Olaudah Equiano :: essays research papers

Olaudah Equiano   Ã‚  Ã‚  Ã‚  Ã‚  Olaudah Equiano was an African American that fell into slavery. He was forced like many other African Americans during the 17th and 18th century. In the short story about Olaudah Equiano, it tells about his life and what he went through being a slave. The Narrative has some similar things that we went over in class. I am going to discuss a few topics about Equiano and other slaves.   Ã‚  Ã‚  Ã‚  Ã‚  First, there was a lot of trading or bartering going on with the white slave owners. They would use their slaves as a material item and not think of them as a person. They thought of them like a product or money. The trade involved the Americans, the Africans, and finally the West Indies. America mostly traded rum for slaves, Africa traded there own people (which would become slaves to whomever owned them) for sugar and molasses with the West Indies. The West Indies would trade rum, molasses, or sugar to America for slaves. This created a “Triangular Trade.'; It was the most popular and resourceful method to get slaves, rum, or any other thing that a certain country wanted. It worked out for everybody trading except for the slaves. Equiano was traded for such items in the Narrative. The first person to “own'; Equiano was a Quaker named Robert King. He did most of his business in the West Indies. Equiano was eventually traded for sugar cane and was forc ed to go on a slave ship. The conditions were horrible.   Ã‚  Ã‚  Ã‚  Ã‚  Equiano was transported on a slave ship called the “Zong.'; The British Republic owned the Zong. Equiano, as well as the other slaves were stuffed under the cargo area. There was so many slaves that they could hardly breathe. They were always hungry because of the little amount of food and the large amount of slaves. Disease spread throughout the ship causing many slaves to die. They would also die of hunger and getting beaten so much by the white crew onboard. Equiano had to survive in these conditions for long periods of time.   Ã‚  Ã‚  Ã‚  Ã‚  Equiano was from Nigeria and lived in a powerful village called Essako. The British kidnapped him in 1756. He was kidnapped with his sister and dragged away from there home. A lot of the whites would just go into villages and start taking African Americans to be their slaves or to trade them for goods.

Centripetal Force Lab Activity

Centripetal Force Lab Activity Analysis: 1. A) Average Percent Difference: 50g: (values expressed in newtons) Step 1: Calculate the average value of the two variables Average Value= Value 1+ Value 2 /2 = 0. 49+ 0. 61/2 = 1. 1/2 = 0. 55 Step 2: Calculate the difference between the two variables Difference= Value 2- Value 1 = Fc- Fg = 0. 61- 0. 49 = 0. 12 Step 3: Calculate % difference % difference= difference of the variables / average of the variables x 100 = 0. 12/ 0. 55 x 100 = 21. 81% 100g: (values expressed in newtons)Step 1: Calculate the average value of the two variables Average Value= Value 1+ Value 2 /2 = 0. 98+ 1. 84/2 = 2. 82/2 = 1. 41 Step 2: Calculate the difference between the two variables Difference= Value 2- Value 1 = Fc- Fg = 1. 84- 0. 98 = 0. 86 Step 3: Calculate % difference % difference= difference of the variables / average of the variables x 100 = 0. 86/ 1. 41 x 100 = 60. 99% 150g: (values expressed in newtons) Step 1: Calculate the average value of the two var iables Average Value= Value 1+ Value 2 /2 = 1. 47+ 2. 19/2 = 3. 66/2 = 1. 83Step 2: Calculate the difference between the two variables Difference= Value 2- Value 1 = Fc- Fg = 2. 19- 1. 47 = 0. 72 Step 3: Calculate % difference % difference= difference of the variables / average of the variables x 100 = 0. 72/ 1. 83 x 100 = 39. 34% 200g: (values expressed in newtons) Step 1: Calculate the average value of the two variables Average Value= Value 1+ Value 2 /2 = 1. 96+ 2. 66/2 = 4. 62/2 = 2. 31 Step 2: Calculate the difference between the two variables Difference= Value 2- Value 1 = Fc- Fg = 2. 66- 1. 96 = 0. 70 Step 3: Calculate % difference difference= difference of the variables / average of the variables x 100 = 0. 70/2. 31 x 100 = 30. 30% 250g: (values expressed in newtons) Step 1: Calculate the average value of the two variables Average Value= Value 1+ Value 2 /2 = 2. 45+ 3. 57/2 = 6. 