Urban Space For The Latin Americans Immigrants Essay

The United States of America immigration policies exercised several measures in an effort to confine urban space for the Latin Americans immigrants in Atlanta. These efforts include restriction to access social space by the federal immigration officials, which limited their ability to build and sustain social and community life. The Department of Homeland Security effectively expelled undocumented immigrants from obtaining driving licenses, this made it hard for them to travel to job places, health centers as well as when taking their children to and from school. Several ordinances were passed that banned laborers from gathering in street corners and Roswell City Council closed the day labor centre in Gwinnett County. The first effort to restrict urban space for the Latin immigrants was by restricting the undocumented immigrants from accessing social space. Federal immigration officials conducted intermittent raids in their workplaces, residential areas and other gathering places. A dditionally, the undocumented immigrants were rounded up and deported to their home country and the Latino immigrants’ access to higher education, employment opportunities and transportation services was also restrained. Furthermore, the effort to restrict urban space was conducted by the Department of Homeland Security when they effectively expelled unlawful immigrants from obtaining driving licenses. Georgia like many states in the United States of America prohibited unauthorized immigrantsShow MoreRelatedAn Influx Of New Immigrants914 Words   |  4 Pagesof new immigrants came to America. A majority of these new immigrants came from southern and eastern Europe, as opposed to the northwestern Europeans who came in abundance before them. Between 1820 and 1920, less immigrants with northwestern European origins were coming to America and an increase of immigrants from southeastern Europe, countries in North America, Asia, and Latin America. 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Sodium Thiosulfate Reaction Free Essays

