Chlorophyll lab report Essay Example

Chlorophyll lab report Paper The polar absorbent material in the column separated the different pigments by allowing the least polar molecules to travel through the column faster than the more polar molecules. The different pigment layers were collected, dried, and their weights were recorded. -carotene was the least polar molecule, and it traveled through the column faster than the chlorophyll. Chlorophyll-A was next to travel through the column followed by chlorophyll-B. Because chlorophyll-A is more polar than -carotene and less polar than chlorophyll-B, this observation is reasonable. Introduction -carotene is a yellow-orange pigment found primarily in fruits and vegetables. -carotene is a carotene that is effective in preventing sunburn in sun-sensitive people, reducing the risk of breast cancer and other diseases, preventing asthma attacks caused by exercise, as well as many other uses. Chlorophyll is the green, light-capturing pigment found in plants. Chlorophyll (like home in red blood cells) is an example of porphyry. In this experiment, chlorophyll and -carotene were isolated using the technique of column chromatography. Column chromatography is a method used to separate and purify components in a mixture. In gravity column chromatography (used in this experiment), a arterial glass column is packed with a polar absorbent and a solvent. Then the sample is allowed to pass through the column, which separates the different components. In this experiment, pigment components were dehydrated and extracted from spinach, and the extracts were passed through a glass column using column chromatography. The absorbent allowed some molecules to travel faster through the column. We will write a custom essay sample on Chlorophyll lab report specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Chlorophyll lab report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Chlorophyll lab report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The separate bands were collected and recorded. Hypothesis This method will be successful in extracting chlorophyll and carotene pigments. Reaction/Experimental Setup List of Reagents Reagent Molar Mass(g/mol) Boiling Point(Celsius) Melting Point(Celsius) Density Safety Data acetone 58. 08 56 _ 95 0. 791 g/CM Highly flammable, irritant hexane 86. 18 68. 5 -96 0. 6548 g/ml Flammable, corrosive methanol 32. 04 64. 7 -97. 6 0. 7918 g/CM Anhydrous sodium sulfate 142. 04 1429 2. 664 Exposure would cause minor irritation Pre-Lab Questions There were no pre-lab questions for the experiment. Procedures Observations egg of spinach was placed in a 250-ml Erlenmeyer flask 0 150 ml of 100% ethanol was added D the mixture was stirred for 3 minutes C] the liquid was decanted into a 250-ml beaker D 50 ml of deceleration was added to the engaging spinach and stirred for 3 minutes O the mixture was filtered through a plug of glass wool into a 250-ml Erlenmeyer flask 50 ml of deceleration was added two more times and filtered 0 the deceleration extracts were combined O the deceleration extracts were poured into a separators funnel C] 50 ml of saturated Nasal was added and shaken C] the lower (deceleration) layer was collected in a flask C] Cacao was added and swirled D the solution was decanted into a beaker containing g of silica gel the solution was stored and allowed to dry 0 a glass column was obtained 0 a small plug of glass wool was shushed to the bottom 0 100 ml of hexane was added t] sand was poured in the top to form a 1 -CM layer on the glass wool a slurry of egg of sil ica and hexane was added to the column D the crude extract was added on top O the extract was eluted using hexane O the yellow -carotene was collected in a flask O the elution continued with a 1:1 mixture of hexane and ethyl acetate 0 chlorophyll-A and chlorophyll-B were collected in separate flasks 0 the pigments were covered, stored, and allowed to dry the total weight of the flasks were recorded 0 the dry pigment extracts were dissolved with deceleration 0 the extracts were oared into separate vials C] the flasks were re-weighed without the extracts C] the total weight of the pigment extracts were calculated and recorded Results The first band of pigment that was collected from the column was -carotene. The second band collected from the column was chlorophyll-A. Chlorophyll-B was the last band collected from the column. After each band was collected in separate flasks, they were allowed to dry and then weighed. The total weight of each pigment layer was recorded in the table bel ow. Pigment Ref Value Chlorophyll a 0. 61 Chlorophyll b 0. 52 Cartooned 0. 93 Oceanography 0. 37 Weight of Pigment Collected Chlorophyll-A Chlorophyll-B -carotene 0. 04 g 0. 