02/2 = 3. 01 Step 2: Calculate the difference between the two variables Difference= Value 2- Valu e 1 = Fc- Fg = 3. 57- 2. 45 = 1. 12 Step 3: Calculate % difference % difference= difference of the variables / average of the variables x 100 = 1. 12/ 3. 01 x 100 = 37. 20% Average % difference: = Sum of all 5 averages/5 21. 81+ 60. 99+ 39. 34+ 30. 30+ 37. 20/ 5 = 189. 64/ 5 = 37. 92% B) Slope Calculations (Graph is displayed on a separate sheet) 50g: Slope= Rise/Run = 0. 61/0. 49 = 1. 25 100g: Slope= Rise/Run = 1. 84/0. 98 = 1. 877 150g: Slope= Rise/Run = 2. 19/1. 47 = 1. 489 200g: Slope= Rise/Run = 2. 66/1. 96 = 1. 357 250g: Slope= Rise/Run = 3. 57/2. 45 = 1. 457 After calculating the slope of each section of the graph (each section corresponds to a certain mass used in the lab activity) it is evident that it varies from it’s expected value by a great amount.The expected value of the slope was 1 as the rise and the run were supposed to be equal. However in our case the rise and the run varied greatly and therefore because they were different numbers the slope did not turn o ut to be 1 (the only way to get a slope of 1 is if both the numerator and denominator are equal, as a number divided by itself is always 1 and a number divided by a different number can never equal 1). 2. Yes the data collected did verify the equation Fc=42Rmf2. This is because the only varying value in this case â€Å"f†, had a direct relationship with the value of Fc.The only other values that had to be determined in this lab was the radius and the mass of the rubber stopper but they were constant variables (constant at 0. 87m and 12. 4g respectively) meaning that they had no varying effect on the value of Fc. For there to be a relationship between Fc and 42Rmf2 when the value of any of the variables changes the value of Fc has to change as well Because the value of â€Å"f† had a direct relationship with the value of Fc, when the value of â€Å"f† changed the value of Fc changed as well. In this particular case when the value of â€Å"f† grew so did th e value of Fc.For example, during the 50g test the frequency was 1. 2Hz and the Fc was 0. 61N, and during the 100g test the frequency was 2. 08Hz and the Fc was 1. 84N. This shows that as the frequency increases so does the Fc acting on the system. This therefore shows the relationship between Fc and 42Rmf2. 3. A) When the string was pulled down and the stopper was still spinning, the stopper started spinning at a faster rate (took less time to complete 1 cycle around the trip) B) This happens simply because the radius is being shortened.Because the stopper on the end of the string is moving around the horizontal circle at a constant speed it is therefore being acted upon by a constant net-force. In this case the net-force acting upon it (the stopper) is Fc, therefore because it is Fc acting upon it, the force can be calculated by the formula 42Rmf2 as that is equal to Fc. In this case because the string with the stopper on the end was being pulled down this means that the radius of the entire circle was decreasing (less string= smaller distance= smaller radius).In that formula if the radius is smaller that means that the centripetal force will be larger. In this case that larger the centripetal force acting on the rubber stopper, the faster the rubber stopper rotates around the horizontal circle. C) The laws of conservation of energy state that the total energy in the system stays the same but simply takes on different forms (kinetic and potential being examples). Therefore this case is not contrary to the laws of conservation of energy simply because when the radius is decreasing the rubber stopper speeds up.In the laws of conservation of energy when an object is speeding up the object is gaining kinetic energy. However in this case while the stopper is speeding up the hanging mass (along with some of the string) is falling to the ground. From a conservation of energy perspective when an object loses height it loses potential energy. Therefore in this case t he object at the top gains kinetic energy while the mass loses potential energy. Because of this energy transfer no energy is lost in the system as hen the object is losing potential energy the other object in the same system is gaining kinetic energy, therefore the energy