eLearning 2009 Publication No. 91860 Rate of Reaction of Sodium Thiosulfate and Hydrochloric Acid Rate Laws Introduction The purpose of this demonstration is to investigate the effect of sodium thiosulfate concentration on the rate of reaction of sodium thiosulfate with hydrochloric acid. The reaction, which produces solid sulfur, will be followed by measuring the time needed for the reaction mixture to become opaque. We will write a custom essay sample on Sodium Thiosulfate Reaction or any similar topic only for you Order Now The results will be analyzed graphically to determine the order of reaction— the mathematical relationship between the reactant concentration and the rate. Concepts †¢ Kinetics †¢ Order of reaction †¢ Rate law †¢ Concentration Materials Hydrochloric acid solution, HCl, 2 M, 25 mL Sodium thiosulfate solution, Na2S2O3, 0. 15 M, 150 mL Distilled or deionized water Beakers, 100-mL, 5 Graduated cylinders, 50- or 100-mL, 2 Graduated cylinders, 10-mL, 5 Overhead projector or light box Permanent marker Stirring rods Stopwatch or timer Safety Precautions Hydrochloric acid solution is corrosive to eyes and skin. It is moderately toxic by ingestion and inhalation. Sodium thiosulfate solution is a body tissue irritant. The reaction of sodium thiosulfate and hydrochloric acid generates sulfur dioxide gas, which is a skin and eye irritant. Perform this demonstration in a well-ventilated lab only. Avoid contact of all chemicals with eyes and skin. Wear chemical splash goggles, temperature-resistant gloves, and chemical-resistant apron. Please review current Material Safety Data Sheets for additional safety, handling, and disposal information. Procedure 1. Label five 100-mL beakers 1–5 and clean the bottom of each beaker. 2. Draw a large â€Å"X† across the bottom on the outside of each beaker. Place the beakers on an overhead projector stage or a light box so that students can view the â€Å"X. † 3. Using separate graduated cylinders for the solution and water, measure and add the required amounts of 0. 15 M sodium thiosulfate and distilled water to each beaker. Be as precise as possible. Beaker 0. 15 M Na2S2O3 Distilled Water 1 50. 0 mL 0 mL 2 40. 0 mL 10. 0 mL 3 30. 0 mL 20. 0 mL 4 20. 0 mL 30. 0 mL 5 10. 0 mL 40. 0 mL 4. Have students calculate the final concentration of sodium thiosulfate in each beaker 1–5. 91860 011509 Flinn Scientific—Teaching Chemistry eLearning Video Series 5. Record the following information in a data table: Beaker, volume of Na2S2O3 solution, volume of distilled water, concentration of Na2S2O3, reaction time (sec), and 1/reaction time (reaction rate). See the Sample Data and Results table in the Discussion section. 6. Measure 5. 0 mL of 2 M hydrochloric acid into each of five 10-mL graduated cylinders. 7. Starting with beaker #1, carefully add the HCl all in one pour to the sodium thiosulfate solution. Stir the solution once with a stirring rod and immediately start timing. 8. Stop timing when the black â€Å"X† is no longer visible. Record the reaction time in seconds in the data table. . Repeat steps 7 and 8 with beakers 2–5. 10. Calculate 1/reaction time for each trial. Plot concentration vs. time and concentration vs. 1/time on separate graphs. Disposal Please consult your current Flinn Scientific Catalog/Reference Manual for general guidelines and specific procedures governing the disposal of laboratory waste. Collect the leftover reaction mixtures and filter to separate the solid sulfur product. The sulfur may be disposed of in a landfill according to Flinn Suggested Disposal Method #26a. The filtrate may be neutralized and disposed of down the drain with excess water according to Flinn Suggested Disposal Method #26b. Tips †¢ This activity may be performed as a chemical demonstration with classroom participation or as a student activity. The contents of the beakers project well on an overhead projector and the time to the disappearance of the black â€Å"X† is easily seen and measured. †¢ The reaction may be downsized for a student lab activity. Carry out individual trials in separate wells in a 6-well reaction plate or in small medicine cups. If students will be doing the experiment in the lab, it is a good idea for them to start with beaker #5, because it takes the longest time. The activity may also be performed as a cooperative class exercise with different groups investigating different variables, including the effect of HCl concentration and the effect of temperature. The reaction rate is zero-order with