05 g Discussion As a result of the absorbent (the silica slurry) being polar, different molecules were allowed to pass through the column at different rates. The different rates of the molecules cause the different pigments to be separated in bands along the column. The polar absorbent is attracted to polar substances, and it binds to these molecules, which slow them down in the column. The non-polar -carotene had weak interactions with the polar absorbent. Therefore, the -carotene band traveled very fast through the column, and this layer was collected first. The layer f chlorophyll-A was collected next. Chlorophyll-A is more polar than -carotene but less polar than chlorophyll-B. Therefore the chlorophyll-A band traveled slower than the -carotene, but faster than chlorophyll-B. Finally, chlorophyll- B is the most polar substance. The interactions were very strong with the polar absorbent, which caused this layer to travel very slowly down the column. The solvent (hexane) is used to affect the separation process. Hexane is a non- polar organic compound. Therefore, it does not interact at all with the polar absorbent. When the non-polar solvent is added to the top of the column, over he sample, the polar molecules are more attracted to the absorbent than the solvent. This causes the polar molecules to be left at the top of the column while the non-polar molecules travel down the column. This is what causes the molecules to separate in bands. In order to get the polar molecules to travel down the column, a more polar solvent (hexane and ethyl acetate mixture) would be used. Due to the fact that both -carotene and chlorophyll are both extremely sensitive to photochemical air oxidation, the solutions must be protected from excess light and air. The solvents used in this experiment are very flammable. Therefore, no flames can be used to speed up this process. Conclusion The two columns used in this experiment were successful in separating out the different pigments in the spinach that was provided. The TTL plate made the different pigments very clear to see under the UP light, and the iodine chamber re-enforced with the UP light was showing. From the TTL place was able to see carotenes, chlorophyll a, and chlorophyll b, oceanography, as well as some other pigments there were not listed in the lab book.

From Argonaut to Internaut

From Argonaut to Internaut From Argonaut to Internaut From Argonaut to Internaut By Maeve Maddox The combining form -naut gives English several words that convey a type of traveler. The Greek word for sailor was ÃŽ ½ÃŽ ±Ã Ãâ€žÃŽ ·Ãâ€š (nautes). Classical Latin mesonauta referred to a sailor â€Å"intermediate in rank between a rower and a steersman.† Classical Latin Argonauta referred to the sailors who traveled with Jason in the Argo (his ship). The earliest â€Å"naut word† in English is the noun Argonaut (1596): one of the legendary heroes who accompanied Jason in the Argo in his quest of the Golden Fleece. Because of their quest for gold, the US â€Å"forty-niners† (gold-seekers who went to California in 1849) were also referred to as argonauts. Here, with the date of their earliest citation in the OED, are some other â€Å"naut words† in English: aeronaut (1784) A person who makes balloon ascents or flies in a balloon, a balloonist. aquanaut (1881) An underwater ‘explorer’ or swimmer. astronaut (1928) A person who travels in space; especially a person who is (or has been) a crewmember on board a spacecraft or on a space mission. cosmonaut (1959) A traveler in outer space; an astronaut (especially a Russian space traveler). cybernaut (1965) A robot (1973) A computer user (1990) A person who interacts with a virtual reality environment using computer technology internaut (1992) A user of the Internet, especially a skilled or habitual one. Note: Internaut first shows on the Ngram Viewer in 1991 and leaps upward from there. In French, the word internaute is the equivalent of â€Å"internet user.† According to Wikipedia, English internaut â€Å"refers to operators or technically highly capable users of the Internet,† but internaut as a one-word option for â€Å"internet user† has its appeal. oceanaut (1962) Another word for aquanaut. If you are wondering why juggernaut is not in the list of â€Å"naut words,† here’s your answer. The naut in juggernaut is not the combining form that means sailor or traveler. It’s an accident of spelling. In Hindu religion, Jaggernaut is a title of Krishna. The title derives from Hindi Jagannath, â€Å"Lord of the world.† In an annual ceremony, a representation of this incarnation is carried in procession by an enormous vehicle. The ritual is especially associated with the town of Puri in India. According to legend, devotees there once allowed themselves to be crushed under the wheels of the cart in sacrifice. The word juggernaut is used figuratively to mean, â€Å"anything that demands blind devotion or merciless sacrifice and â€Å"a massive inexorable force or object that advances irresistibly and crushes whatever is in its path.† For example, Donald  Trump  is a  political juggernaut  with a carnival barkers draw.- Dallas News Game of Thrones: Can HBO’s Juggernaut Maintain Its Momentum?- The Fiscal Times. In the following examples, the word unstoppable is redundant: The big unstoppable juggernaut proved the inspiration for so many players- Independent (Ireland) At first glance the Argonaut High girls  basketball  team looks like an  unstoppable juggernaut.  Auburn Journal Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Useful Stock Phrases for Your Business Emails"Have" vs "Having" in Certain ExpressionsThe "Pied" in The Pied Piper

