Lab Report Sn1 Essay Example

Lab Report Sn1 Essay Marta Gebregziabher Discussion and Conclusion: Addition reaction of Alkenes: Bromination of (E)-Stilbene 1. Addition reaction is a reaction that involved two molecules that combine to make a larger product. Addition reaction has two main types, electrophilic addition and nucleophilic addition. An electrophilic reaction is when the pi bond of a molecule is removed to make two covalent bonds that are bonded to two new molecules. A nucleophillic addition is a reaction that removed the pi bond from a molecule and adds covalent bonds with two new compounds. Halogenation or most commonly known as bromination is a reaction that breaks a pi bond and adds a halogen or in this case, a bromine to the molecule. This addition of the bromine can be very steroselective. Stereoselectivity can come from steric and electronic effects. Steric effect arise when two atoms ar brought close together, the resulting push of electrone clouds is what creates the significant change in shape. The steric and electronic chemistry affect the way the halogen react with the molecule. E-Stilbene is a hydrocarbon with a double bond and with phenyl groups attached to each side of the double bond in a such a way that the configuration is in the trans formation. Stilbene has two isomers, tran stilbene, and cis stilbene, which is more unstable than trans stilbene. Z-stilbene has a melting point of 5-6 degrees C and E-stilbene has a melating point of 125 degrees C. The bromination of E-stilbene theoretically results in an all meso product. The mechanism suggests that when the bromine is attacked by the pi bond, it will add to on of the carbons. We will write a custom essay sample on Lab Report Sn1 specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Lab Report Sn1 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Lab Report Sn1 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The other bromine adds to the other carbon but on the opposite side so that only the meso compound is made. During the reaction the bridged halonioum intermediate is very important in desscussing the results in the actual experiment. Although the meso compound dominated because it is the most stable, the d/l compounds of stilbene are also preoduced but in very low amounts. These two compounds are diastermers of one another and have different physical properties such as melting points . The melting point of meso stilbene is 248 degrees C and the d/l stilbenes have melting points that are less than 100 degrees C. Data and Analysis After bromination of . 906g of E-stilbene, the crude amount recovered was 1. 205 g and the melting point of the crude substance was 160. Considering the melting point of the meso is 241, this data is a little off. This might be due to the crude amount not totally being meso. Since we actually get a mixture of meso and d/l products, it is not a surprise to find that the Mp is lower than expected. The crude amount was then put through recrystalization process, and the recovered amount was . 75g and the melting point was found to be 155 degree C. This is also not a the data we are looking for. The melting point should be a combination of two melting points for the meso product and the d/l product. So the melting point we want should be around 180 degree C. The fact that its lower could be that all the contaminants have not been removed from the recoved amount and that was hindering the accuracy of the data. Also maybe the reaction did not finish producing all the meso compounds so that led to a significant decrease in melting point. The % yield of the product was 82. 78%. some sources of error could that after stiring for 15 mins some of the solids was left in the round bottom flask and there was no way to get all of it out. Also another source of error could be when removing the stir bar, some of the product stuck onto the stir bar and there was a loss of product from there. As well as when recrystalizing, some of the solid was left on the beaker, when it was being transferred to a weighing boat for a final weighing. Conclusion Purpose of the experiament was to add bromine to e-stilbene to get z-stilbene. Although the theoretical data states that all of the product should be meso, the actual experiament says otherwise and we get a mixture of meso, and d/l products. Although most of the product is meso, the intermediate was stereoselective enough to produce d/l products too.