respect to HCl. †¢ Empty the beakers and clean them thoroughly using paper towels to remove the sulfur. If the colloidal sulfur is allowed to sit in the beakers for an extended time, it will be much more difficult to remove the deposits from the glass. †¢ To achieve better mixing of the reactants, add the hydrochloric acid using a 10-mL luer-lock plastic syringe (without needle). Squirt the acid using a fair amount of force. †¢ When lower concentrations of sodium thiosulfate are used, the rate law does not appear to be as simple as predicted in this experiment. At lower concentrations, the reaction appears to be closer to 3/2-order in sodium thiosulfate and 1/2-order in hydrochloric acid. The reaction time is more difficult to measure at lower concentrations because the onset of turbidity is more gradual. †¢ Both the overall chemical equation and the mechanism for the decomposition of sodium thiosulfate are more complex than suggested by Equation 1. The reaction is acid-catalyzed, which means that the acid concentration must have some bearing on the rate in terms of producing an equilibrium concentration of HS2O3– ions, The HS2O3– ion is a reactive intermediate, reacting further with additional S2O32– ions to produce polymeric ions containing multiple S atoms. When the chain of S atoms in a polymeric ion becomes long enough, it â€Å"closes† in on itself to form a ring of elemental sulfur (S8). – — S2O32– + H+ — HS2O3 —— – H—S—SO3– + nS2O32– H—S—(S)n—SO3 + nSO32– – — – – H—S—Sn—SO3 — H+ + S—Sn—SO3 —— – S—S7—SO3 S8 + SO32– –2–  © 2009 Flinn Scientific, Inc. All Rights Reserved. 91860 Discussion Sodium thiosulfate reacts with hydrochloric acid to form sulfur and sulfur dioxide (Equation 1). Na2S2O3(aq) + 2HCl(aq) S(s) + SO2(g) + 2NaCl(aq) Equation 1 The kinetics of the reaction can be analyzed by graphing the concentration of Na2S2O3 as a function of both reaction time and 1/time. A plot of concentration versus time gives a curved line, which levels off as it approaches the x-axis—the reaction slows down as the reactant concentration decreases. The rate of a reaction is inversely proportional to reaction time. A plot of concentration of versus 1/time gives a straight line. The rate is directly proportional to concentration, and the reaction appears to be first order with respect to sodium thiosulfate concentration. Sample Data and Results Beaker 1 2 3 4 5 Volume of Na2S2O3 (mL) 50 40 30 20 10 Volume of H2O (mL) 0 10 20 30 40 [Na2S2O3], M 0. 15 0. 12 0. 090 0. 060 0. 030 Reaction time (sec) 22. 5 27. 3 35. 1 60. 0 159. 1 Reaction rate (1/time, sec–1) . 0444 . 0367 . 0285 . 0167 . 00629 180 160 140 120 100 80 60 40 20 0 0. 00 Effect of concentration on reaction time 0. 05 0. 10 0. 15 0. 20 Na 2 S2 O3 Concentration, M 0. 07 0. 6 0. 05 0. 04 0. 03 0. 02 0. 01 0 0. 00 Effect of concentration on reaction rate 0. 05 Na 2 S2 O3 Concentration, M 0. 10 0. 15 0. 20 –3–  © 2009 Flinn Scientific, Inc. All Rights Reserved. 91860 Connecting to the National Standards This laboratory activity relates to the following National Science Education Standards (1996): Unifying Concepts and Processes: Grades K–12 Evidence, models, and explanation Constancy, change, and measurement Content Standards: Grades 9–12 Content Standard A: Science as Inquiry Content Standard B: Physical Science, structure and properties of matter, chemical reactions, motions and forces Flinn Scientific—Teaching Chemistryâ„ ¢ eLearning Video Series A video of the Rate of Reaction of Sodium Thiosulfate and Hydrochloric Acid activity, presented by Annis Hapkiewicz, is available in Rate Laws, part of the Flinn Scientific—Teaching Chemistry eLearning Video Series. Materials for Rate of Reaction of Sodium Thiosulfate and Hydrochloric Acid are available from Flinn Scientific, Inc. Materials required to perform this activity are available in the Reaction Order and Rate Laws—Student Laboratory Kit available from Flinn Scientific. Materials may also be purchased separately. Catalog No. Description AP4864 H0034 S0114 AP1572 GP1010 GP2005 GP2015 Reaction Order and Rate Laws—Student Laboratory Kit Hydrochloric Acid, 3 M, 500 mL Sodium Thiosulfate Pentahydrate, Reagent, 500 g Timer, Stopwatch, Flinn Beaker, Borosilicate Glass, 100 mL Graduated Cylinder, Borosilicate Glass, 10-mL Graduated Cylinder, Borosilicate Glass, 50-mL Consult your Flinn Scientific Catalog/Reference Manual for current prices. –4–  © 2009 Flinn Scientific, Inc. All Rights Reserved. 91860 How to cite Sodium Thiosulfate Reaction, Essay examples