Determination of Nitrous oxide in gases Essay Example | Topics and Well Written Essays - 1500 words

Determination of Nitrous oxide in gases - Essay Example The paper is a comparative review of a few of the methods used in determination of nitrous oxide in gases. It has been concluded after a time, quality and cost-benefit analysis, that the use of passive diffusion sampling methods followed by thermal desorption and analysis with an EC-GC may be the optimal choice. Ambient air bag sampling- Personnel are fitted with air bags that passively collect fumes of nitrous oxide. The gas is absorbed in an appropriate sorbant material. An active sampling involves filling a sampling bag by means of a personal pump provided with a driving device or another equivalent method. The major disadvantage of the method being that the bags can get punctured and cannot be airlifted unless they are stored in pressurized cabins. Besides the potential for leakage is higher and leak checks using the soap bubble technique have to be performed. (US Govt. NIOSH documents-http://www.cdc.gov/niosh ) Passive dosimeter badges- Workers exposed to Nitrous oxide wear the badges and these absorb the vapour by diffusion principles. The minimum time for exposure is one hour and the maximum is 40 hours (one work day). Sampling capacity 560ppm-hrs, detection limit- 2ppm-hrs, sampling rate- 0.75ml/min, functions between 10%-80% relative humidity, accuracy (Max. Total Error) 25%, functional temperature limits are between 0C-50C (affect result by 5%). The major advantages are that, "no sampling pump is required... The major disadvantage is that badges have to be analysed within one week after the sample period for accuracy. Badges must be used before the expiration date and are usually more expensive than diffusion tubes (http://www.assaytech.com; http://www.labsafety.com) Passive diffusion tubes- Steel tubes packed with molecular sieves and caped with diffusive caps. It has been found that the method is valid for detecting Nitrous oxide between 25 and 1000ppm. The quantitative detection limit is at 2 g. Passive monitors work accurate between 60-90% RH at 25C and can measure concentrations as high as 500ppm for 8 hours. The NIOSH declares the method as, "adequate," for measuring Nitrous Oxide in air as the method is not bulky, does not involve liquids and does not require pre and post calibration. Some types of tubes can be stored in temperatures between 20C-25C for a period of 30 days. Sample recoveries in 30 days were found to be 10% compared to results in day 2. Recovery rates were found to be 98%-100% is varying concentrations. The one disadvantage is because of reliance on samples being tested at the vendor site (http://www.cdc.gov/niosh) Active diffusion tubes- The sample is collected filling a sampling bag by means of a personal pump provided with a driving device or another equivalent method. They consist of a pump that pulls a constant amount of air (usually in l/min), the molecular sieve and a clip for attaching the device onto the breathing zone. No change in results were noted under a Relative Humidity (RH) of 90% under 25 C. Recovery rates were found to be between 99%-100% in varying concentration. The advantage of the method is that it is usually more

BS in Law Enforcement Leadership Personal Statement - 6

BS in Law Enforcement Leadership - Personal Statement Example I was at all times determined to be the top student in my class, especially after having an opportunity to enroll in the program. I feel proud of myself, particularly after achieving my dream to complete the leadership mission as a capstone experience. My self-esteem has also improved a great deal, and I have so far learned how to appreciate myself and all the efforts that I have dedicated to achieving my goals. Having taken part in projects and discussions, I am confident that I am what most employers are looking for, as my contribution to my class teams has been exemplary. The online Accelerated Degree Program also presented me with the chance to embrace ethical perspectives. In my coursework, I was challenged to present essays and presentations that reflected the same. I was taught to be a critical and creative thinker especially in terms of cultural values, crime investigation, present-day policing and police administration as required of the course (PhilaUonline 1). Thanks to the course, I am capable of identifying the issues that surround law enforcement, then devise the best solutions towards the same. Relating this to my professional ability, I am confident that I am well baked to fit in the demanding field of law enforcement. I also term myself as more of a problem solver as opposed to problem initiator. Prior to my enrolment in the Accelerated Degree Program, I did not appreciate cultural diversity. This has now changed as I am now able to demonstrate my understanding of cultural differences and the importance of respecting those differences. Before, I would use words that were annoying to some cultures. After enrolling for the program, I avoid using such words, whether slang or not, as I realized the importance of appreciating people and their culture.  

