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Siege of veracruz

Siege of Veracruz originally from The War Between the United States and Mexico, Illustrated, 1851

For a more specific example, teachers might draw students’ attention to the historical details surrounding Ballentine’s retelling of the war. His descriptions provide a first-hand account of the siege of Veracruz, and a defense of General Winfield Scott, who received considerable criticism for his fierce bombardment of Veracruz (152). Teachers might have students research Scott and the criticism surrounding his leadership in this battle. In so doing, teachers can remind students that personal narratives, like all narratives to a certain extent, endorse a certain point of view. What is Ballentine’s point of view? Can we discern his political understanding of the war? What does his narrative tell us about U.S. relations with Mexico? Does he seem like a reliable narrator? Such questions can help students to think critically about what they read, how they read it, and the role of the narrator. For instance, Ballentine compares the poor treatment of the American soldiers to his former experience in the British army. He writes in reference to the soldiers transportation aboard a ship, “In the American, service by the bye, soldiers always lie on the boards when on board ship; in the British service, where the health and comfort of a soldier are objects of study and solicitude, a different custom prevails; a clean blanket and mattress being issued to the soldier on his going on board”(89). Like many immigrant novels, Ballentine’s former homeland stands as a place of comparison. How does his British origin influence his narration of the U.S. and the U.S. Mexican War? Studying the relationship between Ballentine’s homeland (Scotland/Britain) and the U.S. can help students to understand how his perspective of the war was primarily developed outside of the U.S. How is this personal narrative representative of Ballentine’s transatlantic crossing? How is it also representative of borderlands and hemispheric narrative?

Teachers can also highlight Ballentine’s British-American perspective by calling attention to his use of literary references and conventions. For instance, his description of the siege of Veracruz recreates and relies on the sounds of battle, employing a literary allusion and generic convention to enhance his retelling of the event. Stationed at a small village four miles from Veracruz, he hears the terrifying sound of a canon shell whizzing past him. He writes:

There is no earthly sound bearing the slightest resemblance to its monstrous dissonance; the angriest shriek of the railway whistle, or the most emphatic demonstration of an asthmatic engine at starting of a train, would seem like a strain of heavenly melody by comparison. Perhaps Milton's description of the harsh, thunder-grating of the hinges of the infernal gates, approaches to a faint realization of the indescribable sound, which bears a more intimate relation to the sublime than the beautiful. (155)

Questions & Answers

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oops. ignore that.
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The answer is neither. The function, 2 = 0 cannot exist. Hence, the function is undefined.
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At high concentrations (>0.01 M), the relation between absorptivity coefficient and absorbance is no longer linear. This is due to the electrostatic interactions between the quantum dots in close proximity. If the concentration of the solution is high, another effect that is seen is the scattering of light from the large number of quantum dots. This assumption only works at low concentrations of the analyte. Presence of stray light.
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Source:  OpenStax, The atlantic ocean and hemispheric histories. OpenStax CNX. Oct 11, 2011 Download for free at http://cnx.org/content/col11310/1.6
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