stays the same. D) In figure skating the skaters do the exact same thing as what was done in this lab experiment. In order to spin faster they bend low (get low to the ground) and tuck their arms and legs in. This causes them to spin much faster than they were originally spinning and follows the same principles that the rubber stopper experiment followed. When they get low they lose potential energy but getting low causes them to tuck in (tuck in their legs and arms) and ultimately have a smaller radius.This smaller radius causes them to have a much greater centripetal force and ultimately causes them to spin faster and causes them to gain kinetic energy. This follows the laws of conservation of energy as when the y lose potential energy they gain kinetic energy (theoretically no energy lost- only transferred) Sources of Error: In this particular lab activity there were not very many potential sources of error simply because it was not as complicated an activity as many others. Therefore all errors that were made were simply human measurement errors.The main source of error in this lab activity was measuring the period/frequency. This was a challenge simply because the person measuring had to do many different things in a very small amount of time. That one person was responsible for firstly choosing a spot along the path of the horizontal circle to begin the measurement from, then that same person had to start the watch during the very small time frame in which the rubber stopper passed by that specific point on the circle. From there the person had to count the stopper pass by 5 times and stop the watch when it passed by the 5th time.This made it very difficult to get a completely accurate measurement for the period and the frequency, as it was very difficult to get an exact measurement of that time period. These slight miscalculations of the frequency caused the calculation of the centripetal force to be slightly wrong as well because the calculation of centripetal force depended on the frequency. This is evident because our â€Å"Fg† and â€Å"Fc† calculations are way off, as they were supposed to be nearly the same number as Fg= Fc. – X-axis= Fc – Y-axis= Fg – point 1= 50g – point 2= 100g – point 3= 150g – point 4= 200g – point 5= 250g Data: Mass of stopper: 12. 4g Radius of Rotation: 87cm Mass of suspended masses| Time for 5 cycles| Period (T)| Frequency (f)| FgFg=mhg| FcFc=42Rmf2| 50g| 4. 2s| 0. 84| 1. 2Hz| 0. 49N| 0. 61N| 100g| 2. 44s| 0. 48| 2. 08Hz| 0. 98N| 1. 84N| 150g| 2. 23s| 0. 44| 2. 27Hz| 1. 47N| 2. 19N| 200g| 1. 99s| 0. 4| 2. 5Hz| 1. 96N| 2. 66N| 250g| 1. 65s| 0. 34| 2. 9Hz| 2. 45N| 3. 57N|

Anthem for Doomed Youth Commentary Response - Free Essay Example

Sample details Pages: 3 Words: 998 Downloads: 5 Date added: 2017/09/18 Category Technology Essay Type Argumentative essay Topics: Experience Essay Did you like this example? â€Å"Anthem for Doomed Youth, a wartime Sonnet by Wilfred Owen The poem uses many techniques to convey its meaning. By our understanding of the use of these techniques, the poem becomes easier to understand and at the same time, more is revealed to us. Wilfred Owen was a soldier during WW1 and therefore gives us a firsthand experience of war. He was against war and was appalled by the effects of war on people and their families. By using a sonnet for the structure of his poem, Wilfred Owen introduces a touch of irony. The conventional function for a sonnet is love, but this poem has a sort of anti-love, or rather, a love that turns bad. The young male population have so much patriotic love, and are so eager to serve, but this love turns sour. They spend time rotting in the wastes of the trenches, only to be mown down in the blink of an eye by a machine-gun. Not only are their lives wasted, gone without the holy rite of a funeral, but the lives of their loved ones at home are also ruined. The technique of comparison is used a lot in this poem. Owen explores the monstrosity of war in various examples of comparison. The boys die as cattle, this conveys the idea that the young men going to war is the same as cattle going to a slaughter house to be killed. With no real purpose but to be mindlessly massacred. Through personification, the guns responsible for taking so much human life are made out to be