Social And Emotional Development Of Children

Social And Emotional Development Of Children Social and emotional development underpins effective learning, positive behaviour and the judgements they make in and out of school. Schools need to be places where emotions are accepted as normal, unthreatening, discussed freely, expressed safely strategies and support are written in statements and policies. A successful strategy that has been introduced into schools is SEAL, SEAL stands for social, emotional aspects of learning, and this is a school programme that focuses on the development and the application of social and emotional skills. Not only does SEAL consider the needs of the children but also all that work in the setting, providing support for them to implement the strategies that it highlights. Its important in the early years that practitioners understand that children develop at different rates; emotionally others are more mature than others. This is a similar situation for social development children that dont have enough social experiences from a young age are less likely to be social in a classroom due to lack of confidence. The theorist Bowlby is most famous for his attachment theory he devised the term maternal deprivation (Bowlby, n.d.) this was because he believed that if children were separated from their mothers at young age then they would be psychology damaged (Squire, 2007) this supports the theory that without enough social attachment and experiences in the early stages of life then children are more likely to be unconfident in social situations and find it harder to adapting to school life. The EYFS believe that all children are ready to learn. The EYFS (2012, pp.2) states that Development is not an automatic process, however. It depends on each unique child having opportunities to interact with positive relationships and enabling environments being a unique child emphasises more on the fact that children do develop at different rates. So having relationships with people and being in a encouraging environment helps develop children socially and emotionally, this is why its essential practitioners and schools provide these are much as possible. It is proven that in the 21st century children are more likely to worry about family, school, friendships from two decades ago (Blake, 2007). This is a worrying result because most people have the view that childhood should be carefree and trouble free. Schools have more pressure now more than ever to ensure that children have a safe and worry free environment to learn in. Social development is promoted in all child care settings, teachers are using group tasks more and involving children as much as possible, if they realise that a child is withdrawn then action is taken to involve this child such as talking to them and introducing new provisions such as a buddy system at play times so children can always have someone to socialise with. However when it comes to emotional development, I havent seen many provisions put into place to support this, some schools introduce schemes such as emotion sticks in which the children place their name in the pot with the emotion that they are feelin g that day, this quickly faded out because the children forgot and the practitioners forgot to remind the children that they need to do this, circle time is a popular way that schools choose to support emotional development, this is very effective in the early years, unfortunately not every school use circle time often because they dont have time and it wont fit into their curriculum so its often put aside. One way in which some schools promote emotional and social development is interacting with the community in which they live in, this gives children the sense of belonging and a strong self-image, this in turn builds self-esteem, the higher their self-esteem is then the more confident the child will be, making the most of opportunities especially throughout the school, because they have already had the experience of being involved with the charity event or helping the elderly they will be more confident in the social aspect of new activities but also emotionally because they have more confidence in what they can do. The every child matters document supports this strategy, the ECM has a section titled make a positive contribution helping the community is part of this. There are several strategies that schools use to support emotional and social development, in order to keep these as effective as possible, the school need to review the strategies as often as needed to ensure that they are working, if a method isnt working then another is chosen and used in the school. This can be done by monitoring the children whilst they are taking part in the strategies to see how they are using them, if they are engaged and involving themselves in them then this is a good sign however if a couple of children dont feel comfortable or utilising the method as desired then a different approach may need to be taken. Reviewing the strategies every term is a good way to see how effective it is, another strategy can then be introduced in the next term, and once the method that is the most effective in the school for the pupils, teachers and parents then it can be used throughout the school, different age groups may also need different strategies, older childrens emotio nal and social developmental needs will be different to the early years, this needs to be taken in consideration when planning approaches. Some schools may end up with 2 or 3 different methods being used in the school. One of the most recent strategies that schools use to support emotional and social development is the healthy schools scheme. This was set up to promote healthy eating and exercise in schools, not only does this promote concentration in the classrooms but it involves children in activities organised by the school, the way in which the schools implement this strategy is up to them, some may decide to use Activate or Wake Up Shake Up