Plato’S Euthyphro. Questions About Morality Are At The

Plato’s Euthyphro Questions about morality are at the very center of heated debates and discussions surrounding the topic of religion. This theme, the potential interlinking between religion and morality, is explored by Plato in his work Euthyphro. The foundational question that Plato asks is how is something determined to be good or moral: through independent reasoning or by divine prescription. I believe that the only rational position to take on the issue is to conclude that morality must be separate from religion. This position, however, spawns many questions about what role religion does have in life. Ultimately, I believe that having an independent morality standard does change the way religion is used, but religion is still an†¦show more content†¦But Socrates is not interested in this specific case but more generally what is categorized as holy or unholy. Euthyphro finally gives Socrates an answer by saying â€Å"what is agreeable to the god is holy, and what is not agreeable to them is unholy.† This answer leads to an important point that Aristotle makes in his attempt to undermine Euthyphro’s argument. Socrates takes Euthyphro’s answer as to what is generally holy and unholy and tests the theory to a world of quarrelling gods to expose the inadequacy of morality based on religion. Socrates simply summarizes Euthyphro’s response as â€Å"A thing or person loved-by-the-gods is holy, whereas something or someone hated-by-the-gods is unholy.† But Socrates is curious about circumstances where the gods might disagree and by what means can a thing or person be both loved and hated by the gods leading to the establishment of a thing as both holy and unholy. This would by definition render the entire generalized argument of Euthyphro wrong. Socrates walks Euthyphro through the various reason why the gods have a good reason to disagree given their own nature and the nature of beings in general. This is an impor tant point for the times that Plato is living given a predominant focus on a polytheistic world, but I would argue it still has implications for monotheistic believers in the modern world. Modern day Christians have to contend with two other veryShow MoreRelatedThe Divine Command Theory : Capital Punishment And Abortion Essay1128 Words   |  5 Pagesconforms to God’s will. This premise ties together morality and religion in a manner that seems expected, since it provides a solution to arguments about moral relativism and the objectivity of ethics. On the other hand, in Plato’s Euthyphro, Socrates questions whether something is right because God commands it, or whether God commands it because it is right. The ethical implications of the Euthyphro problem suggest that the relationship between morality and religion might not be as straightforward asRead MoreThe Dilemma Of The Euthyphro Dilemma952 Words   |  4 PagesThe Euthyphro Dilemma gives the readers many good points to understand relativism about morality and connect with religion. Also, this is these dialogues between Euthyphro and Socrates, and it find out in the Plato’s dialogue. In the Euthyphro, Socrates asks whether a thing is pious (or good or right) because it is loved by the Gods (or, in its secular form, ‘loved by someone’), or is a thing loved by the Gods (or someone) because it is pious (or good) (Plato, 1981, 10a); it can be considered oneRead MorePlato s Laws And Xenophon s Hiero1365 Words   |  6 PagesPractically in all his discourses, Plato wrote about the works of Socrates that acted as the main persona in his confabs. In Plato’s laws and Xenophon’s Hiero, a further wise man other than Socrates acted as the leader of the discourse. While having protagonist confabs in Plato’s and Xenophon’s works, Socrates tries to interrogate understanding of the further man on the aspect of morality. Socrates presented himself as a les s knowledgeable person in the domain of moral issues to confuse the otherRead MoreEssay on Platos Euthyphro578 Words   |  3 PagesPlatos Euthyphro One of the most interesting and influential thinkers of all time was Socrates, whose dedication to careful reasoning helped form the basis for philosophy. Socrates applied logical tricks in the search for the truth. Consequently, his willingness to call everything into question and his determination to accept nothing less than an accurate account of the nature of things made him one of the first people to apply critical philosophy. AlthoughRead MoreThe Dilemma Of The Euthyphro Dilemma1739 Words   |  7 PagesThe Euthyphro Dilemma proposes the question of whether something is good because God desires it, or God desires those things because they are good. This in turn challenges the Theism which believes that God is both morally virtuous and antecedent to good. In this essay, I will first examine the dilemma and argue that it is ultimately weak; that the two options presented are not exhaustive like the dilemma assumes. Thus, Theists do not have to make a decision between these choices. This leads to theRead MorePlato s Euthyphro And Apology893 Words   |  4 PagesPhilosophers are known to question, analyze and evaluate everything but do not always end with concrete conclusions. Plato’s Euthyphro and Apology, to no surprise, highlight one of such debate: the human characteristics of wisdom. Though Plato was one of the earliest philosophers, the topic of wisdom is still debated by modern philosophers today, contemplating questions such as â€Å"What are the classifications of ‘wisdom’?† According to Plato’s two dialogues, the characteristics of wisdom have a strongRead MoreThe Euthyphro, By Socrates And Euthyphro1733 Words   |  7 PagesBackground: Plato’s paradigmatic dialogue, Euthyphro, may be considered the epitome of Socrates’ mastery of philosophy. In this dialogue, Socrates and Euthyphro converse on the porch of King Archon, who oversees religious laws. They both state why they are there and try to justify themselves to each other. While doing this, they circumvent about the matter of what piety exactly means. Euthyphro, having the reputation of being divine and pious, told Socrates that he is indeed an expert in theseRead MoreEssay on The Euthyphro Dilemma1554 Words   |  7 PagesThe Euthyphro Dilemma In Platos dialogue, Euthyphro, Socrates presents Euthyphro with a choice: `Is what is pious loved by the gods because it is pious, or is it pious because it is loved [by the gods]? Euthyphro responds by asserting that piety is that which is approved [loved] or sanctioned by the gods; whence impiety is whatever is disapproved of by the gods. However, as Socrates points out, the question poses a dilemma for those who believe as Euthyphro does that Truth is revealedRead MorePlato And Plato s The Apology1623 Words   |  7 Pagesphilosophy, pre-Socratic philosophers were more interested in determining how the world worked and its origins/cosmology, as oppose to philosophers such as Plato And Socrates who focused more on ethics or morality. Plato’s conception of God and religion can be depicted in his literatures â€Å"Euthyphro† and â€Å"The Apology† which he expresses through his writings of Socrates in dialogue formation. While one may assume that both Plato and Socrates shared analogous notions of God and religion it is impossibleRead MoreThe Divine Command Theory And The Doctrine Dilemma Essay1448 Words   |  6 Pages– The Divine Command Theory is the idea that morality is ingrained in the nature and command of God, and the Euthyphro Dilemma is one of the most common arguments refuting the Divine Command Theory. The argument was inspired by Plato’s Euthyphro dialogue, which contains the question â€Å"Are morally good acts willed by god because they are morally good? Or are morally good acts, morally good because they are willed by god?† (Euthyphro, 10a). This question raises large problems for the Divine Command

A Mother’s Love to a child Free Essays

As a mother I have cared and tried to push my son†s education so that he can succeed in his life. I came from a large family in Brazil. I wasn†t the only child; I learned to share, how provide for myself, and for my 3 sisters, and 3 brothers. We will write a custom essay sample on A Mother’s Love to a child or any similar topic only for you Order Now My father was a serious man; he had a job, and still came home to provide for all of us. During dinnertime he insisted that everyone had to be home and had to sit down at the table and talk about their day. This was a must in my family too. The reason why he had that rule was because he was a religious man, and meals should be shared with the family as well as conversations. No one had any choice of not sitting at the table, unless we didn†t want to eat. When I had a child, I waited for the right time to have one. I didn†t want to rush into motherhood responsibility until I had everything in order to support my child. My husband had to find a job, and so did I. We had a house, a car, and jobs to support my child; we were ready. When my child was born, I chose to go to the United States of America, so that my child can have a better life. In Brazil, the education is not challenging, and not recognized in other parts of the world as a higher education. For him to have a better education, a better standard of living, and for him to have what we never had, we had to give up our lives in Brazil. As the years went by I was always there for my son. Through my eyes as he grows older, he is still the little boy that I held in my arms for the first time. In his teenage years I have seen him grow further away from me. Every day when he gets home he goes to his room without talking to me, or saying anything about his day. I guess that is what all kids go through in these years, because of the stage of exploration of new things in life. Like driving, video games, girls, and puberty. I still love my son, and even if he doesn†t want to talk to me then I guess he has everything in order in his life. He is very intelligent, and I trust that he knows what to do, and do the right thing. I have noticed that he hasn†t come to me to say if he has had any problems in school. I guess to me he has no problems going on, or maybe he has it in control. I have always said to him every time he comes home, how was your day Miguel? He would always say, it was ok. When I heard that my son was having problems in reading, I was shocked. I couldn†t believe my bright boy was having such problems. I tried my best to make him study more, and succeed in life. Now it looks like he needs help in reading, and I am going to be there for him. The teacher told me that he had to memorize a book in order to pass the class. I was with him every day when he got home, helping him to study and memorize the story. When the day came for him to tell the story, I was waiting for him at home. When he got home, I looked into his eyes and he said â€Å"Mom, I did it. I passed! † I was so happy, and I knew he could do it. From that day on, I have never doubted my son on what he can do. He is a bright young man, intelligent, respectful, and responsible when it comes to work that is given to him. How to cite A Mother’s Love to a child, Papers