monstrous, even evil. The poem also likens their deaths to a funeral, but one where the bells are shots, and the mourning choirs are the armys bugles. The drawing down of the blinds, the traditional sign to show that the family is in mourning, has been likened to the drawing of a sheet to cover the dead. Through various literary techniques, Wilfred Owen enhances the meaning of the poem. The title itself has significant use of assonance, Doomed Youth. The sound is intended to be drawn out, long and melancholy, as melancholy as the subject of war itse lf. Onomatopoeia is used to make the sounds real: as if we were really there. We hear the stuttering rifles and the patter out their hasty orisons. Repetition and alliteration have also been used to make the poem reflect the ordeal that the soldiers had to face: monotonous boredom in the terrible conditions, then their death, inevitable from the start, will come. The poet structures the poem in a fascinating way. The poem is split into two parts, one part contains eight lines and the second part contains six lines. In the octet a question is asked in the first line and answered in the remaining seven lines. The poet also uses the same technique in the sestet, asking a question in the first line and answering it in the remaining five lines. The first part, the octet, focus’ on the realities of war on the battlefield, giving us an experience of what it is like to see and hear the disturbing sounds and visuals. The second part, the sestet, focus’ on the effects that th e war had on the families of the soldiers. The octet is dominated by the harsh sounds of war on the battlefield. The octet starts off with a question, â€Å"What passing-bells for those who die as cattle? † this is a good way to open the poem. The question contains a simile, â€Å"die as cattle†. This is referring to the soldiers being treated as cattle and creates an image of cattle being slaughtered in vast numbers. It could also be referring to the soldiers being treated as less than human. This has a great effect on what you think about the poem and the war. The poet then starts to reveal the realism of war through a selection of literary techniques in the remainder of the octet, â€Å"rifles’ rapid rattle. † An example of alliteration to emphasise that the opposing troops did not take pity on the individuals they are trying to kill. This makes the reader think of why the soldiers were battling. Both sets of soldiers are the same, fighting for lead ers who are craving for power. The shrill, demented choirs of wailing shells. †This line shows that the wailing of the shells are constantly being launched as if they were a choir. A high-quality piece of word choice. â€Å"Demented† shows that the wailing of the shells are insane and creates the impression that things are going to turn out dreadful. Wilfred Owen then separates the sestet from the octet by a question. â€Å"What candles may be held to speed them all. † This question introduces the consequences that the war had on the families of the soldiers back home. The question also brings in religious views which are backed up with other spiritual language such as, â€Å"orisons†. This is referring to the soldiers praying to a god, thus stressing that the soldiers do not want anything to do with such a terrible occurrence. The poet draws the poem to a close suitably, â€Å"Drawing-down of blinds. † This is an excellent way to conclude the po em. The drawing-down of the blinds generates an image of shutting the blinds at night to end the day, only this time it is the end of a horrific ordeal for all of mankind. I thought the poem was unusual but enjoyed reading it none the less. Owen is a fantastic writer and obviously despises the bloodshed, unnecessary slaughter and the horrors that soldiers had to put up with during the war. My opinion of the poem is that it is very well written. Owen has used imagery to make the reader understand that the death of the soldiers was common, expected and insignificant. He also makes excellent use of alliteration, onomatopoeia, similes, and rhyme which conveys Owens anger and unhappiness with the army and his pity for the soldiers. Don’t waste time! Our writers will create an original "Anthem for Doomed Youth Commentary Response" essay for you Create order