene 1 and carried on throughout the rest of the play. Overall the feud plays a crucial role and in the end it drives the only heirs of each household to commit suicide. Due to Romeos and Juliets death the feud ended. It took a very long time for it to finally be finished with, but once it had, each family understood the importance that it had as they each had a vital loss which was their children. The audience still would not have known about how the feud had begun, even at the very end of the play as it was never discussed. This means that they still will not be able to judge the Montagues or Capulets. Overall Shakespeare introduced dramatic tension through many different themes beginning from Act 1 Scene 1. This was one of the most important roles of the play as each key theme was introduced and would be expanded on later in the play. If these themes were not introduced to the play as early as they were, then they might not have been as effective as they turned out to be. In my opinion, the play became incredibly tense and effective with all themes building up to the final catastrophic scene of Romeos and Juliets death.

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The Gods: The bases of Their Civilization Acienct Egypt was one of the most known historical civilization. Its whole civilization was based on their God’s. Gods were one of the biggest aspect in the Ancient Egyptian culture. There was on main God that the Egyptians can be related to, Ra/re, the God of the sun and the creator of the earth. One important myth in the Egyptian culture that is well known today, this myth is the Myth of Osiris and Seth. The Gods in this story play an important role in the beliefs of the Ancient Egyptians. The Ancient Egyptians believed in one God, Ra/re, the God of the sun. According to the Heliopolitan cosmology, Re created himself from a mound that arose from the primeval waters of Nun or out of a primordial lotus flower. He then created Shu (air) and Tefnut (moisture), who in turn created the earth-god Geb and the sky-goddess Nut. Re was said to have created humankind from his own tears. It was said that Re traveled each day in his solar fortress through the sky, starting in the morning. At night, Re journeyed through the underworld in another fortress. And each night, the monster Apep would try to prevent the sun god from emerging again; the eternal battle between light and darkness. The Gods Seth and Mehen accompanied him and were often depicted defending Re's fortress. Others believed that Re could be found at night in the underworld, giving support to the dead. Re is also the god of the pharaohs and the Egyptian kings claimed themselves sons of Re. After death, the monarchs wer e said to ascend into the sky to join the surroundings of Re. Osiris was the Egyptian god of the underworld, although he was also worshipped as an imagination, resurrection, and vegetation god. He was married to Isis, a sky goddess. He was father to Horus, the god of sky, and protector of the dead. The myth of Osiris and Seth is a well-known myth in the Egyptian civilization. When Osiris became a pharaoh, his broth... Free Essays on Egyptian Gods Free Essays on Egyptian Gods The Gods: The bases of Their Civilization Acienct Egypt was one of the most known historical civilization. Its whole civilization was based on their God’s. Gods were one of the biggest aspect in the Ancient Egyptian culture. There was on main God that the Egyptians can be related to, Ra/re, the God of the sun and the creator of the earth. One important myth in the Egyptian culture that is well known today, this myth is the Myth of Osiris and Seth. The Gods in this story play an important role in the beliefs of the Ancient Egyptians. The Ancient Egyptians believed in one God, Ra/re, the God of the sun. According to the Heliopolitan cosmology, Re created himself from a mound that arose from the primeval waters of Nun or out of a primordial lotus flower. He then created Shu (air) and Tefnut (moisture), who in turn created the earth-god Geb and the sky-goddess Nut. Re was said to have created humankind from his own tears. It was said that Re traveled each day in his solar fortress through the sky, starting in the morning. At night, Re journeyed through the underworld in another fortress. And each night, the monster Apep would try to prevent the sun god from emerging again; the eternal battle between light and darkness. The Gods Seth and Mehen accompanied him and were often depicted defending Re's fortress. Others believed that Re could be found at night in the underworld, giving support to the dead. Re is also the god of the pharaohs and the Egyptian kings claimed themselves sons of Re. After death, the monarchs wer e said to ascend into the sky to join the surroundings of Re. Osiris was the Egyptian god of the underworld, although he was also worshipped as an imagination, resurrection, and vegetation god. He was married to Isis, a sky goddess. He was father to Horus, the god of sky, and protector of the dead. The myth of Osiris and Seth is a well-known myth in the Egyptian civilization. When Osiris became a pharaoh, his broth...

Health Systems Administration Essay Example | Topics and Well Written Essays - 750 words

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