Job satisfaction free essay sample

Job satisfaction is considered as one of the most important and studied employee attitude in organisational behaviour. Locke (1976) defines job satisfaction is a pleasurable or positive emotional state resulting from the appraisal of ones job experiences. It is a result of how the employee perceives that their job provides all the things that are considered as important. Thus, job satisfaction results from a positive evaluation of ones job. There are generally three accepted dimensions to job satisfaction which include: It is an emotional response (it is anecdotal) , it is determined by how the outcomes meets or exceed the expectations (also being influenced by perceived fairness) and represents several related attitudes. Smith, Kendall and Hulin (1969) defined five facets of job satisfaction such as: the work itself , pay, promotion opportunities, co-workers, and supervision. Later Locke (1976) added: recognition, working conditions, the company and management.According to Two-Factor Theory by Herzberg (1987, 1959), explains that the factors that lead to job satisfaction are distinctive from those that influence job dissatisfaction. We will write a custom essay sample on Job satisfaction or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Therefore, managers who pursue to eliminate factors that can lead to job dissatisfaction will help to reduce the dissatisfaction or frustration among the employees but not necessarily lead to contentment. Consequently, Herzberg rendered conditions such as quality of supervision, pay, company policies, physical working conditions, relationships with others, and job security as hygiene factors. When theyre adequate, people will not be dissatisfied; neither will they be satisfied. According to Herzberg, accentuating factors which are associated with the work itself or with outcomes that are directly derived from it to motivate people in their job, such as promotional opportunities, personal growth opportunities, recognition, responsibility, and achievement. These characteristics are considered as intrinsically rewarding by the employees. He thus believed that job satisfiers were related to job context and job satisfiers to job content.?The Job characteristics model is another prominent explanations of job satisfaction (Hackman Lawler, 1971). A number of studies have examined the relationship between job characteristics and job satisfaction (Blegen, 1993; Brown Peterson, 1993; Loher, Noe, Moeller, Fitzgerald, 1985). The Job Characteristics Model by Hackman and Oldham (1980), focuses on five core job characteristics that make ones work challenging and fulfilling: (1) task identity – degree to which one can see ones work from beginning to end; (2) task significance – degree to which ones work is seen as important and substantial; (3) skill variety – degree to which the job allows employees to perform different tasks; (4) autonomy – degree to which employees have control and decision for how to conduct their job; (5) feedback – degree to which feedback for how the employee is performing the job is given by the work itself. According to the theory, jobs that are enriched to provide these core characteristics are likely to meet individuals needs for mental challenge and fulfilment in their work, and thus will be more satisfying and motivating to employees. Thus, jobs that entail such characteristics provide challenging work and fulfilment which keeps the employee satisfied. Humphrey, Nahrgang, and Morgeson (2007) meta-analysed the results of over 250 studies of work characteristic – job outcome relationships. All five intrinsic job characteristics were found to be strong predictors of employee job satisfaction.

The effectiveness of the opening chapter of Fitzgerald The Great Gatsby Essay Example

The effectiveness of the opening chapter of Fitzgerald The Great Gatsby Paper In order to discuss the effectiveness of an opening chapter it is first necessary to outline what defines an effective first chapter. Undoubtedly it is essential that we be given a feel for the book, a clear sense of the writers style. Moreover it is within this section we would expect to be introduced to the main characters of the novel and hints as to what may happen next. Finally it is equally important the author describes the setting; both of the physical surroundings and references that allow us to place the text in terms of time and place. In the first chapter Fitzgerald sets up a first person narrator, Nick Carraway, who is omniscient due to his seemingly non-judgmental nature. Within the opening paragraph Carraway informs us he is inclined to reserve all judgments and as a result is privy to the secret griefs of wild, unknown men. Consequently we are able to witness interesting revelations as Nick opens up many curious natures which enhances the effectiveness of the opening chapter. Some admissions add to our enjoyment of the book for example Daisy tells a humorous, anecdotal family secret about the butlers nose. Other disclosures expose more of the characters. This is evident when Miss Baker hesitantly tells Carraway of Toms affair. However some may argue Carraway occasionally contradicts his claims of fundamental decencies. This is possibly suggested when he opinionates himself on the topic of Toms acute limited excellence: I felt Tom would drift on forever seeking for the dramatic turbulence of some irrecoverable football game. Furthermore it could be said he passes judgment on Toms racism. Carraway responds to Toms pathetic attempt at escaping complacency with criticism. We will write a custom essay sample on The effectiveness of the opening chapter of Fitzgerald The Great Gatsby specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The effectiveness of the opening chapter of Fitzgerald The Great Gatsby specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The effectiveness of the opening chapter of Fitzgerald The Great Gatsby specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He indicates he feels Tom did nibble at the edge of stale ideas as his sturdy physical egotism no longer nourished his peremptory heart. Alternatively this could be seen as understanding of the rich. Despite being from a prominent family of well to do people, he represents Americas traditional moral codes. He is different from the American aristocracy of old money and hedonistic lifestyles, a fact illustrated by his home: a small eyesore all for eighty dollars by contrast to the huge places that rented for twelve or fifteen thousand a season. Bearing this in mind Carraway may not be passing judgment upon Tom; he simply understands the essential emptiness of the world of the rich. This point is further reinforced when he feels the basic insincerity of Daisy. In this respect the narrative voice is also effective. We can use Carraways perceptions as a moral gauge we can use to form our own conclusions on characters and the cultural setting. When introducing Tom Buchanan, in the main Nick does reserve judgment, although in places his descriptions could be interpreted not as fact but his own opinion. Much of what Carraway says of Tom suggests the way he treats people: contempt, aggressively, fractiousness. Furthermore he describes him as cruel and arrogant. Many would agree this is a good way of introducing the character as we are left to our own opinions of Tom his behaviour is simply inferred. It is also suggested Tom is never satisfied or happy as he is always looking for something else: he drifted restlessly. Nick indicates this is a result of the anti-climax that is Toms life; the pinnacle of his achievement was when playing football at college. Here perhaps it is necessary for Nick to voice opinion, thus increasing the effectiveness of the chapter by deepening our knowledge of characters and the lives of the rich. The character of Daisy Buchanan is set up as an equally unsatisfied and unfulfilled character, which consequently impacts upon their relationship. Daisy has an excitement in her voice and a stirring warmth that was charming. However we are given an impression that the gay, exciting exterior is simply a front beneath which there is an unhappiness and absence. This is best portrayed when she absently talks about the baby until she can describe her own sophisticated feelings on the baby and life. This reveals her character lacks maternal love and is self-absorbed. Nick also suggests the basic insincerity of her words as though the whole evening had been a trick. Under the idyllic visage of Daisy there is ultimately nothingness, a lack of direction. The life of the young and rich is not enough she been everywhere seen everything and done everything. The notion that their life is a fai ade is indicated further by the cracks in their relationship. Tom has some girl in New York and his behviour becomes increasingly cross and at points violent as he becomes impatient with Daisy. Furthermore Nick suggests Daisy has membership in a rather distinguished secret society to which she and Tom belonged as though their relationship is held together only by money. The fractious relationship making the first chapter effective in gaining our attention and creating interest in us as readers that encourages us to read on. In the same way we are intrigued as to the development of the character of Miss Baker. She helps to set the book in its cultural context, as she is representative of the girl of her time; her young cadet like figure was fashionable at the time. She is an androgynous character, with mingingly gender characteristics slender, small breasted girl, with an erect carriage reminiscent of the flapper girls. Fitzgeralds use of her character is also effective in creating curiosity within us as readers. There is a mystery surrounding her character as Nick recognizes her having seen her, or a picture of her, somewhere before. This mystery is later developed as we discover she is a famous golfer who Nick once heard a critical, unpleasant story. We are lured into reading on to discover her secret. Gatsby is introduced only at the very end of the chapter as Nick catches his first glimpse of the mysterious Gatsby. At this point he is the only character we have not met and this coupled with the fact he is only a figure from the shadow creates a sense of mystery. His behaviour is perhaps troubling to us: alone stretched out arms toward the dark rembling before he vanishes. To what he is stretching to we are not informed, simply a single green light in the distance. Perhaps it symbolic, a green light indicating going forward or future with its connotations of advancing. This makes for an effective ending of the first chapter, as we are certainly intrigued as to what and why he was behaving so strangely. This is particularly so as he is the man who gives his name to the book and his importance within the plot is also suggested is frequently mentioned throughout the first chapter. Despite never meeting Gatsby, we are given a sense of his character for example he had an extra ordinary gift for hope, a romantic readiness. Moreover early on tension is created about Gatsby and the events of the novel: it is what preyed on Gatsby, what foul dust floated in the wake of dreams. Again these hints at what may happen next were outlined as defining an effective first chapter. Throughout the first chapter Nick refers in detail to his surroundings describing colour and movement which helps the reader to understand the characters and their way of life. Tom and Daisy Buchanans home suggests their class and children of wealthy aristocracy. Their Georgian Colonial Mansion indicates an established family history as it goes back a relatively long way in American history, to the 18th century before the War of Independence. Furthermore the house glowing in reflected glory implies they do not have to work for their money, they bask in the benefits of others hard work. Furthermore the colours of the house red and white perhaps illustrate more of their characters. The rosy and wine colours could represent the passion and anger whilst the gleaming white and pale rosted weeding cake of the ceiling indicate the nothingness and absence within their personalities and relationship. Similarly Gatsbys home a factual imitation of the Hotel de Ville in Normandy indicates the artificiality and fakeness that surrounds Gatsby. Its thin beard of raw ivy is an attempt at creating some history, though the spanking newness of a home in the less fashionable W est egg reveals to us Gatsby is one of the nouveau riche. In the same way the descriptions of movement within the Buchanan house help the unveil more of their characters. The fluttering of the womens dresses alongside rippling, with its connotations of water, indicates natural beauty with a hint of ephemerality as though their splendor is not long lasting. Furthermore the twisting again indicates delicate movements suggesting elegance perhaps the result of money. Additionally we learn that the womens characters have very little physical presence as their movement is described as completely motionless making only an attempt to rise. This suggests within life they are not going anywhere, they lack direction. As well as relating Gatsbys story the novel explores upper class society in the 1920s and Fitzgerald paints a vivid picture of their existence. We are given the impression the upper class live in their own world, oblivious to what goes on outside it. For example Daisy letdown at Nick not coming to her wedding be cause he wasnt back from the war. Furthermore despite the prohibition at the time, they were drinking cocktails which presumably contained alcohol. Fitzgerald suggests they have little responsibilities or ties drifting here and there herever people played polo and were rich together. It is obvious the Buchanans, as would others of their type, do not have to do much for themselves; dinner was prepared for them, the table laid by two young ladies, a butler answered the phone. Moreover Daisy seems unaccustomed to doing anything for herself when asking, what do people plan? . We are also given an impression these people care very much about appearance. This is suggested by Daisys ecstatic cry at hearing people miss her indicates she cares very much about what people think of her. Furthermore there were no such intentions for Daisy to leave Tom despite his on-going affair which gives the impression she likes the family image with the baby. Tom also expresses a care for what others think when, after Nick expresses a light-hearted remark about feeling uncivilized at the table with Daisy, Tom violently begins a racist debate. Even Nick shows some pride at telling of his solid background of well-to-do people. Fitzgeralds use of language and style also contributes to the effectiveness of the opening chapter in ways other than the descriptive of surroundings explored earlier. Firstly Fitzgerald writes in a retrospective manner looking back over last summer. The summer, if interpreted as a metaphor, indicates to us the novel is perhaps about youth and the prime of life. Most importantly he uses direct speech a greatly which helps us to understand the characters of the book. For example it is suggested that within Daisys life there is a lack of direction and unhappiness when Miss Baker informs us they had been lying on that sofa for as long as I can remember. This indicates that they have no purpose in their lives; their days are filled with nothing. Moreover Daisy retorts she had been trying to get to New York, it is an effort for the women to exert themselves. This is again indicated when she reveals, I always watch for the longest day of the year as it suggests she looks trivial milestones in her life as she has nothing to look forward to. We also see Daisys childish, immature side through her speech; Look! I hurt it and you did do it. In conclusion the first chapter of The Great Gatsby is effective as it does succeed the criteria outlined. In particular Fitzgerald is successful in introducing the main characters especially through vivid descriptions and direct speech. Additionally the narrator, as a character with an understanding of the rich due to his background and non-judgmental nature, is used to comment on the events and characters gives greater insight into these characters and the life of the rich. Throughout the first chapter we are given enough hints as to what may happen within the novel to keep an appropriate pace and enough mystery through characters such as Gatsby and Miss Baker to keep us intrigued. Furthermore we are encouraged to read on to the end of the novel due to the peculiar ending that concludes an effective first chapter.