in their school day or by introducing healthy snacks at break and lunch time. A Healthy  School  promotes  the  health  and  well ­being  of  its  pupils  and  staff through  a well-planned,  taught  curriculum  in  a  physical  and  emotional environment  that  promotes  learning  and  healthy  lifestyle  choices (Departement of Health, 2007) This strategy was more important than ever in 2012 due to the London Olympic Games, children wanted to be more active in and out of schools, so having sports days and Olympic challenges was an ideal way to promote healthy schools further. The walking and cycling provisions that some schools use, involve the children in the community as well as being sociable, this supports the emotional and social development of children. However not all schools provide strategies such as these, some schools dont have the funding whereas others dont see it as an important aspect of childrens learning. When the scheme was first introduced thousands of schools took it on board however as the years have passed its become increasingly difficult for schools to motivate themselves to continue the strategy. In order for healthy schools to once again be a priority for schools, new ways of promoting healthy eating and exercise need to be put into place, schools could involve the children in this process, this would also make the children more motivated to actually do the activities because they have had an input. If a child is constantly being told that they are unhe althy therefore they need to take part in the schools activities, then their self-esteem is going to get lower and lower which has a considerable effect on the childs emotional welfare, they will eventually have a negative view of themself, schools need to be aware of this and ensure that no child is told they are unhealthy or lazy, every child needs to take part in the scheme as much as possible. In contrast to the recent impact of healthy schools, there has been numerous research and discussion about gender roles. There is the ultimate question of, are girls born automatically liking pink and boys liking blue? There will never be an exact answer to this question some will say its to do with nature whereas others will say affected by nurture. When children first come into a setting, they may feel pressure to go and play with the construction area if they are a boy or immediately go into the role play area if they are a girl. This attitude is changing and children are becoming more confident in their own decisions as to where they should play, however some parents heavily promote girls playing with dolls and putting on makeup the same is for boys, parents may want their son to play football or rugby which are heavily male influenced. This goes against the various strategies that schools are implementing to help prevent children feeling as though they dont have an individual id entity, which affects their emotional understanding. Dowling (2012, pp.159) agrees with this point young children will only become confused if values at home and nursery are in direct opposition Every classroom should be gender neutral with pale walls, and pictures of girls and boys playing in the different areas of the classroom, providing activities that both girls and boys can play with for example not just providing colouring pages for girls but for boys as well. However even though this method is being implemented, the media still goes against a gender neutral environment, portraying women in Disney films as being helpless and in danger and having a dashing knight coming to save the day, this gives children the perception that women are weaker and less brave then men. However this attitude will almost never be changed, companies know what makes them money and if it means giving children mixed views about themselves then they will continue to do it. Its essential that schools co ntinue to use the action that they are taking to help prevent these views coming into schools. Not only is it important that classrooms are inclusive, the practitioners also need have an understanding and agreement about inclusion, in order to provide equal opportunities for every child (Beaty, 2006) One of the most effective provisions that schools have introduced is circle time. Jenny Mosley is the brains behind the whole school approach towards circle time. Good behaviour management is key when doing circle time, the children need to know the rules that surround circle time, its a trusting place where the children can communicate with each other and discussing issues that they feel are important and is also a great opportunity for children to socialise with the rest of the class. Circle time can also be used as a anti bullying technique, if children arent getting along in or out of the classroom then this strategy can be used to give the children the opportunity to talk about their issues, this also opens their eyes to the fact that they may of really upset the other children, providing emotional awareness that a childs actions may affect another child and they may not even know it. Circle time works best when its not done too often; having circle time every day would be borin g for the children and the teacher and would lose the desired effect. It provides opportunities to learn how to listen and respect others; its also an emotionally safe place for children to be in with trusting people and a comfortable environment. (Circle Time, n.d.) However because circle time is the most effective when its done regularly, it can be easy to forget the routine of circle time missing circle time several weeks in a row can effect children because they may have something specific they want to say in circle time and dont get the opportunity to say it because the teacher has forgotten about circle time, this can be easily resolved the children could be responsible for reminding the teacher about circle time, having a day activity planner in a visible place that consists of pictures and words so the children can