Free Essays on A Separate Peace In Achieveing A Separate Peace

There were two major things that led to Gene and Finny finding their â€Å"separate peace.† Obviously, their surroundings played a huge role. They were experiencing new things with the war coming into their lives. They didn’t know how to deal with it. So they created a separate peace. The other thing was the fact that Gene and Finny use the fact of having inner enemies to help find their separate peace. Gene didn’t really find his separate peace until he returned to the Devon School many years later. The first discovery was World War II. It symbolized conflict and enmity, or hatred. Gene felt that hatred was a natural part of adulthood. Most people fight in a private war against a private enemy in the novel. Even throughout peacetime, the boys are defending themselves against their individual enemy. Finny is the only boy that doesn’t have this problem. Finny refused to have hatred, or an enemy. He denied that the war existed because he didn’t have enmity. Finny found his separate peace within his denial. Gene later told him that he could never be a soldier because he didn’t understand what having an enemy was all about. The war didn’t really enter their lives until after Finny’s fall. This means that the war will stay with them until Finny’s death. WWII affected the characters in many ways. Gene saw that football was like the battlefield and he saw tennis balls as bullets. Gene thought of the snow as an army forced upon the Devon School (85). The war caused the boys to feel unsteady. It was disturbing their earlier lives but not letting them move on to the next chapter. In addition, Gene and Finny shared the same dreams of the Olympics still going on as planned, and that there is no war. This is where Gene and Finny find a separate peace. They felt safe and secure when they knew that the Olympics would be in 1944 and that there was no war. They didn’t have to worry about dying. They didn’t have to worry about th... Free Essays on A Separate Peace In Achieveing A Separate Peace Free Essays on A Separate Peace In Achieveing A Separate Peace There were two major things that led to Gene and Finny finding their â€Å"separate peace.† Obviously, their surroundings played a huge role. They were experiencing new things with the war coming into their lives. They didn’t know how to deal with it. So they created a separate peace. The other thing was the fact that Gene and Finny use the fact of having inner enemies to help find their separate peace. Gene didn’t really find his separate peace until he returned to the Devon School many years later. The first discovery was World War II. It symbolized conflict and enmity, or hatred. Gene felt that hatred was a natural part of adulthood. Most people fight in a private war against a private enemy in the novel. Even throughout peacetime, the boys are defending themselves against their individual enemy. Finny is the only boy that doesn’t have this problem. Finny refused to have hatred, or an enemy. He denied that the war existed because he didn’t have enmity. Finny found his separate peace within his denial. Gene later told him that he could never be a soldier because he didn’t understand what having an enemy was all about. The war didn’t really enter their lives until after Finny’s fall. This means that the war will stay with them until Finny’s death. WWII affected the characters in many ways. Gene saw that football was like the battlefield and he saw tennis balls as bullets. Gene thought of the snow as an army forced upon the Devon School (85). The war caused the boys to feel unsteady. It was disturbing their earlier lives but not letting them move on to the next chapter. In addition, Gene and Finny shared the same dreams of the Olympics still going on as planned, and that there is no war. This is where Gene and Finny find a separate peace. They felt safe and secure when they knew that the Olympics would be in 1944 and that there was no war. They didn’t have to worry about dying. They didn’t have to worry about th...

Amerigo Vespucci, Explorer and Navigator

Amerigo Vespucci, Explorer and Navigator Amerigo Vespucci (1454-1512) was a Florentine sailor, explorer, and trader. He was one of the more colorful characters of the early age of discovery in the Americas and captained one of the first journeys to the New World. His lurid descriptions of the New World natives made his accounts extremely popular in Europe and as a result, it is his name - Amerigo - which eventually would be modified into America and given to two continents. Early Life Amerigo was born into a wealthy family of Florentine silk traders who had a princely estate near the city of Peretola. They were very prominent citizens of Florence and many Vespuccis held important offices. Young Amerigo received an excellent education and served for a time as a diplomat before settling in Spain just in time to witness the excitement of Columbus first voyage. He decided that he, too, wanted to be an explorer. The Alonso de Hojeda Expedition In 1499, Vespucci joined the expedition of Alonso de Hojeda (also spelled Ojeda), a veteran of Columbus second voyage. The 1499 expedition included four ships and was accompanied by well-known cosmographer and cartographer Juan de la Cosa, who had gone on Columbus first two voyages. The expedition explored much of the northeastern coast of South America, including stops in Trinidad and Guyana. They also visited a tranquil bay and named it Venezuela, or Little