buy custom Reinforcement Theory of B. F. Skinner essay

buy custom Reinforcement Theory of B. F. Skinner essay Principles of the Theory Reinforcement theory of B. F. Skinner enhances and proves principles and achievements of behaviorism. According to its followers, free will and other spiritual characteristics cannot be objects of scientific research because of the hidden and unobserved nature of those phenomena (Schultz Schultz, 2013). B. F. Skinner believed that people were only machines subject to predictions and control. He claimed that the science of human behavior was not different from any other natural evidence-based science (Skinner, 2011). His theory is most relevant to the issue of personality development. Studying personality in terms of behaviorism, B. F. Skinner emphasized the importance of the past human experience and the unique nature of human abilities. Like many other theorists, B. F. Skinner believed that understanding of human nature could come through observation of the behavior of a human body in interaction with the environment (Skinner, 2011). Accordingly, this interaction was the focus of numerous carefully set experimental studies. The principle of reinforcement became the primary concept in the Skinners studies (Coon Mitterer, 2008). This revealed the theory of operant reinforcement. B. F. Skinner distinguished two approaches to the study of a personality. He differentiated standpoints of innate and operant behavior (Skinner, 2011). The first reflective type of behavior implied characteristic reaction caused by a known stimulus. Events following the reaction determined operant behavior. For example, withdrawal of a hand touching a hot object was an example of innate reactions, while cycling and playing musical instruments were examples of the operant reinforcement. Speed with which people could acquire and fix the operant behavior depended on the rule and mode of reinforcement. B. F. Skinner investigated changes of reaction, learning, and behavior modifications. Reinforcement has become one of the conditioning principles (Coon Mitterer, 2008). Starting from early childhood, human behavior is subject to outward reactions and support. People acquire types of behavio supported by the perception of pleasure and joy. There are primary reinforcements, such as food or elimination of pain, and other stimuli such as smile, adult attention, approval, or praise (Schultz Schultz, 2013). Operant conditioning relies mainly on positive reinforcement. Nevertheless, Skinner emphasizes importance of a negative reinforcement, which leads to the extinction of an undesired response. It can be physical punishment, moral influence, or psychological pressure. Unpleasant stimulus in the punishment should be a reaction, reducing the likelihood that the response will appear again (Skinner, 2011). How Does the Theory Address Differences in Gender and Culture? Gender is a set of representations of male and female social roles and types of behavior. It is a cultural mask of sex. Three basic gender approaches are the theory of social construction of gender, a stratification category, and a cultural metaphor. The theory of the social construction of gender is an organized structure of interrelations between women and men, as well as being one of the basic institutions of the society. It reveals two postulates. The first is the assumption that gender is a product of socialization, labor system of gender roles, family, and the media. The second explains the concept in terms of gender identity, adoption of some given society norms, and sub-alignment for them (Coon Mitterer, 2008). It means traditions in clothing, appearance, demeanor, and leadership qualities. The concept of gender reflects creation of cultural and social differences between boys and girls, men and women that are not natural, intrinsic, or biological. Gender as a stratification category is a structure or process among a number of other stratification categories such as class, race, and age. As a cultural metaphor, the concept serves as a cultural symbol and a cultural-forming factor. Social learning theory, which goes back to the ideas of behaviorism, explores major concepts, such as learning and positive and negative reinforcement model of parental behavior. It emphasizes influence of the microenvironment and social norms on external sex-role behavior and focuses on a typical sex behavior. Parents and surrounding peeople teach boys and girls to behave according to patterns of their gender and condemn when they adopt behavior of the opposite sex. Parents tend to blame the lack of independence in boys and girls, but they are allowed to be dependent. As a result, boys learn that one should rely on his achievements to gain self-respect and self-esteem, while girls upbringing depends on treatment by and attitude of others (Schultz Schultz, 2013). The diversity of social characteristics of people worldwide reveals that biological sex cannot be an explanation of differences in social roles existing in different societies. The concept of gender denies the fact that people depend on their belonging to males or females. Neither biological sex nor socio-cultural norms ultimately determine behaviors, activities, and careers of women and men. In terms of the reinforcement theory, it is possible and even necessary to modify and construct equal gender roles and types of behavior. Does the Theory Present a Comprehensive Explanation of How Personality Develops? Behaviorism is known as the psychology without a mind. This turnover assumes that the mind is identical to consciousness. They compare mental qualities of people to operations of some devices. It has changed the perception of those qualities. A real contribution to the new direction is the dramatic expansion of the field of psychology. It now includes availability of an external objective observation. Behaviorists have changed the scheme of psychological experiments held them mainly on animals like white rats. Experimental devices are different types of labyrinths and problem boxes. While running them, animals have learned to find their way out of those boxes (Schultz Schultz, 2013). Themes of learning and acquisition of skills by trial and error have become central in the theory of reinforcement. There have appeared many experimental data on determinants of behavior modification. The reinforcement theory has changed the conception of laws that govern behavior of living things, including humans. The last point has appeared in experiments with big white rats. People appear to be the same, finding their way in the maze of life (Schultz Schultz, 2013). Buy custom Reinforcement Theory of B. F. Skinner essay

Gallium Facts (Atomic Number 31 or Ga)

Gallium Facts (Atomic Number 31 or Ga) Gallium is a bright blue-silver metal with a melting point low enough you can melt a chunk in your hand. Here are interesting facts about this element. Gallium  Basic Facts Atomic Number: 31 Symbol: Ga Atomic Weight: 69.732 Discovery: Paul-Emile Lecoq de Boisbaudran 1875 (France) Electron Configuration: [Ar] 4s2 3d10 4p1 Word Origin: Latin Gallia, France and gallus, a Latin translation of Lecoq, a cock (name of its discoverer was Lecoq de Boisbaudran) Properties: Gallium has a melting point of 29.78 °C, boiling point of 2403 °C, specific gravity of 5.904 (29.6 °C), specific gravity of 6.095 (29.8 °C, liguid), with a valence of 2 or 3. Gallium has one of the longest liquid temperature ranges of any metal, with a low vapor pressure even at high temperatures. The element has a strong tendency to supercool below its freezing point. Seeding is sometimes necessary to initiate solidification. Pure gallium metal has a silvery appearance. It exhibits a conchoidal fracture that it similar to a glass fracture in appearance. Gallium expands 3.1% on solidifying, so it should not be stored in a metal or glass container that can break upon its solidification. Gallium wets glass and porcelain, forming a brilliant mirror finish on glass. Highly pure gallium is only slowly attacked by mineral acids. Gallium is associated with a relatively low toxicity, but should be handled with care until more health data has been accumulated. Uses: Since it is a liquid near room temperature, gallium is used for high-temperature thermometers. Gallium is used to dope semiconductors and for producing solid-state devices. Gallium arsenide is used to convert electricity into coherent light. Magnesium gallate with divalent impurities (e.g., Mn2) is used to make commercial ultraviolet-activated powder phosphors. Sources: Gallium may be found as a trace element in sphalerite, diaspore, bauxite, coal, and germanite. Flue dusts from burning coal may contain as much as 1.5% gallium. The free metal may be obtained by electrolysis of its hydroxide in a KOH solution. Element Classification:Basic Metal Gallium Physical Data Density (g/cc): 5.91 Melting Point (K): 302.93 Boiling Point (K): 2676 Appearance: soft, blue-white metal Isotopes: There are 27 known isotopes of gallium ranging from Ga-60 to Ga-86. There are two stable isotopes: Ga-69 (60.108% abundance) and Ga-71 (39.892% abundance). Atomic Radius (pm): 141 Atomic Volume (cc/mol): 11.8 Covalent Radius (pm): 126 Ionic Radius: 62 (3e) 81 (1e) Specific Heat (20 °C J/g mol): 0.372 Fusion Heat (kJ/mol): 5.59 Evaporation Heat (kJ/mol): 270.3 Debye Temperature (K): 240.00 Pauling Negativity Number: 1.81 First Ionizing Energy (kJ/mol): 578.7 Oxidation States: 3 Lattice Structure: Orthorhombic Lattice Constant (Ã…): 4.510 CAS Registry Number: 7440-55-3 Gallium Trivia: Galliums discover, Paul-Emile Lecoq de Boisbaudran named the element after his home country France. The Latin word gallus means both Gaul which is an older name for France. It was believed he also named the element after himself because gallus also means rooster (or Le Coq in French). Lecoq later denied he named gallium after himself.The discovery of gallium filled a spot predicted by Mendeleevs periodic table. Gallium took the place of the placeholder element eka-aluminum.Gallium was first identified using spectroscopy by its distinct pair of violet spectral lines.Galliums melting point (302.93 K) is low enough to melt the metal in the palm of your hand.Gallium is the element with the highest range of temperatures for its liquid phase. The difference between galliums melting and boiling point is 2373  °C.Gallium is one of five elements with a melting point near room temperature. The other four are mercury, cesium, rubidium and francium.Gallium expands as it freezes like water. Gallium does not exist free in nature.Gallium is obtained as a byproduct in the production of zinc and aluminum.Most gallium produced today is used in electronics.Gallium nitride semiconductors are used the blue diode lasers of Blu-rayâ„ ¢ players.Gallium arsenide is used to produce ultra-brite blue LEDs.Liquid gallium is known for its ability to wet glass, porcelain and skin. Gallium forms a very reflective surface on glass making an excellent mirror.An amalgam of gallium, indium, tin is used in medical thermometers in place of the more traditional and toxic mercury thermometers.Gallium Beating Heart is one of the fun and easy chemistry demonstrations for chemistry students. Gallium Fast Facts Element Name: GalliumElement Symbol: GaAtomic Number: 31Group: Group 13 (Boron Group)Period: Period 4Appearance: Silver-blue metalDiscovery:  Lecoq de Boisbaudran (1875) Sources de Boisbaudran, Lecoq (1835–1965). Caractà ¨res chimiques et spectroscopiques dun nouveau mà ©tal, le gallium, dà ©couvert dans une blende de la mine de Pierrefitte, vallà ©e dArgelà ¨s (Pyrà ©nà ©es). Comptes rendus. 81: 493.Weast, Robert (1984). CRC, Handbook of Chemistry and Physics. Boca Raton, Florida: Chemical Rubber Company Publishing. pp. E110. ISBN 0-8493-0464-4.