Symbolic Perspectives of the Elephant in the Room Essay Example

Symbolic Perspectives of the Elephant in the Room Essay Ernest Hemingway wrote the short story â€Å"Hills Like White Elephants† in the early nineteen twenties.   The story itself is short with little to no action between the characters, introduced to the reader as the American and a woman named Jig, other than a bit of curious dialogue.   Hemingway, for his part, seems to have intended this story to have a deeper, allegoric and symbolic meaning for the reader.   With that said, a look will now be taken to dissect the sparse dialogue and determine the true allegory within the story by defining the literary and symbolic illusions.To begin with, this story can be read as viewing a moment in time, where a man and a woman are waiting at a train station to travel to Madrid, and, as the American and Jig sit down in the shade to wait, they have two beers.   Then, the Jig looks serenely off into the distance at the mountains, noting that â€Å"they look like white elephants† (Hemingway, 1).   The American responds that the words painted on the mountain read â€Å"Anis del Toro† which happens to be another drink, and curious, they order two.   This particular drink must have some meaning to Hemingway, as the characters in his 1926 novel The Sun Also Rises favor this liqueur as well.Hemingway’s use of Anis del Toro, in this instance, better defines the allegory in that this is his plot opportunity to show the age difference between the two characters and the innocence of Jig.   In her efforts to be sophisticated, she says that the drink â€Å"tastes like liquorice† (1) and that â€Å"everything tastes of liquorice.   Especially all the things you’ve waited so long for, like absinthe† (1).  Ã‚   He is impatient with her at this point, telling her to â€Å"cut it out†¦let’s try and have a fine time† (1) after she had explained that â€Å"I was being amused.   I was having a fine time† (1).In this simple bit of dialogue, Hemingway is a ctually telling the reader much more about his characters.   It can be inferred from these few lines that the relationship between Jig and the American is not a happy one.   Even in this simple time, waiting for the train and having a cool drink, he undermines her, telling her to have a fine time even after she admitted that she was having a fine time.   Either he didn’t hear her, or he is giving her an order to quit being her younger self and to grow up.   However, in attempting to define the flavor of the drink, Jig probably believed herself to be sophisticated, even cosmopolitan, in her reference to the absinthe—which is not a drink to be joked about.Then, to turn the conversation around she explains that â€Å"I said the mountains looked like white elephants. Wasn’t that bright? They don’t really look like white elephants. I just meant the coloring of their skin through the trees† (1) to which he responds that they should have another d rink.   This moment is the defining moment in Hemingway’s allegory as the simple symbol of a mountain looking like a white elephant draws a deeper parallel to a significant event happening in their lives—and event, it seems from the proceeding dialogue, that has been harming their relationship.   Jig is pregnant.But a reader doesn’t know that yet, from the dialogue alone, until it turns a bit more serious when the American calmly states that â€Å"it’s really an awfully simply operation, Jig†¦it’s not really an operation at all† (2).   The girl doesn’t respond and he fills the silence by saying that â€Å"I know you wouldn’t mind it, Jig.   It’s really not anything.   It’s just to let the air in† (2).   She wants to know what they’ll do afterwards and he responds that they’ll be happy because â€Å"that’s the only thing that bothers us. It’s the only thing thatà ¢â‚¬â„¢s made us unhappy† (2).The American wavers a bit, possibly employing reverse psychology to get Jig around to his way of thinking when he says that â€Å"if you don’t want to you don’t have to. I wouldn’t have you do it if you didn’t want to. But I know it’s perfectly simple† (2).   They go back and forth, with him saying he wouldn’t have her do it if he didn’t think she wanted to as well, to which she responds, almost in desperation, that â€Å"and if I do it you’ll be happy and things will be like they were and you’ll love me?† (2).   She finally concedes, saying that â€Å"I don’t care about me. And I’ll do it and then everything will be fine† (2).Then Jig stands (metaphorically and physically) and starts to see the world in a new light when she says that the world isn’t theirs anymore.   He must think she’s lost her mind because he orders her back int o the shade.   From there, the dialogue goes badly for the couple, ending with her declaration that if he says anything more about it, she’ll scream.   He takes their bags to the train, returning to find her smiling up at him.   When he questions her, she responds that â€Å"there’s nothing wrong with me. I feel fine† (3).Hemingway is truly a master of the subtle dialogue.   Without really saying anything at all, these two have had an entire conversation encompassing the dimensions of their relationship in less than ten lines.   The literal white elephants, the mountains, serve the greater purpose of the parallel to the baby that the couple is expecting and what that elephant might mean for each of them.   For the American, clearly, the baby would ruin their lives.   He has a need for freedom, maybe even a need to have no ties to Jig, despite his love for her—but in the end, a baby, for him, would be the end of things.For Jig, on the other h and, a baby represents something much more significant.   She clearly loves the American and is willing to do what he says at any cost, but her reluctance to have an abortion is clear, and she only concedes to it when she says that she doesn’t care about herself, and will do it to get back to where they were before.At this point, even the train station becomes a literal parallel to the couple’s lives.   They are heading for a different point in their relationship, one in which either she gets the abortion and they can live in freedom, or she keeps the baby and the American leaves her for greener pastures.   His motives for her abortion are clear, even though they are masked with concern for her feelings; the truth is that he desperately wants her to get rid of the baby.   If she ultimately does not, his motives aren’t clear, but his dialogue certainly suggests that he feels that having a baby would mean the end of their lives, and the beginning of more p roblems that he won’t have the effort to deal with.   Jig senses this, of course, but she has already lost her innocence and understands, without saying so, that their relationship, as it stands, is not a healthy one for her.In the end, a reader is left just as the couple is left, without a conclusion.   For Hemingway, this serves to highlight the uncertainty of their relationship, and demonstrates that the American might not have the sway over Jig that he once had.   A reader doesn’t know which way she’ll decide, but her actions in the end are those of decision, of sudden growth as a woman.   And in this moment, Hemingway’s allegorical meaning of the loss of innocence and Jig’s coming of age are defined by Jig’s quiet, yet unknown, decision.Overall, Ernest Hemingway’s â€Å"Hills Like White Elephants† is an allegorical tale defining a moment in Jig and the American’s relationship.   Everything from the drink, to the mountains, to the train station encompass parallels to the dimensions of the couple’s relationship.   And, with this dissection of the sparse dialogue, Hemingway’s symbolic illusions and allegory form their true meaning.