Venice. The name stuck. Like Columbus, Vespucci suspected that he may have been looking at the long-lost Garden of Eden, the Earthly Paradise. The expedition found some gold, pearls, and emeralds and captured some slaves for sale, but still was not very profitable. Return to the New World Vespucci had earned a reputation as a skilled sailor and leader during his time with Hojeda, and he was able to convince the King of Portugal to finance a three-ship expedition in 1501. He had become convinced during his first trip that the lands he had seen were not, in fact, Asia, but something altogether new and previously unknown. The purpose of his 1501-1502 journey, therefore, became the location of a practical passage to Asia. He explored the eastern coast of South America, including much of Brazil, and may have gone as far as the Platte River in Argentina before returning to Europe. On this journey, he became more convinced than ever that the recently discovered lands were something new: the coast of Brazil that he had explored was much too far to the south to be India. This put him at odds with Christopher Columbus, who insisted until his death that the lands he had discovered were, in fact, Asia. In Vespuccis letters to his friends and patrons, he explained his new theories. Fame and Celebrity Vespuccis journey was not an extremely important one in relation to many of the others taking place at the time. Nevertheless, the seasoned navigator found himself something of a celebrity within a short time due to the publication of some letters he had allegedly written to his friend, Lorenzo di Pierfrancesco de Medici. Published under the name Mundus Novus (New World) the letters became an immediate sensation. They included fairly direct (for the sixteenth century) descriptions of sexuality (naked women!) as well as the radical theory that the recently discovered lands were, in fact, new. Mundus Novis was followed closely by a second publication, Quattuor Americi Vesputi Navigationes (Four Voyages of Amerigo Vespucci). Supposedly letters from Vespucci to Piero Soderini, a Florentine statesman, the publication describes four voyages (1497, 1499, 1501 and 1503) undertaken by Vespucci. Most historians believe some of the letters to be fakes: there is little other evidence that Vespucci even made the 1497 and 1503 journeys. Whether some of the letters were fakes or not, the two books were immensely popular in Europe. Translated into several languages, they were passed around and discussed exhaustively. Vespucci became an instant celebrity and was asked to serve on the committee which advised the King of Spain about New World policy. America In 1507, Martin Waldseemà ¼ller, who worked in the town of Saint-Dià © in Alsace, published two maps together with Cosmographiae Introductio, an introduction to cosmography. The book included the purported letters from Vespucci’s four voyages as well as sections reprinted from  Ptolemy. On the maps, he referred to the newly discovered lands as â€Å"America,† in honor of Vespucci. It included an engraving of Ptolemy looking to the East and Vespucci looking to the West. Waldseemà ¼ller also gave Columbus plenty of credit, but it was the name America that stuck in the New World. Later Life Vespucci only ever made two journeys to the New World. When his fame spread, he was named to a board of royal advisers in Spain along with former shipmate Juan de la Cosa, Vicente Yà ±ez Pinzà ³n (captain of the Nià ±a on Columbus’ first voyage) and Juan Dà ­az de Solà ­s. Vespucci was named  Piloto Mayor, â€Å"Chief Pilot† of the Spanish Empire, in charge of establishing and documenting routes to the west. It was a lucrative and important position as all expeditions needed pilots and navigators, all of whom were answerable to him. Vespucci established a school of sorts, to train pilots and navigators, modernize long-distance navigation, collect charts and journals and basically collect and centralize all cartographic information. He died in 1512. Legacy Were it not for his famous name, immortalized on not one but two continents,  Amerigo Vespucci  would today no doubt be a minor figure in world history, well-known to historians but unheard of outside of certain circles. Contemporaries such as Vicente Yà ±ez Pinzà ³n and Juan de la Cosa were arguably more important explorers and navigators. Heard of them? Didn’t think so. That’s not to lessen Vespucci’s accomplishments, which were considerable. He was a very talented navigator and explorer who was respected by his men. When he served as Piloto Mayor, he encouraged key advances in navigation and trained future navigators. His letters – whether he actually wrote them or not – inspired many to learn more about the New World and colonize it. He was neither the first nor the last to envision the route to the west that was eventually discovered by  Ferdinand Magellan  and  Juan Sebastin Elcano, but he was one of the best-known. It’s even arguable that he deserves the eternal recognition of having his name on North and South America. He was one of the first to openly defy the still-influential Columbus and declare that the New World was, in fact, something new and unknown and not simply a previously-uncharted part of Asia. It took courage to contradict not only Columbus but all of the ancient writers (such as  Aristotle) who had no knowledge of continents to the west. Source: Thomas, Hugh.  Rivers of Gold: The Rise of the Spanish Empire, from Columbus to Magellan.  New York: Random House, 2005.