Technology trends in Hospitality Industry Essay

Technology trends in Hospitality Industry - Essay Example Engineering technology is the type of technology that seeks to study, design and expound on other specific types of technology. Modern technology has revolutionized the livelihoods and operational designs of human beings since the mid-20th century. Communication, which is the basic channel of human interaction, has greatly improved over time. In the ancient error, communication was hectic and time consuming. The ancient communication means comprised of messengers, signals such as smoke, drum beating, and letters (Barth & Hayes, 2006, p. 87). Technology has revolutionized the use of the internet, which has made communication within extreme corners of the world possible by the use of e-mails or even skype. Another milestone in the communication sector is the widespread and use of cellphones. Education has also improved in that the internet contains many things that learners strive to get acquainted to (Aswathapp, 2010, p. 45-63). The ancient bookshelves have been reduced to a single folder in a computer. Online education has also been on the rise since courses can be undertaken online. Other fields such as hea lth care facilities have improved through the introduction of modern sophisticated diagnostic tools that carry out effective medical practices. Industrial productivity has been on the rise through the introduction of machinery that performs tasks as many times more effectively as compared to humans. The hospitality industry is a widespread group of fields in the service provision branch that encompasses accommodation, event planning, theme parks, carriage, cruise line, and extra fields inside the travel and leisure industry. The hospitality industry is a billion dollar industry that depends on the availability of leisure time and extra income. According to Vermaan (2011, p. 11), hospitality components such as a cafeteria, guesthouse, or amusement parks comprise of multiple

Economic case for Precision agricuture apply to Ireland Article

Economic case for Precision agricuture apply to Ireland - Article Example Tobacco is also grown in limited areas. Irish agriculture mainly comprises of the small family farm. About 67 percent of the farms cover less than 50 acres (20 hectares), and another 25 percent are smaller than 20 acres (8 hectares). The number of people employed in agriculture continues to decrease as mechanization increases and young men and women find better-paying occupations in the cities. The number of agricultural workers in Ireland declined by about 50 percent between the years 1960 and 1991 (Britannica Student Encyclopedia, 2006). The future of Irish agriculture greatly depends on sustainable practices and proper economic planning. Precision agriculture is one of the best ways to increase the farm production. Precision Agriculture is a now a term used throughout agricultural systems worldwide. Precision agriculture can be defined as a comprehensive system designed to optimize agricultural production through the application of crop information, advanced technology and management practices. Precision agriculture begins with crop planning and includes tillage, planting, chemical applications, harvesting, and post harvest processing of the crop (Roberson, 2004). Precision farming utilizes three technologies: Global Positioning Systems (GPS), Geographic Information Systems (GIS), and Variable Rate Technology (VRT). GPS provides navigation that can position a tractor within a few feet anywhere in a field. GIS computer systems capture, manage, and analyze spatial data relating crop productivity and field inputs. VRT provides "on-the-fly" estimation of field inputs. Working in concert, GIS, GPS, and VRT provide information that allows producers to apply inputs, such as fertilizers and insecticides, precisely in a sustainable manner (Ball and Peterson 2001). Further the collected information may be used to more precisely evaluate optimum sowing density, estimate specifically fertilizers and other inputs needs, and to more accurately