Vice President of Operations Essays

Vice President of Operations Essays Vice President of Operations Essay Vice President of Operations Essay Vice president of operations job description The vice president of operations (VP) refers to the principal responsible for the strategy management of an organization or company. The VP acts as the link between the executive management and other managers (Simchi-Levi, 2010). The basic roles of the VP are associated with setting strategies, implementing strategies and also maintaining accountability. In regards to setting strategy, the VP of operations acts as the sole advisor of the president when it comes to making strategic decisions. He or she has the responsibility of identifying areas that require improvement for the company to exhibit growth. Furthermore, the VP is expected to frequently engage with the president regarding new strategies required in the improvement of operations in addition to ensuring that other managers are informed on any change that is or might take place in the company (Harrington, 2012). VPof operations In regards to implementing strategy, the vice president acts as the link between the executive management and managers in various departments. The VP ensures that the visions and goals set by the executive are communicated clearly to the other managers such that operations are implemented as expected (Harrington, 2012). In regards to maintaining accountability, the VP makes it the responsibility of the departmental managers to implement the strategic plan as laid out by the executive management. The VP ensures that the goals and objectives of each department are clearly communicated in addition to assessing the performance of each department after every activity to ensure that the results align with the strategic goals (Harrington, 2012). The average salary of the vice president of operations is $178, 083. However, it is worth noting that the pay varies depending on the operations (Pay Scale, 2016). In brief, the basic roles of the VP of operations entail coming up with methodologies that lead to the success of a company, assesses the operations of other managers to ensure that every operation aligns with the strategic plan, makes analysis of the final results of a project and also reports results to the president of a company References Harrington, H. (2012). Streamlined process improvement. New York: McGraw-Hill. Pay Scale,. (2016). Vice President (VP), Operations Salary. Payscale.com. Retrieved 9 November 2016, from payscale.com/research/US/Job=Vice_President_(VP),_Operations/Salary Simchi-Levi, D. (2010). Operations Rules: Delivering Customer Value through Flexible Operations. Cambridge: The MIT Press.

A Simple Guide to Become a School Board Member

A Simple Guide to Become a School Board Member The school board is the governing body of a school district. Board members are the only elected officials within an individual school district who have a say in the daily operations of that school district. A district is only as good as the board members who make up the entirety of the board. Becoming a school board member is not for everyone: You must be willing to listen to and work with others and be an adept and active problem solver. Boards where members bond and agree on most issues usually oversee an effective school district. Boards that are split and feud often have disarray and turmoil, which ultimately undermines the mission of schools in the district. A boards decisions matter: Poor decisions can lead to ineffectiveness, but good decisions will improve the overall quality of the school or schools in the district. Qualifications to Run for School Board There are five common qualifications that most states have in order to be eligible to be a candidate in a school board election. A school board candidate must: Be a registered voter.Be a resident of the district she is running inHave at least a high school diploma or a certificate of high school equivalencyNot have been convicted of a felonyNot be a current employee of the district and/or be related to a current employee in that district. Although these are the most common qualifications necessary to run for school board, it does vary from state to state. Check with your local election board for a more detailed list of required qualifications. Reasons to Become a School Board Member Becoming a school board member is a serious commitment. It takes quite a bit of time and dedication to be an effective school board member. Unfortunately, not every person who runs for a school board election is doing it for the right reasons. Each individual who chooses to be a candidate in a school board election does so for his own personal reasons. Candidates may run for a school board seat because they: Have a child in the district and want to have a direct impact on their education.Love politics and want to be an active participant in the political aspects of the school district.Want to serve and support the district.Believe they can make a difference in the overall quality of education that the school is providing.Have a personal vendetta against a teacher/coach/administrator and want to get rid of them. Composition of the School Board A school board is usually made up of three, five or seven members depending on the size and configuration of that district. Each position is an elected one and terms are typically either four or six years. Regular meetings are held once a month, typically at the same time each month (such as the second Monday of each month). A school board typically is made up of a president, vice president, and secretary. The positions are nominated and chosen by the board members themselves. Officer positions are typically chosen once a year. Duties of the School Board A school board is designed as the principle democratic body that represents local citizens on education and school-related issues. Being a school board member isn’t easy. Board members have to stay up-to-date on current educational issues, must be able to understand education jargon and have to listen to parents and other community members who want to pitch their idea on how to improve the district. The role of the board of education plays in a school district is vast. The board is responsible for hiring/evaluating/terminating the district superintendent. This is probably the most important duty of the board of education. The district’s superintendent is the face of the district and is ultimately responsible for managing the daily operations of the school district. Every district needs a superintendent who is trustworthy and who has a good relationship with their board members. When a superintendent and school board are not on the same page, chaos can ensue. The board of education develops policy and direction for the school district. The board of education also: Prioritizes and approves the budget for the school district.Has the final say on hiring school personnel and/or terminating a current employee in the district.Establishes the vision that reflects the overall goals of the community, staff, and the board.Makes decisions on school expansion or closure.Manages the collective bargaining process for the district’s employees.Approves many components of the district’s daily operations including the school calendar, contracts with outside vendors and curriculum The duties of a board of education are much more comprehensive than those listed above. Board members put in a lot of time in what essentially amounts to a volunteer position. Good board members are invaluable to a school district’s development and success.  The most effective school boards are arguably those that have a direct impact on nearly every facet of the school but do so in obscurity rather than the limelight.