Dear Abby Research Paper Example | Topics and Well Written Essays - 1000 words

Dear Abby - Research Paper Example They are exposed to and benefit from computer literacy in schools, some students attend school exclusively online, and then, of course, there are the games, chat rooms, and other social media, like Facebook. However, there is one thing that a very dangerous, hurtful, and serious threats to the mental, emotional, and physical well-being of adolescents and teenagers every single day for some children who visit the internet; this occurrence is cyberbullying. Cyberbullying is a cruel child of our modern technological age. There are a number of actions that qualify as fitting under the umbrella of cyberbullying, including: 1. Sending unkind or threatening messages through emails or messaging boards. 2. Intentionally spreading untrue rumors onto the internet or text messages. 3. Posting inappropriate, offensive, or insulting photographs of a person onto a site with the sole purpose than to criticize them. 4. Taking another’s internet information and use it to invade the accounts in order to be unkind or may pretend to be someone else that you already know. 5. Participating in the â€Å"forwarding† of such messages is perpetuating the problem (Hatch, 2011). It is, essentially, the same type of degradation, insults, humiliations, and intended embarrassments that children experience in the physical world accept adapted to attacks via the internet. Fortunately there are practical and applicable answers for those concerns. There are a long list of pros and cons related to children, teenagers, and the internet. It can improve classroom learning, helps children keep up with the changing technology, can increase visual reasoning, and can, in some case, widen ones social circle. However, there are also, all of the negative, or, potentially, negative aspects, like loss of privacy, sedentary lifestyle, and the potential for cyberbullying ( Hatch, 2011). Individual people react differently than the next. For some children, the internet becomes their solace from the stressors in their lives, and is beneficial. The trick in this case is moderation. Like with anything there is such a thing as â€Å"too much of a good thing.† When the time spent on the internet begins to supersede the living of their life, which causes them to shy away from all things that are not involving the computer, then there be an issue or problem that needs addressing. It is the responsibility of parents to understand the difference and take the time to be involved in the things your teens, and, especially, adolescents and pre-teens are doing when online. One such proposed negative effect is that excessive internet time, in fact, causes loneliness or depression. This is a rather broad statement. There are so many different factors that contribute to feelings of loneliness and in the case of depression, hereditary and genetic predisposition elements that have absolutely nothing to do with computer usage (Dean , 2010). There is, also, theories that too much internet can cause users to become addicted. Again, like with depression, there are so many factors to consider, like psychological predispositions and hereditary elements, that would contribute it solely to their computer use is a rather impractical argument (Siegel-Itzkovich, 2011). Therefore, for the most part, computers cannot be blamed directly, especially with limited data to support such theories. Cyberbullying is something that is happening every day, in every school, and in every state in the

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

Behaviorism - Essay Example All methodologies trace their roots in history. Although, there is no classification which has actually been agreed upon but beside the main three methodological, psychological and logical types, there other few which are titled, like theoretical, biological and radical. The conduct of methodological behaviorism claims that it should only concern itself with the behavior of organisms, not with mental states and environment surrounding them. The focus is on the source of behavior .The essential theme of John Watson (1878-1958) writings is methodological behaviorism. Reinforcement, learning histories, external physical stimuli and responses in human and animals are the claims of Psychological behaviorism. Most of the prominent psychologists, Pavlov (1849-1936), Edward Thorndike (1874-1949), as well as Watson, have worked on it but the most famous work is on schedules of reinforcement by B. F. Skinner's (1904-90).Logical Positivism (see Smith 1986), a philosophical movement, has given b irth to Analytical behaviorism. It focuses on concepts, which refer to behavioral patterns which can or should be interpreted into behavioral terms. It explains how environment controls behaviors and predicts if the environment changes how behavior will change in relation to it. Gilbert Ryle (1900-76), and later work of Ludwig Wittgenstein (1889-51) is a good source of analytical behaviorism. An advocated brand of analytic behaviorism, by T. Place (1924-2000), restricted it to intentional states of mind, such as beliefs, which took place to constitute a type, although not the only type, of mentality (see Graham and Valentine 2004). It says that behind every mental state there are behavioral tendencies and situations.Since psychology is a