Shylock Is a Jew in a Predominantly Christian Society Essay Example for Free

Shylock Is a Jew in a Predominantly Christian Society Essay Question: ‘Shylock is a Jew in a predominantly Christian society just as Othello is†¦living in a predominantly white society. But unlike Othello, Shylock rejects the Christian community as firmly as it rejects him.’ (W.H. Auden, ‘The Dyer’s Hand’, 1963. Quoted in ‘Shakespeare’s Comedies’, edited by Lerner, Penguin 1967.) In light of the above quotation, compare and contrast Shakespeare’s presentation of prejudice, considering how audiences of different periods might react to it. (2000 words) Shylock’s presentation of prejudice has been received in immeasurably different ways by audiences of different generations, and the portrayal of the attitudes of Shylock and Othello towards their intolerant societies are ones that still arguably offer a valuable view towards prejudice in our present-day societies. ‘Shylock is a Jew’. Four words from the above quotation which arguably encapsulate the main running theme throughout the whole of The Merchant of Venice. From a Venetian viewpoint, Shylock is a Jew; therefore he is different; therefore we will exclude him. Shakespeare shows this through many different examples, from the racist views expressed by ‘good Antonio’, to the expressions used by the high courts of Venice; the Christian community expressing a certain divide and prejudice towards Shylock and the Jewish minority. This ‘rejection’ of the Jews is notably explored in the views expressed by Antonio early on in the play, when the loan of ‘three thousand ducats’ is negotiated. Bassanio attempts to convince Shylock through kind words and offers of dinner- the ‘Christian’ way of kindness; possibly the only instance of kindness offered to Shylock throughout the entire play. However, as soon as Antonio enters, the tone chan ges; Shylock goes from being referred to as ‘sir’ by Bassanio to ‘The devil’ by Antonio. Antonio would ‘spit on thee again’, and this particular example highlights that, despite the fact Antonio is attempting to receive a loan from Shylock, prejudice is still inherent in his every word and action. The Christian community ‘rejects’ Shylock, no matter what he may do of benefit to them; and, as a result, is rejected in like. The harsh treatment Shylock receives (such as curfew and a barrage of cuss-words) is reflected in the way that he ‘rejects the Christian community as firmly as it rejects him’; for example, when offered dinner, Shylock launches into an expletive, hate-fuelled speech about Christianity, claiming that pork is ‘the habitation which your prophet the Nazarite conjured the devil into’, and firmly stating that he ‘will not eat with you, drink with you, nor pray with you’. Shylock is rejecting the Christian community with every moral fibre in his body, and seems to only take the bond of Antonio to hold some kind of leverage above him, namely the term of ‘the forfeit/ Be nominated for an equal pound/ Of your fair flesh’; a foolishly agreed term that is taken full advantage of. Shylock is treated harshly, and as a result takes full advantage of the fact that legally he can kill Antonio; thus rejecting the Christian community. Othello, however, is the polar opposite of Shylock’s ‘stand-alone’ attitude; though being the outsider ‘in a predominantly white society’, he attempts to fit in, and be loved by the aristocratic Venetians. Shakespeare presents the prejudice inherent in Venetian society in a slightly different way; though Shylock and Othello both are used by the ‘majorities’, and thrown out when not needed, Shakespeare presents a play that explores the prejudice through a different angle. Othello is the war-hardy soldier needed by the whole of Venetian society to fight the Turkish aggressors, who angers Venetian society by taking a white woman; Shylock is a Jew whose possessions are needed by Antonio alone, who angers Venetian society by daring to claim what is rightfully his. In Othello the audience receives an impression that, though Iago is manoeuvring everybody towards his own aims, Othello is clearly in the wrong when murdering his wife; therefore he is rejected by the ‘society’, and this is morally ‘right’. In The Merchant of Venice the audience feels that, actually, Shylock is morally wronged by the Christians; and this rejection by society leaves a bitter taste. An audience in Elizabethan times would have been left with (in both plays) a feeling of discontentment in the treatment of the two key characters; despite the obvious inherent prejudice in society at this time towards ‘moors’ and Jews, Shakespeare’s manipulations of stereotypes in his works (e.g. the ‘kind’, Christian Antonio is an oppressive character who almost gets his comeuppance) were aimed to alter (or at least make the audience question) their views on minorities. Shakespeare’s portrayal of Shylock can easily be seen as a plea for tolerance towards the Jewish community in England at the time. For example, Shylock’s famous ‘If you prick us, do we not bleed?’ speech is designed to throw a human perspective on the matter; that the ‘Jews’- peoples that have been so discriminated against that any racism against Jews has its own nametag are human too. Shylock’s most memorable speech is a cry for humanity and equality, which has resounded down the ages. As Alexander Granach (a German actor who portrayed Shylock in the 1920s) in his autobiography ‘From the Shtetl to the Stage: The Odyssey of a Wandering Actor’ writes; Shakespeare ‘gave Shylock human greatness and spiritual strength and a great lonelinessthings that turn Antonios gay, singing, sponging, money-borrowing, girl-stealing, marriage-contriving circle into petty idlers and sneak thieves.’ This will undoubtedly have had a slight effect on the audience, showing them that the supposed ‘villain’ of the piece is simply following a twisted, u nmerciful version of the ‘Golden Rule’, an ethic of reciprocity that is cited in Christianity; ‘do unto others as you would have them do unto you’. In this play, Shylock is indeed doing ‘unto others’ how they do unto him. Shylock’s actions, instead of being a stereotypical cruel, vengeful Jew who only cares about his ‘diamond gone (that) cost me two thousand ducats’, are transformed by Shakespeare into an often-misinterpreted statement about the hypocrisy inherent in both society and religion at this time. Shakespeare’s magic lies in the fact that he managed to change two persecuted minorities, who prior to being dramatically personified by Shakespeare had been held up in plays as mockeries of creatures, to human beings with the emotional capacity to feel love and hate. Othello is no longer a ‘black ram’ held up by Iago as crudely ‘topping (the) white ewe’, he has become a symbol of the outsider used for other’s purposes. In Othello’s doing of ‘ta’en’ of Desdemona, he turns Venetian society against him, and is only needed for the purposes of defeating the Ottomans. 300 years on, and this example is still relevant; Paul Robinson, a black actor who went on to portray Othello on Broadway in 1943, drew comparisons between Othello’s situation and the situation of a coloured man in America in the 1930s; ‘while (Othello) could be valuable as a fighter he was tolerated, just as a negro who could save New York from a disaster would become a great man overnight†¦however, as soon as Othello wanted a white woman†¦everything was changed, just as New York would be indignant if their coloured man married a white woman’. In this way, Shakespeare’s portrayal of minorities is relevant for all societies where ethnical persecution takes place, no matter what the time period. However, Shakespeare’s underlying meaning of equality has been twisted. David H. Lawrence famously quoted ‘Never trust the artist, trust the tale’; and indeed, this ha what happened with Shakespeare’s intentions for Shylock and the grim reality. For example, the character of Shylock was used in anti-semetic propaganda by Hitler in Nazi Germany to promote the scapegoating of the Jews; Shylock is held up by a local newspaper in Konigsberg, Germany in 1935 as ‘cowardly and malicious’ when ‘properly understood’, a line that undermines both the intelligence and self-esteem of local people upon reading (in that they did not read enough into the play), and the true meaning of The Merchant of Venice. Upon saying that the deeper meaning is that Shylock is cowardly and malicious, they are mistaking the shallow, surface meaning for a deeper one. As Harold Bloom commented in 1999, ‘It would have been better for the Jewish people had Shak espeare never written this play’; here, Bloom is obviously commenting on the fact that people only took away the shallow meaning, not the deeper, politically-charged (for the times) meaning that Shakespeare is attempting to convey. In a manner seemingly parallel to that of Nazi Germany, Shakespeare’s messages are being sorely misunderstood even nowadays. Shakespeare and his plays (in present-day, less inherently racist society) are being taken away from younger generations, such as in British schools whose teaching is becoming impeded by the P.C nature of today’s ‘Big Society’. Texts and plays key to British education (such as ‘Of Mice and Men’ and ‘Othello’) are being considered to blatent in their language (eg. ‘whore’, ‘moor’) to be studied at an age of 15/16; in an age when arguably the anti-racist messages of Shakespeare need to be implemented. In this way, whilst previous generations of audiences may have held up Shakespeare’s ‘Othello’ and ‘Merchant of Venice’ as examples of injustice and hypocrisy, today’s audiences are holding them up as too blatent in their use of ‘inappropriate language’. Shakespeare’s messages of equality are, once again, being misunderstood; especially if people do not understand the messages that ‘the Great Bard’ is attempting to convey. For example, in 2008, nine students at the Yesodey Hatorah Senior Girls School (a Jewish comprehensive school) in Hackney in East London refused to sit an exam on ‘The Tempest’ purely because they felt that Shakespeare was anti-semetic owing to his severely-misunderstood portrayal of Shylock. Othello has also often been held up and received down the centuries as purely a negative stereotype; even as recently as 2008. Robert Fisk writes in ‘The Guardian’ that ‘Othello was a Moor, a black Muslim, a mercenary (in the service of Venice) – and a wife killer’. One can assume that this is how he would have been viewed in most predominantly-white countries up until the fall of racism and the increase of diversity; thus missing the fact that Iago is both the catalyst and trouble-starter. The mannerisms and attitudes of the characters provide a key insight into the prejudices inherent in society, through both the actions and thought-processes provided by Shakespeare. For example, Othello almost unconsciously uses racist terms to describe himself, providing a derogatory edge to his words. This is shown best in the soliloquys given to Othello, especially when he doubts the good nature of Desdemona; he feels that his ‘name, that was as fresh As Dians visage, is now begrimed and black, As mine own face’, i.e. that his previously good nature is now smeared. However, Othello associates his own face as ‘begrimed and black’, in that he sees his very self as something dirty- and that white (i.e. ‘Dian’s visage’, a marble-white Greek goddess) as something good, clean, and pure. Othello appears to have internalised the racist ideologies preached by Venetians such as Brabantio, and this especially comes to heed in the murder of Desdem ona. Seeds planted by Iago act as a catalyst to the problem put in the open by Brabantio at the start of the play; that Desdemona would never ‘Run from her guardage to the sooty bosom Of such a thing as thou’. This, ultimately, is something that the entire play relies on; this comment, made in the heat of the moment by Brabantio, ultimately delivers death unto his daughter. Othello begins to doubt Desdemona’s love and honour due to the fact that he has internalised such racist opinions as ‘blacks and whites should not mix’, and is driven crazy by this. As already mentioned, Robert Fisk spoke of the ways in which Othello would have been viewed; not as somebody noble, but as somebody ‘different’, and (though many in the Elizabethan audience may have been able to sympathise with the beating of Desdemona) a ‘wife killer’; and indeed, this is a way in which some still see him today. Shakespeare, just like Othello and Shylock, lived in a predominantly white and Christian society, and recognised the prejudices inherent in English society; indeed, his plays reflected society. However, as Chung-hsuan Tung wrote, ‘Shakespeare recognizes the existence of racial differences but he is not a racist. Shakespeare is†¦an impartial, humanitarian dramatist preaching interracial liberty, equality, and fraternity.’ Bibliography Alexander Granach ‘From the Shtetl to the Stage: The Odyssey of a Wandering Actor’ Paul Robinson – ‘My Fight for Fame; How Shakespeare Paved My Way to Stardom’ The Merchant of Venice, Edited by John Russell Brown, ‘the Arden Shakespeare’, 2007 Othello, edited by E.A.J. Honigman, ‘the Arden Shakespeare’, 1997 John Gross – ‘Shylock: A legend and its Legacy’ Robert Fisk – ‘Offended by Shakespeare? Let’s ban him.’ Guardian, 8th March 2008. Harold Bloom ‘It would have been better for the Jewish people had Shakespeare never written this play’, 1999. Chung hsuan-Tung – ‘The Jew and the Moor: Shakespeare’s Racial Vision’, 2008

The American Communist Movement Essay -- power, control, leaders, socia

Political desire for power and control has resulted in the practices of socialism and communism. These political leaders have used this government control to influence and guide the economies for their own personal gain. During the early to mid twentieth century, the rise of socialism and communism led to economic, political, and social corruption throughout Eastern Europe, The United States, and many economies worldwide, resulting in the need for action against it. The introduction of government controlled economies led to devastating consequences that are seen in many aspects of life as well as in literature. The governmental shift towards social programs had many affects on the working class citizens and how businesses operated. At the start of the 20th century, the free market capitalist system became the popular model for most world economies. In fact, during this period, most economies were experiencing an economic boom. Globalization and the introduction of telephone communications was the starting point for growth and prosperity. However, the start of World War I destroyed over 20 million lives and slowed down the globalization of the world economies. World War I was a disaster and left people frightened and uncertain about the future. People were looking for a better way of life that was more just and the introduction of socialism and communism was born. â€Å"Communism required government ownership rather than private ownership of land, factories, and other economic resources, called the means of production† (Vontz). In addition, the party state was the Communist positio n that the party must defend all Communist countries against free market economies. Establishment of secret police and military forces were needed until t... ...ple who are free to choose and decide their future are in a position to succeed. Works Cited Fariello, Griffin. Red Scare Memories of the American Inquisition. 1st. New York: W.W. Norton & Company, 1995. 556. Print. Hayes, John E. Red Scare or Red Menace?. Chicago: The American Way Series, 1996. 214. Print. Rand, Ayn. "Anthem Equality 7-2521." http://www.pagebypagebooks.com/Ayn_Rand/Anthem/. N.p., n.d. Web. 1 Apr 2014. Ronald Reagan, "Tear Down this Wall," Making the History of 1989, Item #567, https://chnm.gmu.edu/1989/items/show/567 (accessed April 3 2014, 11 am). Von Drehle, David. "JFK." His Enduring Legacy. New York: 2013. Vontz, Thomas â€Å"Communism.† World Book Student. World Book, 2014. Web 13 Mar. 2014. Yergin, Daniel, Joseph Stanislaw, et al. Commanding Heights The Battle for the World Economy. Simon : Free Press, 2008. 535. Print. The American Communist Movement Essay -- power, control, leaders, socia Political desire for power and control has resulted in the practices of socialism and communism. These political leaders have used this government control to influence and guide the economies for their own personal gain. During the early to mid twentieth century, the rise of socialism and communism led to economic, political, and social corruption throughout Eastern Europe, The United States, and many economies worldwide, resulting in the need for action against it. The introduction of government controlled economies led to devastating consequences that are seen in many aspects of life as well as in literature. The governmental shift towards social programs had many affects on the working class citizens and how businesses operated. At the start of the 20th century, the free market capitalist system became the popular model for most world economies. In fact, during this period, most economies were experiencing an economic boom. Globalization and the introduction of telephone communications was the starting point for growth and prosperity. However, the start of World War I destroyed over 20 million lives and slowed down the globalization of the world economies. World War I was a disaster and left people frightened and uncertain about the future. People were looking for a better way of life that was more just and the introduction of socialism and communism was born. â€Å"Communism required government ownership rather than private ownership of land, factories, and other economic resources, called the means of production† (Vontz). In addition, the party state was the Communist positio n that the party must defend all Communist countries against free market economies. Establishment of secret police and military forces were needed until t... ...ple who are free to choose and decide their future are in a position to succeed. Works Cited Fariello, Griffin. Red Scare Memories of the American Inquisition. 1st. New York: W.W. Norton & Company, 1995. 556. Print. Hayes, John E. Red Scare or Red Menace?. Chicago: The American Way Series, 1996. 214. Print. Rand, Ayn. "Anthem Equality 7-2521." http://www.pagebypagebooks.com/Ayn_Rand/Anthem/. N.p., n.d. Web. 1 Apr 2014. Ronald Reagan, "Tear Down this Wall," Making the History of 1989, Item #567, https://chnm.gmu.edu/1989/items/show/567 (accessed April 3 2014, 11 am). Von Drehle, David. "JFK." His Enduring Legacy. New York: 2013. Vontz, Thomas â€Å"Communism.† World Book Student. World Book, 2014. Web 13 Mar. 2014. Yergin, Daniel, Joseph Stanislaw, et al. Commanding Heights The Battle for the World Economy. Simon : Free Press, 2008. 535. Print.