Differentiate between neligence, intentional and constitutional torts Essay

Differentiate between neligence, intentional and constitutional torts. What act(s) can cause a tort liability - Essay Example For example: an employee of the criminal justice department conducted his duties without making sure that others are not harmed by his means of conducting duty, due to this others may have been inflicted with harm or injury, thus the official is held responsible for conducted his duties in a negligent manner. Criminal justice officers experience intentional torts when they indulge knowingly and freely indulge in activities due to which citizens or other individuals of a society may be harmed (Vaughn, 1999). For example: a police officer uses coercive methods to obtain a confession from a suspect, due to his act the suspect gets badly injured, the police official is held responsible for using coercion and the confession obtained from the suspect might not be used as evidence in the court of law. A criminal justice employee may be held responsible in a case of constitutional tort if he fails to conduct his duties in accordance to the constitution of the country (Carlson, 1985, p.342). For example: if a police official makes an arrest and forgets to read the Miranda rights to the suspect, the police official may be held responsible for acting according the constitution and the suspect may be free to leave as his Miranda rights were not read to him (Peak, 2011, p.281). Various activities conducted by the officials of the criminal justice system lead to tort liability, these activities includes: negligent behaviour, wrongful charges for arrest, breach of right of privacy, upholding information and evidence, and coercive interrogation. When an official of the criminal justice system is said to have acted in a negligent manner, he is said to have not exercised his duty of due care (Peak, 2011, p.341). This means that while conducting his duties, an official has not ensured to eradicate practices and procedures that may harm an individual and that are foreseen. Therefore a police official has to exercise his duty of care while conducting his

LAW Essay Example | Topics and Well Written Essays - 3500 words

LAW - Essay Example The element reality of the consent, on the other hand, refers to the requirement that the consent by either or all parties must not have been vitiated by any misrepresentation, fraudulent or otherwise, whilst the capacity to contract is a personal requirement on the part of the parties of the contract that they do not possess any legal disqualifications to enter into it. A disqualification for example is minority. Finally, the legality of the contract refers to the ability of the contract and its terms to hold before the law. Put in other words, the contract must not be legally invalid (Mead, Sagar & Back p 56). The problem at bar, calls for the application of the laws of contract formation particularly on the validity of acceptances and offers. The problem at hand concerns the initial phase of contract-making which is the formation of the contract. The problem here lies in the fact that there was a mix-up of the different elements of the agreement like offer and acceptance and the problem seeks to determine whether there was a valid formation of a contract and with which parties. The problem involves UCL Property Developers, the inviting party, and two companies vying for the building contract: the DC Builders, and; the GB Construction. The order of events is: first, UCL gave out invitations to tender to building contractors for the construction of its administration offices; second, DC Builders and GB Construction were the lowest bidders and pre-qualifiers for  £ 2, 250,000, and  £ 2, 410,000, respectively and each attached its own conditions and terms distinct from UCL’s; third, UCL awarded DC with the contract, in a letter, but for a slightly less amount and in accordance with its own terms; fourth, DC threatened to withdraw its offer if UCL does not amend acceptance within five days; fifth, DC formally