see what they are doing also, is a good way to inform that circle time will be happening, reassuring the children. Circle time additionally provides important tim e for children and practitioners to develop a trusting and positive relationship; this is why circle time is especially important in the first couple of weeks of term. The professional relationship between parents and teachers is just as important, parents and carers need to know that their child is safe and happy in the setting, if a parent has concerns about their child then the teacher is the first person that they will go to, for example if a parent thinks that their child is being bullied by another child in the class then the teacher and parent can work together to think of techniques to use in order to stop this happening, circle time could be one of the strategies used. A method that was used in a school to promote the relationships between child and teacher and parent and teacher was stay and play. This occurred once a week and parents or relatives had the choice to join in on activities in the classroom, it would start off by the teacher explaining what the activities were for, how they linked in with the curriculum and what the parents could do to further encourage the learning at home, the stay and play session lasted for 45 minutes, th e teacher answered any questions that they were asked, and the children enjoyed playing with the various activities in the classroom with the support from parents and teachers. This was a very effective strategy used in this school, and they can continue to maintain the building relationships by having parent councils like the one in Bruce Grove Primary School, they found a parent council very effective it provided opportunities for parents to communicate with one another and have their input into how they wanted their children to learn. This continues the positive relationship between schools and parents/carers, its essential that there is constant communication because they both want the children to learn and develop to the best of their ability, when children see the positive relationship between their parents and their teacher, it makes them comfortable around the teacher. Not only is the relationships within school important but the environment is equally important, the EYFS approach to the unique child consists of positive relationships and an enabling environment. An environment that provides opportunities and exploration also needs to make the child feel safe and secure. These positive environments from the EYFS (2012, pp.2) explain that they need to have stimulating resources, relevant to all the childrens cultures and communities successfully combining play and learning especially in early years settings, this is important because then children will link learning with being fun. Not only do schools need to support children with their emotional and social development but they also need to support them to take risks and explore new environments, children learn the most effectively through personal experiences so promoting these gives children more confidence in their abilities and having a better perception of themself. Positive relationships and e nabling environments ensures learning and development. Observing, assessing and planning ensures that strategies work in the setting and meet the childrens individual needs. Each section of the EYFS document are individual however they are all underpinned by the basic factors to successfully support childrens social and emotional development. Every unique child needs positive relationships from every direction; parents, teachers and fellow peers. Enabling environments that are supportive and positive these together will equal to learning and development.

Quote of the mind Essay

Some people think that the mind is the brain or some other part or function of the body, but this is incorrect. The brain is a physical object that can be seen with the eyes and that can be photographed or operated on in surgery. The mind, on the other hand, is not a physical object. It cannot be seen with the eyes, nor can it be photographed or repaired by surgery. The brain, therefore, is not the mind but simply part of the body. There is nothing within the body that can be identified as being our mind because our body and mind are different entities. For example, sometimes when our body is relaxed and immobile, our mind can be very busy, darting from one object to another. This indicates that our body and mind are not the same entity. In Buddhist scriptures, our body is compared to a guest house and our mind to a guest dwelling within it. When we die, our mind leaves our body and goes to the next life, just like a guest leaving a guest house and going somewhere else. If the mind is not the brain, nor any other part of the body, what is it? It is a formless continuum that functions to perceive and understand objects. Because the mind is formless, or non-physical, by nature, it is not obstructed by physical objects. It is very important to be able to distinguish disturbed states of mind from peaceful states. As explained in the previous chapter, states of mind that disturb our inner peace, such as anger, jealousy, and desirous attachment, are called ‘delusions’; and these are the principal causes of all our suffering. We may think that our suffering is caused by other people, by poor material conditions, or by society, but in reality it all comes from our own deluded states of mind. The essence of spiritual practice is to reduce and eventually to eradicate altogether our delusions, and to replace them with permanent inner peace. This is the real meaning of our human life. The essential point of understanding the mind is that liberation from  suffering cannot be found outside the mind. Permanent liberation can be found only by purifying the mind. Therefore, if we want to become free from problems and attain lasting peace and happiness we need to increase our knowledge and understanding of the mind.