natural science of behavior in organisms, psychologists in a different manner, observed animal behavior. As a result, theoretical concepts were defined. Developmental study was the idea, which appeared at a big scale, during the early research progr ams by the behaviorists. They believed that the routine action of excess activities plays a key role in the development of humans. Developmental studies attracted Watson. Early behaviorist texts, Dashiell, Weiss, Allport and Hamilton also worked on this idea. Internal drive states and motivational theories were emphasized by the behaviorists. The result was "No expression without impression; no response without stimulation" by Dashiell (1994) would conclude this contribution the best. The psychology of habit formation related to trial and error, conditioned stimulus and an extensive explanation of response was the prominent contributions. Behaviorists were highly attracted towards the idea of habit formation through conditioning. Allport (1994) concluded that transferring the right responses to new stimuli was the core of education. The significance of social behavior, social stimulus and reactions which stimulate the social objects relating to behavior was added to psychology. Sinc e 1920's, language acquisition and language itself was always been linked to self-stimulation and response. Language responses were considered as substitute and symbolic stimuli independent of the sensory feature of the original stimulus. Quine (1960) captured a behaviorist approach to the study of language, which was widely

The good shepherd

The good shepherd Our lesson this morning from Johns gospel concerns this idea of integrity. The butcher in our story probably turned many different shades of red when the lady asked him for both of the chickens since he had only one. He wasnt being too honest with her, he wasnt being too nice, and now he was caught in his lack of honesty. Jesus is not talking about butchers this morning, but he is telling the people a parable about a good shepherd, a shepherd who was honest, caring, compassionate, and will to die to take care of his sheep. Jesus is telling us something about himself, as he is the good shepherd for our lives. He is telling us through this parable three things about himself as the good shepherd. Jesus uses this parable about shepherds because the people in his day knew the kind of life that a shepherd lived; it was a difficult life, a hard life. A shepherd felt he had a calling from a young age to tend sheep, so he spent his whole young life learning how to care for the sheep, then the rest of his adult life tending the sheep, fighting off the animals who would eat the sheep, and sometimes fighting off robbers who would steal the sheep. It was a lonely life, a difficult life, but if a shepherd did his job well everyone would know that he was a good shepherd. Jesus uses what the people would understand, a parable about shepherds to tell us something about himself, that he is the good shepherd of our lives. But before we see what is good about the good shepherd, we need to look at this word good In the Greek language, which was the language the New Testament was written. There are two words that can be translated into our English word good, the first agathose which implies a moral and efficient quality about a person. A person is good because they can perform their signed task well. But there is another word that also means good and. it is kalos, it not only means what the other did, but it adds the quality of loveliness, or attractiveness to it. It is the kind of goodness that makes us feel wanted and secure. Jesus as the good shepherd or as one translation puts it the model shepherd brings to the job the strength and courage of an earthly shepherd, but also the qualities of beauty and kindness which helps us to call him friend. Now that we have laid the foundation for Jesus being the Good shepherd of our lives, the model shepherd, we can see what is so good about him why he is the model shepherd. First Jesus says that the good shepherd lays down his life for the sheep. A shepherd in Jesus day if he truly did his job with all of his being, and not just for the money would be willing and able to lay down his life for the sheep he was protecting. Jesus is telling us, he was willing to lay down his life for us, his sheep. He wasnt in it for the money or the glory, but Jesus would not flee when trouble came, he was willing to lay down his life, to sacrifice his life for us so that we night gain favour with the Father in heaven. There was a pastor who once visited a sheep ranch and saw a very strange lamb. It looked as though it had 2 heads and 8 feet. He asked the rancher about it. The rancher explained that one of their sheep had a baby but the mother died. They tried to give the orphan sheep to another mother-sheep but when she smelled it, she rejected it. Then they skinned the dead sheep and put the skin on the live lamb. Now the mother-sheep accepted the lamb as her own and cared for it, In a like manner, Jesus as the good shepherd died for us as the Lamb of God, and God accepts us because we are clothed with the Lambs robe of righteousness. Jesus was willing to lay down his life for us, so that we might have life, life with the Father and life for eternity. The good shepherd, who Jesus is, is willing to die for the sheep, so that the sheep