Twilight 4. INVITATIONS

4. INVITATIONS In my dream it was very dark, and what dim light there was seemed to be radiating from Edward's skin. I couldn't see his face, just his back as he walked away from me, leaving me in the blackness. No matter how fast I ran, I couldn't catch up to him; no matter how loud I called, he never turned. Troubled, I woke in the middle of the night and couldn't sleep again for what seemed like a very long time. After that, he was in my dreams nearly every night, but always on the periphery, never within reach. The month that followed the accident was uneasy, tense, and, at first, embarrassing. To my dismay, I found myself the center of attention for the rest of that week. Tyler Crowley was impossible, following me around, obsessed with making amends to me somehow. I tried to convince him what I wanted more than anything else was for him to forget all about it – especially since nothing had actually happened to me – but he remained insistent. He followed me between classes and sat at our now-crowded lunch table. Mike and Eric were even less friendly toward him than they were to each other, which made me worry that I'd gained another unwelcome fan. No one seemed concerned about Edward, though I explained over and over that he was the hero – how he had pulled me out of the way and had nearly been crushed, too. I tried to be convincing. Jessica, Mike, Eric, and everyone else always commented that they hadn't even seen him there till the van was pulled away. I wondered to myself why no one else had seen him standing so far away, before he was suddenly, impossibly saving my life. With chagrin, I realized the probable cause – no one else was as aware of Edward as I always was. No one else watched him the way I did. How pitiful. Edward was never surrounded by crowds of curious bystanders eager for his firsthand account. People avoided him as usual. The Cullens and the Hales sat at the same table as always, not eating, talking only among themselves. None of them, especially Edward, glanced my way anymore. When he sat next to me in class, as far from me as the table would allow, he seemed totally unaware of my presence. Only now and then, when his fists would suddenly ball up – skin stretched even whiter over the bones – did I wonder if he wasn't quite as oblivious as he appeared. He wished he hadn't pulled me from the path of Tyler's van – there was no other conclusion I could come to. I wanted very much to talk to him, and the day after the accident I tried. The last time I'd seen him, outside the ER, we'd both been so furious. I still was angry that he wouldn't trust me with the truth, even though I was keeping my part of the bargain flawlessly. But he had in fact saved my life, no matter how he'd done it. And, overnight, the heat of my anger faded into awed gratitude. He was already seated when I got to Biology, looking straight ahead. I sat down, expecting him to turn toward me. He showed no sign that he realized I was there. â€Å"Hello, Edward,† I said pleasantly, to show him I was going to behave myself. He turned his head a fraction toward me without meeting my gaze, nodded once, and then looked the other way. And that was the last contact I'd had with him, though he was there, a foot away from me, every day. I watched him sometimes, unable to stop myself- from a distance, though, in the cafeteria or parking lot. I watched as his golden eyes grew perceptibly darker day by day. But in class I gave no more notice that he existed than he showed toward me. I was miserable. And the dreams continued. Despite my outright lies, the tenor of my e-mails alerted Ren? ¦e to my depression, and she called a few times, worried. I tried to convince her it was just the weather that had me down. Mike, at least, was pleased by the obvious coolness between me and my lab partner. I could see he'd been worried that Edward's daring rescue might have impressed me, and he was relieved that it seemed to have the opposite effect. He grew more confident, sitting on the edge of my table to talk before Biology class started, ignoring Edward as completely as he ignored us. The snow washed away for good after that one dangerously icy day. Mike was disappointed he'd never gotten to stage his snowball fight, but pleased that the beach trip would soon be possible. The rain continued heavily, though, and the weeks passed. Jessica made me aware of another event looming on the horizon – she called the first Tuesday of March to ask my permission to invite Mike to the girls' choice spring dance in two weeks. â€Å"Are you sure you don't mind†¦ you weren't planning to ask him?† she persisted when I told her I didn't mind in the least. â€Å"No, Jess, I'm not going,† I assured her. Dancing was glaringly outside my range of abilities. â€Å"It will be really fun.† Her attempt to convince me was halfhearted. I suspected that Jessica enjoyed my inexplicable popularity more than my actual company. â€Å"You have fun with Mike,† I encouraged. The next day, I was surprised that Jessica wasn't her usual gushing self in Trig and Spanish. She was silent as she walked by my side between classes, and I was afraid to ask her why. If Mike had turned her down, I was the last person she would want to tell. My fears were strengthened during lunch when Jessica sat as far from Mike as possible, chatting animatedly with Eric. Mike was unusually quiet. Mike was still quiet as he walked me to class, the uncomfortable look on his face a bad sign. But he didn't broach the subject until I was in my seat and he was perched on my desk. As always, I was electrically aware of Edward sitting close enough to touch, as distant as if he were merely an invention of my imagination. â€Å"So,† Mike said, looking at the floor, â€Å"Jessica asked me to the spring dance.† â€Å"That's great.† I made my voice bright and enthusiastic. â€Å"You'll have a lot of fun with Jessica.† â€Å"Well†¦Ã¢â‚¬  He floundered as he examined my smile, clearly not happy with my response. â€Å"I told her I had to think about it.† â€Å"Why would you do that?† I let disapproval color my tone, though I was relieved he hadn't given her an absolute no. His face was bright red as he looked down again. Pity shook my resolve. â€Å"I was wondering if†¦ well, if you might be planning to ask me.† I paused for a moment, hating the wave of guilt that swept through me. But I saw, from the corner of my eye, Edward's head tilt reflexively in my direction. â€Å"Mike, I think you should tell her yes,† I said. â€Å"Did you already ask someone?† Did Edward notice how Mike's eyes flickered in his direction? â€Å"No,† I assured him. â€Å"I'm not going to the dance at all.† â€Å"Why not?† Mike demanded. I didn't want to get into the safety hazards that dancing presented, so I quickly made new plans. â€Å"I'm going to Seattle that Saturday,† I explained. I needed to get out of town anyway – it was suddenly the perfect time to go. â€Å"Can't you go some other weekend?† â€Å"Sorry, no,† I said. â€Å"So you shouldn't make Jess wait any longer – it's rude.† â€Å"Yeah, you're right,† he mumbled, and turned, dejected, to walk back to his seat. I closed my eyes and pressed my fingers to my temples, trying to push the guilt and sympathy out of my head. Mr. Banner began talking. I sighed and opened my eyes. And Edward was staring at me curiously, that same, familiar edge of frustration even more distinct now in his black eyes. I stared back, surprised, expecting him to look quickly away. But instead he continued to gaze with probing intensity into my eyes. There was no question of me looking away. My hands started to shake. â€Å"Mr. Cullen?† the teacher called, seeking the answer to a question that I hadn't heard. â€Å"The Krebs Cycle,† Edward answered, seeming reluctant as he turned to look at Mr. Banner. I looked down at my book as soon as his eyes released me, trying to find my place. Cowardly as ever, I shifted my hair over my right shoulder to hide my face. I couldn't believe the rush of emotion pulsing through me – just because he'd happened to look at me for the first time in a half-dozen weeks. I couldn't allow him to have this level of influence over me. It was pathetic. More than pathetic, it was unhealthy. I tried very hard not to be aware of him for the rest of the hour, and, since that was impossible, at least not to let him know that I was aware of him. When the bell rang at last, I turned my back to him to gather my things, expecting him to leave immediately as usual. â€Å"Bella?† His voice shouldn't have been so familiar to me, as if I'd known the sound of it all my life rather than for just a few short weeks. I turned slowly, unwillingly. I didn't want to feel what I knew I would feel when I looked at his too-perfect face. My expression was wary when I finally turned to him; his expression was unreadable. He didn't say anything. â€Å"What? Are you speaking to me again?† I finally asked, an unintentional note of petulance in my voice. His lips twitched, fighting a smile. â€Å"No, not really,† he admitted. I closed my eyes and inhaled slowly through my nose, aware that I was gritting my teeth. He waited. â€Å"Then what do you want, Edward?† I asked, keeping my eyes closed; it was easier to talk to him coherently that way. â€Å"I'm sorry.† He sounded sincere. â€Å"I'm being very rude, I know. But it's better this way, really.† I opened my eyes. His face was very serious. â€Å"I don't know what you mean,† I said, my voice guarded. â€Å"It's better if we're not friends,† he explained. â€Å"Trust me.† My eyes narrowed. I'd heard that before. â€Å"It's too bad you didn't figure that out earlier,† I hissed through my teeth. â€Å"You could have saved yourself all this regret.† â€Å"Regret?† The word, and my tone, obviously caught him off guard. â€Å"Regret for what?† â€Å"For not just letting that stupid van squish me.† He was astonished. He stared at me in disbelief. When he finally spoke, he almost sounded mad. â€Å"You think I regret saving your life?† â€Å"I know you do,† I snapped. â€Å"You don't know anything.† He was definitely mad. I turned my head sharply away from him, clenching my jaw against all the wild accusations I wanted to hurl at him. I gathered my books together, then stood and walked to the door. I meant to sweep dramatically out of the room, but of course I caught the toe of my boot on the door jamb and dropped my books. I stood there for a moment, thinking about leaving them. Then I sighed and bent to pick them up. He was there; he'd already stacked them into a pile. He handed them to me, his face hard. â€Å"Thank you,† I said icily. His eyes narrowed. â€Å"You're welcome,† he retorted. I straightened up swiftly, turned away from him again, and stalked off to Gym without looking back. Gym was brutal. We'd moved on to basketball. My team never passed me the ball, so that was good, but I fell down a lot. Sometimes I took people with me. Today I was worse than usual because my head was so filled with Edward. I tried to concentrate on my feet, but he kept creeping back into my thoughts just when I really needed my balance. It was a relief, as always, to leave. I almost ran to the truck; there were just so many people I wanted to avoid. The truck had suffered only minimal damage in the accident. I'd had to replace the taillights, and if I'd had a real paint job, I would have touched that up. Tyler's parents had to sell their van for parts. I almost had a stroke when I rounded the corner and saw a tall, dark figure leaning against the side of my truck. Then I realized it was just Eric. I started walking again. â€Å"Hey, Eric,† I called. â€Å"Hi, Bella.† â€Å"What's up?† I said as I was unlocking the door. I wasn't paying attention to the uncomfortable edge in his voice, so his next words took me by surprise. â€Å"Uh, I was just wondering†¦ if you would go to the spring dance with me?