Dover Beach Theme Imagery and Sound Essay

In â€Å"Dover Beach,† Matthew Arnold creates a monologue that shows how perceptions can be misleading. The theme of illusion versus reality in â€Å"Dover Beach† reflects the speaker’s awareness of the incompatibility between what is perceived and what truly is real. Arnold conveys the theme of â€Å"Dover Beach† through three essential developments. First, he uses visual imagery. Second, he uses sound (aural) imagery. Third, he uses rhythm and metric. These mechanics alone do not explain why illusion and reality differ, but they do help to explain how Arnold sets up the poem to support the theme. The strongest support of the theme comes from its intense imagery which is scattered throughout â€Å"Dover Beach.† The most affecting image is the sea. The sea includes the visual imagery, used to express illusion, as well as the auditory imagery, used to express reality. The image is intensely drawn by Arnold to vividly see the faith disappearing from the speaker’s world. The image of darkness encompasses the speaker’s life just like the night wind pushes the clouds in to change a bright, calm sea into dark, â€Å"naked shingles.† The irony of â€Å"Dover Beach† lies in the contrasting elements of the troubled speaker and the calm sea with tranquil moonlight. For example, the moonlit cliffs of the first stanza appear again in the lines â€Å"for the world/Which lies before us like a land of dreams. The sea which begins calm and tranquil, becomes a roaring shore; with â€Å"naked shingles† and â€Å"night-wind† which in turn disrupts the speaker’s faith. The symbolism of the speaker’s faith, as well as light and dark, reinforce the theme of illusion versus reality. The illusionary quality of the sea infers how very shaky and insecure the speaker’s faith has become. In line 21, the speaker refers to the sea as a metaphoric â€Å"sea of faith.† This symbol represents the illusion of the speaker’s faith. The reality of his lack of faith becomes apparent in lines 25 through 28. The speaker explains on how that once great and calm sea of faith has turned into a roaring, dark, windy, dreary, and gravely bench. In reality, the speaker’s faith disappears with only darkness to replace it; a powerful symbol of disillusionment which sets the mood for the rest of the poem. In stanza 3, the simile â€Å"like the folds of a bright girdle furled† (Line 13) contrasts with â€Å"Vast edges drear/And naked shingles of the world† (Lines 27-28) The speaker’s problem also appears in the sounds of the words throughout the poem. The consonant quality of the g and the r in â€Å"grating roar† (line 9) takes on an auditory quality, whereas the previous stanza displayed visual qualities. The grating and roaring pebbles produce sound while the calm sea and glimmering French coast produce a visual effect. In line 13, the words â€Å"tremulous cadence slow† slows the reader with the sounds of the t, c, and s sounds. After stanza two, the third, fourth, and fifth stanzas alternate sounds (stanza three, first three lines of stanza four, last five lines of stanza four and stanza five). The smooth sounds of l in line 7, â€Å"long line,† and the f in line 23, â€Å"folds† and â€Å"furled,† point out the instances of illusion where the conflict of the illusion versus reality does not exist. In contrast, the rough sounds in line 28, â€Å"naked shingles of the world,† indicate the places w here reality not only exists, but where illusion cannot exist, and the speaker cannot escape his misery. The sounds of the words not only slow the speaker’s struggle, but also suggest the underlying motif of light and dark. The words â€Å"glimmer† and â€Å"gleam.† The ‘gl’ suggests light whereas the ‘ea’ suggest smallness. The ‘er’ suggests movement. All combined, the allusion is made to the idea of a small, moving light. This contrasts with the darkness of the later stanzas indicated by the words â€Å"darkling† and â€Å"night.