can live. Jesus died for us freely so that we might life. Notice Jesus says that he laid down his life freely, no one takes his life, but he was willing to give his life for us. Jesus loves us enough, cares about us enough to die for us. He could have used his power to get out of dying for us, but he chose to struggle, to die, so that we might live. This is a powerful statement of the love, the mercy, the compassion, and the caring that Jesus our saviour has for each of us.Next Jesus says that the good shepherd knows his sheep. Knows his sheep by name. A young lady came to her pastors office trouble about this statement, How does Jesus know and is interest, in her personally. She asked, How can I believe that God is interested in what happens to me? The pastor replied, Look at your fingers. There are billions of finger tips in the world, but no others are like yours. Even your finger tips have had special attention from God. Yes, we are special; God does care for each of us. This morning when you come to the table to eat and to drink, you are receiving a special invitation from God to partake in this meal, in a personal and individual way we come in physical contact with Jesus through his body and blood. God knows that we need this special time, this physical relationship with him to reassure us, to convince us, that he does love us, that he does care for us, and that he is interested in us as individual people. We are collectively Gods children, we collectively are the sheep of Jesus fold, hut individually we are also Gods children, and individually the sheep of Jesus fold. And as individuals, he is concerned about us, he cares about us, he reaches his hand of grace individually into each of our lives. Each of us, all of us are unique people, who are special to God. We are special not because we are good, or righteous, or have somehow pleased God, but because God loves us as we are or in some ways in spite of what we are God still loves us. He showed us that by the sacrifice he had his son make on the cross for us. God is concerned about us from the hairs on our heads to the blisters on our toes. God through his good shepherd, Jesus Christ, loves us, cares about us, and wants his gracious will of love to be done in each of our lives. Finally as the good shepherd, Jesus tells us he gathers together his sheep into a fold. Jesus is telling us through his spirit he gathers us who belong to him. It is the work of the spirit to gather us together as the members of the body of Christ. It is the work of the spirit, to gather the body once a week to worship and praise God. Jesus knows this time we spend together once a week is very important for our spiritual lives. It is during this time that we hear again the promises that God has made for us, it is here that we relive the life that Jesus lived on this earth. It is here that we encounter again and again the great love that God has for us. It is important that we come here often to be refreshed, to be renewed, to hear again about our God and the great love he has for us. As the good shepherd, Jesus says that it is important for him to gather the sheep together into a fold, but notice he doesnt stop with just the sheep that are immediately at hand, no he says that other sheep must be brought into this fold. The fold of sheep, the church, is always changing, growing, adding and loosing members. The fold is not a constant place, but it is an alive place, a place where things happen, where changes are made, where people grow in faith, where people meet new people of faith, who help us to understand Gods love. The fold, or the church, is an ever changing, alive, growing place. It is the place where Jesus, through his spirit is alive. It is the place where we can encounter God through his spirit because he promises to be here with us as we gather in his name. God is here with us this morning, his spirit is here leading us in our worship of him. And as we leave to go back out to world Gods spirit will go with us, helping us with life, giving us direction giving us courage, giving us his peace to cope with all the brokenness of life. Yes, the good shepherd gathers his sheep together in a fold, in the church, ch, because here, we are cared for, here te are feed, here we can learn from each other about faith, here we can help one another as we face all the difficulties-of life. Being in the fold, the church is important for the members. NOTICE ONE OTHER THING Jesus says about being in the fold. He says that as he calls sheep to the fold they will heed his voice. They will listen to him. When we come to the fold, we come to listen to the voice of Jesus. We come to hear him, we come to encounter him. And notice Jesus says those of the fold will heed his voice. They will listen to him. Jesus is saying something here about responsibility, about our job as members of the fold, as members of the church. We are to listen to him. To obey what he says. Yes, Jesus is the good shepherd of our lives. He laid down his live freely for us, he knows each of us personally because we are important to him, and he gathers us together in his fold, the church, so that we might listen to him. Yes, Jesus is the good shepherd, the one who leads us down the pathway of life. He is our guide, he is our companion, he is the one who will take care of us. Jesus is our good shepherd; he is the one who loves us.