† His voice broke on the last word. â€Å"I thought it was girls' choice,† I said, too startled to be diplomatic. â€Å"Well, yeah,† he admitted, shamefaced. I recovered my composure and tried to make my smile warm. â€Å"Thank you for asking me, but I'm going to be in Seattle that day.† â€Å"Oh,† he said. â€Å"Well, maybe next time.† â€Å"Sure,† I agreed, and then bit my lip. I wouldn't want him to take that too literally. He slouched off, back toward the school. I heard a low chuckle. Edward was walking past the front of my truck, looking straight forward, his lips pressed together. I yanked the door open and jumped inside, slamming it loudly behind me. I revved the engine deafeningly and reversed out into the aisle. Edward was in his car already, two spaces down, sliding out smoothly in front of me, cutting me off. He stopped there – to wait for his family; I could see the four of them walking this way, but still by the cafeteria. I considered taking out the rear of his shiny Volvo, but there were too many witnesses. I looked in my rearview mirror. A line was beginning to form. Directly behind me, Tyler Crowley was in his recently acquired used Sentra, waving. I was too aggravated to acknowledge him. While I was sitting there, looking everywhere but at the car in front of me, I heard a knock on my passenger side window. I looked over; it was Tyler. I glanced back in my rearview mirror, confused. His car was still running, the door left open. I leaned across the cab to crank the window down. It was stiff. I got it halfway down, then gave up. â€Å"I'm sorry, Tyler, I'm stuck behind Cullen.† I was annoyed – obviously the holdup wasn't my fault. â€Å"Oh, I know – I just wanted to ask you something while we're trapped here.† He grinned. This could not be happening. â€Å"Will you ask me to the spring dance?† he continued. â€Å"I'm not going to be in town, Tyler.† My voice sounded a little sharp. I had to remember it wasn't his fault that Mike and Eric had already used up my quota of patience for the day. â€Å"Yeah, Mike said that,† he admitted. â€Å"Then why -â€Å" He shrugged. â€Å"I was hoping you were just letting him down easy.† Okay, it was completely his fault. â€Å"Sorry, Tyler,† I said, working to hide my irritation. â€Å"I really am going out of town.† â€Å"That's cool. We still have prom.† And before I could respond, he was walking back to his car. I could feel the shock on my face. I looked forward to see Alice, Rosalie, Emmett, and Jasper all sliding into the Volvo. In his rearview mirror, Edward's eyes were on me. He was unquestionably shaking with laughter, as if he'd heard every word Tyler had said. My foot itched toward the gas pedal†¦ one little bump wouldn't hurt any of them, just that glossy silver paint job. I revved the engine. But they were all in, and Edward was speeding away. I drove home slowly, carefully, muttering to myself the whole way. When I got home, I decided to make chicken enchiladas for dinner. It was a long process, and it would keep me busy. While I was simmering the onions and chilies, the phone rang. I was almost afraid to answer it, but it might be Charlie or my mom. It was Jessica, and she was jubilant; Mike had caught her after school to accept her invitation. I celebrated with her briefly while I stirred. She had to go, she wanted to call Angela and Lauren to tell them. I suggested – with casual innocence – that maybe Angela, the shy girl who had Biology with me, could ask Eric. And Lauren, a standoffish girl who had always ignored me at the lunch table, could ask Tyler; I'd heard he was still available. Jess thought that was a great idea. Now that she was sure of Mike, she actually sounded sincere when she said she wished I would go to the dance. I gave her my Seattle excuse. After I hung up, I tried to concentrate on dinner – dicing the chicken especially; I didn't want to take another trip to the emergency room. But my head was spinning, trying to analyze every word Edward had spoken today. What did he mean, it was better if we weren't friends? My stomach twisted as I realized what he must have meant. He must see how absorbed I was by him; he must not want to lead me on†¦ so we couldn't even be friends†¦ because he wasn't interested in me at all. Of course he wasn't interested in me, I thought angrily, my eyes stinging – a delayed reaction to the onions. I wasn't interesting. And he was. Interesting†¦ and brilliant†¦ and mysterious†¦ and perfect†¦ and beautiful†¦ and possibly able to lift full-sized vans with one hand. Well, that was fine. I could leave him alone. I would leave him alone. I would get through my self-imposed sentence here in purgatory, and then hopefully some school in the Southwest, or possibly Hawaii, would offer me a scholarship. I focused my thoughts on sunny beaches and palm trees as I finished the enchiladas and put them in the oven. Charlie seemed suspicious when he came home and smelled the green peppers. I couldn't blame him – the closest edible Mexican food was probably in southern California. But he was a cop, even if just a small-town cop, so he was brave enough to take the first bite. He seemed to like it. It was fun to watch as he slowly began trusting me in the kitchen. â€Å"Dad?† I asked when he was almost done. â€Å"Yeah, Bella?† â€Å"Um, I just wanted to let you know that I'm going to Seattle for the day a week from Saturday†¦ if that's okay?† I didn't want to ask permission – it set a bad precedent – but I felt rude, so I tacked it on at the end. â€Å"Why?† He sounded surprised, as if he were unable to imagine something that Forks couldn't offer. â€Å"Well, I wanted to get few books – the library here is pretty limited – and maybe look at some clothes.† I had more money than I was used to having, since, thanks to Charlie, I hadn't had to pay for a car. Not that the truck didn't cost me quite a bit in the gas department. â€Å"That truck probably doesn't get very good gas mileage,† he said, echoing my thoughts. â€Å"I know, I'll stop in Montesano and Olympia – and Tacoma if I have to.† â€Å"Are you going all by yourself?† he asked, and I couldn't tell if he was suspicious I had a secret boyfriend or just worried about car trouble. â€Å"Yes.† â€Å"Seattle is a big city – you could get lost,† he fretted. â€Å"Dad, Phoenix is five times the size of Seattle – and I can read a map, don't worry about it.† â€Å"Do you want me to come with you?† I tried to be crafty as I hid my horror. â€Å"That's all right, Dad, I'll probably just be in dressing rooms all day – very boring.† â€Å"Oh, okay.† The thought of sitting in women's clothing stores for any period of time immediately put him off. â€Å"Thanks.† I smiled at him. â€Å"Will you be back in time for the dance?† Grrr. Only in a town this small would a father know when the high school dances were. â€Å"No – I don't dance, Dad.† He, of all people, should understand that – I didn't get my balance problems from my mother. He did understand. â€Å"Oh, that's right,† he realized. The next morning, when I pulled into the parking lot, I deliberately parked as far as possible from the silver Volvo. I didn't want to put myself in the path of too much temptation and end up owing him a new car. Getting out of the cab, I fumbled with my key and it fell into a puddle at my feet. As I bent to get it, a white hand flashed out and grabbed it before I could. I jerked upright. Edward Cullen was right next to me, leaning casually against my truck. â€Å"How do you do that?† I asked in amazed irritation. â€Å"Do what?† He held my key out as he spoke. As I reached for it, he dropped it into my palm. â€Å"Appear out of thin air.† â€Å"Bella, it's not my fault if you are exceptionally unobservant.† His voice was quiet as usual – velvet, muted. I scowled at his perfect face. His eyes were light again today, a deep, golden honey color. Then I had to look down, to reassemble my now-tangled thoughts. â€Å"Why the traffic jam last night?† I demanded, still looking away. â€Å"I thought you were supposed to be pretending I don't exist, not irritating me to death.† â€Å"That was for Tyler's sake, not mine. I had to give him his chance.† He snickered. â€Å"You†¦Ã¢â‚¬  I gasped. I couldn't think of a bad enough word. It felt like the heat of my anger should physically burn him, but he only seemed more amused. â€Å"And I'm not pretending you don't exist,† he continued. â€Å"So you are trying to irritate me to death? Since Tyler's van didn't do the job?† Anger flashed in his tawny eyes. His lips pressed into a hard line, all signs of humor gone. â€Å"Bella, you are utterly absurd,† he said, his low voice cold. My palms tingled – I wanted so badly to hit something. I was surprised at myself. I was usually a nonviolent person. I turned my back and started to walk away. â€Å"Wait,† he called. I kept walking, sloshing angrily through the rain. But he was next to me, easily keeping pace. â€Å"I'm sorry, that was rude,† he said as we walked. I ignored him. â€Å"I'm not saying it isn't true,† he continued, â€Å"but it was rude to say it, anyway.† â€Å"Why won't you leave me alone?† I grumbled. â€Å"I wanted to ask you something, but you sidetracked me,† he chuckled. He seemed to have recovered his good humor. â€Å"Do you have a multiple personality disorder?† I asked severely. â€Å"You're doing it again.† I sighed. â€Å"Fine then. What do you want to ask?† â€Å"I was wondering if, a week from Saturday – you know, the day of the spring dance -â€Å" â€Å"Are you trying to be funny?† I interrupted him, wheeling toward him. My face got drenched as I looked up at his expression. His eyes were wickedly amused. â€Å"Will you please allow me to finish?† I bit my lip and clasped my hands together, interlocking my fingers, so I couldn't do anything rash. â€Å"I heard you say you were going to Seattle that day, and I was wondering if you wanted a ride.† That was unexpected. â€Å"What?† I wasn't sure what he was getting at. â€Å"Do you want a ride to Seattle?† â€Å"With who?† I asked, mystified. â€Å"Myself, obviously.† He enunciated every syllable, as if he were talking to someone mentally handicapped. I was still stunned. â€Å"Why?† â€Å"Well, I was planning to go to Seattle in the next few weeks, and, to be honest, I'm not sure if your truck can make it.† â€Å"My truck works just fine, thank you very much for your concern.† I started to walk again, but I was too surprised to maintain the same level of anger. â€Å"But can your truck make it there on one tank of gas?† He matched my pace again. â€Å"I don't see how that is any of your business.† Stupid, shiny Volvo owner. â€Å"The wasting of finite resources is everyone's business.† â€Å"Honestly, Edward.† I felt a thrill go through me as I said his name, and I hated it. â€Å"I can't keep up with you. I thought you didn't want to be my friend.† â€Å"I said it would be better if we weren't friends, not that I didn't want to be.† â€Å"Oh, thanks, now that's all cleared up.† Heavy sarcasm. I realized I had stopped walking again. We were under the shelter of the cafeteria roof now, so I could more easily look at his face. Which certainly didn't help my clarity of thought. â€Å"It would be more†¦ prudent for you not to be my friend,† he explained. â€Å"But I'm tired of trying to stay away from you, Bella.† His eyes were gloriously intense as he uttered that last sentence, his voice smoldering. I couldn't remember how to breathe. â€Å"Will you go with me to Seattle?† he asked, still intense. I couldn't speak yet, so I just nodded. He smiled briefly, and then his face became serious. â€Å"You really should stay away from me,† he warned. â€Å"I'll see you in class.† He turned abruptly and walked back the way we'd come.