† In the third stanza, the words â€Å"faith† and â€Å"bright† followed by â€Å"but† imply a loss of faith, â€Å"and in doing so associates darkness with loss of faith†. The lack of a pattern in the rhyme scheme reflects the speaker’s inner debate. The rhyme scheme of the first stanza consists of ABACD. The first and third lines rhyme, â€Å"to-night† and light,† but no other lines rhyme in the first stanza. The same instance occurs in t he second stanza’s rhyme scheme of BDCEFCGHG. Multiple lines do rhyme, but in no set pattern. This opposes the pattern of the iambic rhyme of the first stanza. A vivid description of the calm sea in the first eight lines allows a picture of the sea to unfold. The next six lines really stand out, especially the words â€Å"Listen,† â€Å"grating roar,† and â€Å"eternal note of sadness.† The distinction between the sight and sound imagery continues into the third stanza. Sophocles can hear the Aegean Sea, but cannot see it. He hears the purposelessness â€Å"of human misery,† but cannot see it because of the â€Å"turbid ebb and flow† of the sea. The allusion of Sophocles and the past  is replaced by the auditory image, â€Å"But now I only hear/ Its melancholy, long, withdrawing roar/ Retreating to the breath/ Of the night-wind, down the vast edges drear/ And naked shingles of the world† (Lines 24-28). There is a sense of sympathy. The words â€Å"tremulous cadence slow† and â€Å"eternal note of sadness† evokes a sense pity for the speaker whose struggle with illusion and reality seems to end in darkness and sadness. Not only will the speaker have to confront reality, but â€Å"beyond the ‘naked shingles’ the darkness continues, interrupted only by the confused alarms and fights and ringing conflicts of battle by night-the sounds of supreme futility† Arnold uses much alliteration and assonance in the poem as well. For example, in line 31, â€Å"To lie before us like a land of dreams†, repeating the letter L at the beginning of three words. Also, in line 4, â€Å"Gleams and is gone†¦Ã¢â‚¬  repeating the letter G. Arnold shows use of assonance in line 2, â€Å"tied/lies† and in line 31, â€Å"lie/like† The most important method in â€Å"Dover Beach† includes the rhythm and the meter of the lines and the stanzas of the poem. The sea/is calm/to-night. The gentle lively rhythm of the iamb mirrors the â€Å"ebb and flow† of the sea. The actual words of the first line manifest this idea to picture a calm sea gently lapping at the beach. The second line also reveals a calm sea. However, line 3 breaks the pattern and forces the reader to break his or her own rhythm. Line 3 includes: Upon/the straits,//on the French/Coast/the light. The line begins and ends with an iamb, but the middle is broken up. This is a foreshadow of the disorder to come. The fourth line breaks up even farther at the beginning, but the fifth line recovers the rhythm. Glimmering/and vast//out in/the tran/quil bay. The rhythm recovers by the end of the first stanza, but the original rhythm has not. The number of feet per line constantly increases from three to four and then to five, once again, a foreshadow of the upcoming struggle. The second stanza attempts to regain a pattern but the pattern disappears in line 7 only to reappear in line 8. The pattern of iambs continues through the stanza, but the number of feet per line never projects a pattern. In other words, by the use of a pattern in the rhythm and the lack of a pattern in the number of feet per line and the rhyme scheme, Arnold portrays an outwardly rhythmic and flowing poem with underlying confusion and trouble. The illusion of the rhythm masks  the reality of the struggle of the speaker. The auditory qualities of lines 9-14 set the tone for the rest of the poem. â€Å"LISten! yoU HEAR the GRATing ROar / of PEBbles which the WAves DRaw back, anD FLinG, / aT their return, UP the HIgh strand, / BEgin, anD ceASE, anD thEN agAIN beGIN, / with TREMulous CAdenCE SLOw, anD bring / the eterNAL noTe oF SADness IN.† Arnold’s â€Å"Dover Beach† applies technical qualities, symbolism, and imagery to reveal the theme of illusion versus reality. The emotional struggle of the speaker is supported by the rhythm and the meter, the lack of a consistent rhyme scheme, the figures of speech, the sound of the words, and the irony of the entire poem. The symbolism of the sea and the imagery of light and dark bring out the alternating visual and auditory qualities, which elaborate on illusion and reality, respectively, Arnold’s portrayal of one person’s battle with illusion and reality shows a complex view of humanity in a simple poem.