How Does James Seek to Disturb and Involv Essay

How Does James Seek To Disturb and Involve The Reader In The Turn Of The Screw? The Turn of the Screw, written by author Henry James, although defying many gothic conventions remains one of the most suspenseful and sinister tales of the Victorian Era. The novella’s enthralling nature effectively seeks to disturb and involve readers and this is made evident through James’s successful use of a variety of structural and literary techniques to create and prolong suspense and ambiguity. James first establishes a strong and intimate connection between reader and protagonist through the use of first person in order to actively involve the reader. This is achieved through the governess’s use of syntax and complex sentences when describing her first impressions of Bly. For example when the governess says â€Å"I remember as a thoroughly pleasant impression the broad, clear front, its open windows and fresh curtains and the pair of maids looking out† readers are provided with clear imagery of what the governess is seeing, therefore enabling readers to identify with the protagonist and view the situation from her perspective. This intimate identification with the governess later contributes to the disturbance of readers as, when the reader reaches the possible conclusion of the governesses emotional instability and tendency to catastrophise situations (when the governess says â€Å"His not reading to her, I declared, they’re talking of them, they’re talking horrors! †) readers begin questioning the governesses judgement, which for the majority of the novella has also been their own as a result of the reader being provided with a limited perception and knowledge of the happenings of Bly (as the tale has been told from the governesses viewpoint) This results in readers questioning every assumption they have previously made as they take into account the unreliability of the governess as narrator. The inclusion of ambiguous dialogue throughout the novella also contributes to the disturbance and involvement of readers by causing readers to question the true motives of characters. For instance when Miles says â€Å"of course, we’ve the others†, when speaking to the governess it is unclear whether Miles is referring to the maids and various other servants in the house or to the ghosts of Peter Quint and Miss Jessel. Another example, towards the end of the novella is when Miles and the governess are discussing Miles schooling. The governess is finally attempting to piece together the reason for Miles’ expulsion from boarding school when Miles says â€Å"Well-I said things†. This causes the reader to question the true meaning of dialogue, forcing the reader to draw their own conclusions and opinions based on limited and somewhat flimsy evidence. This therefore leads to judgements on the motives and reliability of characters being made and subsequently impacts on the readers personal opinions of characters, in especial the protagonist as well as the characters of the children, Mrs Grose and the ghosts themselves. It is important to note the use of ambiguous dialogue (or lack thereof) between Miles and Flora, particularly in the first half of the novella significantly contributes to the validity of the governess’s theory of Miles and Flora being corrupt. By not supplying the reader with dialogue between Flora and Miles it is assumed by the reader that the children are communicating in private, and as a consequence have something to hide, further validating the governess’s theory and sparking a sense of fear in readers. The further involvement and disturbance of the reader is instigated by James’s inclusion of long pauses and gaps in dialogue to further the tales suspenseful atmosphere and in turn, draw readers in. When Miles says to the governess â€Å"think me-for a change-bad! † the pauses in between his dialogue heighten the mounting suspense and ambiguity of the moment, in turn disturbing and distressing the reader. A further example of this is when, during a discussion of the relationship between Peter Quint and Miss Jessel between the governess and Mrs Grose, Mrs Grose says â€Å"oh he couldn’t prevent-â€Å". The governess then interjects with the dialogue and rhetorical question of, â€Å"Your learning the truth? †. This interjectory on the governesses part contributes to the ominous nature of the novella and further disturbs and concerns the reader through leaving the reader with an unanswered question which readers are then forced to draw their own conclusions on. The pauses and use of rhetorical questions also allows the reader time to ponder underlying questions and possible motives of characters (such as that of Mrs Grose and her part in the tale) and whilst actively engaging the reader, encourages them to anticipate the ‘next turn of the screw’. An additional way the