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It says a lot for their will power to maintain a life in such a unique place. This first day was intriguing; especially when Joann introduced met to an old man in the valley type setting within the crater, his name was Org. I stood along the side of his mud house, and I will quote him: " Spell Casting Services Love Magick Love Spells, Reuniting Spells and More Who so ever goe'st into the cave of shadows wills the shadows to cast their spell upon him!" Well , enough said about that, for I am not a man of folklore, that is, I do not take it beyond reality, the reality of touch, sound and smell; the physical realm that is; the here and now reality. I should add I didn't at the time anyway. My senses of exploration, wonderment, and just down right suspicion, got the best of me. And I asked the old man with excitement to spare, "Where is this Cave of Shadows?" And he pointed to the north, toward a towering type mountain in the crater.



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While the weekly interviews focused on Kates activities, the final interview focused on her whole experience with the blended approach, the changes in her perceptions of a blended course, and her successful and challenging experiences. This qualitative study used interpretational analysis because it allows researchers to find constructs, themes, and patterns that can be used to describe and explain the phenomenon being used Gall, Borg, and Gall, 1996, p. 466. This study investigated the activities of one instructor in a blended course and tried to find some patterns and themes to explain her perceptions of her roles in a blended course. Gall et al. pointed out that developing a set of categories helps researchers collect data more effectively. Therefore, six categories were constructed based on the components of activity systems subject, object, tools, community, rules, and division of labor/role. Upon the completion of data collection, all field notes and interviews were transcribed, the transcripts were read, and data were analyzed related to the six components. During the process, I paid attention to emerging themes that were not described among the six components. After repeating the process of analyzing relevant data, Kates activities in her face to face and online sessions and Kates responses from the weekly and final interviews were recoded from the field notes. Through this analysis, I categorized the contents into six components.



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He couldn't help thinking about how miserablehe was feeling about everything that was happening, and it actuallyreminded him of his second year, when almost everyone had thoughtthat he was the Heir of Slytherin; but this time it was even worse,as now even Ron wasn't there to support him, and it seemed thatHermione was the only one of the students that actually treated himdecently. He sighed wearily and apparently that was heard byHermione, who sat down next to him, looking sympathetic. "Iwish there was something I could do," she said to him and henoticed that she wasn't looking very cheerful either not that sheever was lively, but she seemed to be somewhat down too. Harryfelt somewhat guilty, because he was quite sure that she was downbecause of him. "It's not your fault," he said, wanting to lifther spirits. "And you are helping me. You are the only onethat believes me, and besides you are helping me practise. I wouldn'tknow what to practise for the Tournament myself and probably wouldn'thave started doing anything before it was too late, anyway," hecontinued earnestly and she seemed to brighten just a bit. "I justwish it wasn't always me," he added darkly. Sheseemed to be at a loss of words and just patted him on the shoulderin an act of comfort. They sat there in silence for some time, untilHarry started feeling really tired not physically, but mentally and he decided to retire to his dormitory.

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