novella seeks to horrify and capture the attention of readers is through plot and the ‘hooks’ at the end of each sequential chapter. The governess’s unnatural desire to control the children fascinates and involves the reader as they continue to question the sanity of the governess and, simultaneously the nature of the children. This desire of the protagonist is conveyed to readers through the actions and dialogue of the governess such as when she listens at Mile’s bedroom door during the night and says â€Å"what under my endless obsession, I had been impelled to listen for was some betrayal of his not being at rest†. Actions and ambiguous dialogue such as this disturbs the reader as it is regarded to all, (except the governess) as strange behaviour and acts as further proof of the probable insanity and overactive imagination of the governess. The ‘hooks’ at the end of each chapter are yet another way James uses plot to involve the reader and seeks to disturb them. These hooks or revelations by the narrator act as ambiguous snippets of information that is vitally important to the reader in order for some sort of conclusion or opinion to be reached. For instance at the conclusion of chapter 19 the governess finally voices her theory of Flora being in communication with Miss Jessel to Flora herself when she says â€Å"Where, my pet, is Miss Jessel? †. This creates a sense of terror and anxiety in readers as James has carefully built up suspense through plot to this moment and so ambiguity is at its peak when the governess finally voices her theory to Flora. The use of juxtapositions and hyperbole throughout the descriptive and emotive language of the governess is yet another way James strives to disturb and involve. The descriptive language and passion with which the governess tends to use to describe Flora and Miles, for example â€Å"I was dazzled by their loveliness†, â€Å"real rose-flush of his innocence† and â€Å"he was therefore an angel† makes the later revelation of the children’s corruption caused by the ghosts all the more disturbing and surprising to readers as the children are written about in such a pure and angelic light. This captures the attention of the reader and causes them to question the theory of the children’s corruption and consider the evidence (or lack thereof) from which it has been convened. The juxtaposition â€Å"to gaze into the depths of blue of the child’s eyes and pronounce their loveliness a trick of premature cunning† is another example of how James uses descriptive language to convey the emotional stress of the protagonist to readers as this is a strong contrast to the governess’s initial views of the children as being of â€Å"angelic nature†. â€Å"I seemed to see in the beautiful face with which he watched me how ugly and queer I looked† again contrasts the beauty of Miles with that of the governess and so draws the attention of the reader to the governesses  tendency to be easily influenced by appearance, evidence of her own innocence, inexperience and naivety which could possibly contribute to her overactive imagination and hallucinations. Setting is a superfluous method to which James meritoriously pioneers to disturb and involve the reader. The in depth descriptions used to create imagery for readers of the protagonists environment is a powerful method used by James in capturing the attention of readers and providing them with a window to the governess’s thoughts. â€Å"Driving at that hour, on a lovely day, through a country, the summer sweetness of which served as a friendly welcome† is an example of how setting is used to inform readers of the governesses opinions and inner feelings (here she feels relaxed and excited for her arrival at Bly) In addition â€Å"It was a crisp, clear day, the first of its order for some time, the night had brought a touch of frost and the autumn air, bright and sharp† is another excellent example of how James uses setting to establish the mood and atmosphere of the novella and of the governess and therefore actively involve the reader by causing the reader to feel they are more than an objective viewer but an actual participant in the tale. The use of the adjectives â€Å"crisp† and â€Å"clear† could also possibly convey the emotional state of the governess and consequently contribute to the later disturbance of the reader as the emotional state of the protagonist recedes further and further into turmoil and chaos. It is evident, throughout the Turn of the Screw Henry James has pioneered a variety of both structural and literary methods to seek to disturb and involve the reader. By doing this James has allowed his tale to remain a classic one that can relate in almost every society and time period as it continues to force readers to reach their own conclusions and subsequently, allows the novella to remain a mystery for all those involved.