Bridger Teton

Bridger Teton National Forest 12/03/2010 Conservation is the use and exploitation of the land in a sustainable way, or one might say to manage. Preservation is the protection of the land that limits use, in order to maintain a pristine condition or to protect. After my research, I do believe that humans can actually harvest forest resources in an environmentally friendly way. Does that mean we should? In my opinion, I think that each situation is different, based on the use of the land and what the condition of the land is that is trying to be used.In the case of the Bridger Teton National forest, I do feel that it should be left in its natural state. For so many years this land has been untouched, untamed and undiscovered. To take land of this nature for drilling, building roads and pipelines are not worth it. To the people of Wyoming it is more valuable than what you can get out of it from oil and gas. New technology should allow other ways to give us freedom for foreign oil. I rea lly thought it was odd that the politicians were already calling â€Å"Management Area 71† which does not scream environmentally friendly.In my research I did come across a reading that stated conservation was good in some instances to keep wild life under control and allowed for controlled hunting. I’m not sure if I can consider that environmentally friendly. Humans are changing the environment by fragmenting landscapes, and by removing species from their habitats. Preservation should remain for the Bridger Teton National Forest, and should only be preserved if and only if it is not maintaining a pristine condition on it’s own.

To investigate the relationship between the velocity of a parachute and the drag force Essay Example

To investigate the relationship between the velocity of a parachute and the drag force Essay Example To investigate the relationship between the velocity of a parachute and the drag force Essay To investigate the relationship between the velocity of a parachute and the drag force Essay Viscosity :- The viscosity of a fluid is a measure of its resistance to flow. Viscous forces acting on bodies moving through a fluid and in fluids moving through pipes and channels. The pressure in a fluid decreases where the speed increases.Stokes Law :- An equation relating the terminal settling velocity of a smooth, rigid sphere in a viscous fluid of known density and viscosity to the diameter of the sphere when subjected to a known force field. It is used in the particle-size analysis of soils by the pipette, hydrometer, or centrifuge methods. The equation is:V = (2grà ¯Ã‚ ¿Ã‚ ½)(d1-d2)/9à ¯Ã‚ ¿Ã‚ ½whereV = velocity of fall (cm sec-à ¯Ã‚ ¿Ã‚ ½),g = acceleration of gravity (cm sec-à ¯Ã‚ ¿Ã‚ ½),r = equivalent radius of particle (cm),dl = density of particle (g cm -à ¯Ã‚ ¿Ã‚ ½),d2 = density of medium (g cm-à ¯Ã‚ ¿Ã‚ ½), andà ¯Ã‚ ¿Ã‚ ½ = viscosity of medium (dyne sec cm-à ¯Ã‚ ¿Ã‚ ½).A falling object has an acceleration equal to g, provided air resistance is negligible. If air resistance is significant, the force due to air resistance drags on the object. This drag force increases as the object speeds up, until the force becomes equal and opposite to its weight. The acceleration becomes zero because the resultant force on the object becomes zero. The speed therefore becomes constant; this value is referred to as the Terminal Velocity.TaskTo investigate the effect of a change in mass on the time taken for a parachute to fall a set distance.Other variables that could be investigated are:à ¯Ã‚ ¿Ã‚ ½ Surface area of the parachuteà ¯Ã‚ ¿Ã‚ ½ Length of string (between the parachute and mass), which might control the volume of air under the parachute.à ¯Ã‚ ¿Ã‚ ½ Distribution of mass, i.e. perhaps on the parachute itself as opposed to on string attached to the parachute (this of course would not be a continuous variable so it would not be of great value).ApparatusA square of bin liner, thread, sticky tape, plasticene, and weighing scales.MethodOne parachute w as assembled using a square of bin liner, thread and sticky tape. The thread was tied in such a way that plasticene masses could be attached. For each mass, the experiment was performed three times and after completion, the entire investigation was repeated. The actual experiments consisted of timing how long the parachute took to travel from the ceiling to the floor, a distance of 2.85 metres. The measurements were taken in grams and then converted into Newtons for more accurate results.In order to make this a fair test I am going to keep a number of things constant, e.g., the bin liner parachute, the length of the string, the distance for it to fall, the surface area of the parachute, and the distribution of mass.DiagramPredictionsà ¯Ã‚ ¿Ã‚ ½ The larger the mass, the shorter the time because when the mass is larger the parachute accelerates to a higher speed due to the terminal velocity being higher.TheoryVelocity = DistanceTimeAcceleration = Increase in VelocityTimeResultsExperi ment 1Mass (N) Time 1 (s) Time 2 (s) Time 3 (s) Average Time (s) Average Velocity (m/s)* Average Acceleration (m/s2)0.02 3.35 3.29 3.31 3.32 0.86 0.260.04 2.17 2.35 2.18 2.23 1.28 0.570.06 1.72 1.88 1.64 1.75 1.63 0.930.08 1.58 1.65 1.62 1.62 1.76 1.090.10 1.46 1.41 1.23 1.37 2.08 1.520.12 1.26 1.29 1.31 1.29 2.21 1.710.14 1.11 1.27 1.08 1.15 2.48 2.160.16 1.15 1.13 1.04 1.11 2.57 2.320.18 1.04 1.18 1.05 1.09 2.61 2.390.20 1.03 0.97 1.10 1.04 2.74 2.63Experiment 2Mass (N) Time 1 (s) Time 2 (s) Time 3 (s) Average Time (s) Average Velocity (m/s)* Average Acceleration (m/s2)0.02 2.78 2.32 3.28 2.79 1.02 0.370.04 2.18 2.30 1.67 2.05 1.39 0.680.06 1.57 1.40 1.50 1.49 1.91 1.280.08 1.09 1.14 1.25 1.16 2.46 2.120.10 1.19 1.31 1.29 1.26 2.26 1.790.12 1.13 1.20 1.14 1.16 2.46 2.120.14 1.09 1.07 1.13 1.10 2.59 2.350.16 0.91 1.08 1.10 1.03 2.77 2.690.18 0.88 1.01 1.06 0.98 2.91 2.970.20 0.93 0.97 1.00 0.97 2.94 3.03Averages Over Experiments 1 and 2Mass (N) Average Time (s) Average Velocity (m/ s)* Average Acceleration (m/s2)0.02 3.06 0.93 0.300.04 2.14 1.33 0.620.06 1.62 1.76 1.090.08 1.39 2.05 1.470.10 1.32 2.16 1.640.12 1.23 2.32 1.890.14 1.13 2.52 2.230.16 1.07 2.66 2.490.18 1.04 2.74 2.630.20 0.97 2.94 3.03Notes* This was calculated using the formula above (in the Theory section) using the Average Time. Unfortunately, in this case, it is not possible (without further study into complex formulae) to calculate the actual change in velocity due to the fact that the finishing velocity, or in this case the terminal velocity, remains unknown. Therefore, in order to give a very rough idea of the average acceleration, the average velocity was used as the finishing velocity and, obviously, 0 m/s used as the starting velocity (which in this case is correct).Analysisà ¯Ã‚ ¿Ã‚ ½ The first prediction, albeit rather basic, was correct and, although it was not tested, it is safe to presume that this is due to the fact that when the mass is larger, so is the terminal velocity. This means that the parachute can accelerate to a higher velocity resulting in a shorter time.à ¯Ã‚ ¿Ã‚ ½ As can be seen from the graph above it can be seen that the drop in time is rather large to begin with but gets smaller as the mass increases. This cervical result leads one to believe that there is a limit to the terminal velocity. This would imply that once a larger mass is added, a terminal terminal velocity is achieved beyond which a parachute cannot accelerate. This is presumably due to the lesser effect of air resistance at higher masses.à ¯Ã‚ ¿Ã‚ ½ The same pattern can be seen average velocities, but obviously going up rather than down, but to a lesser extent.à ¯Ã‚ ¿Ã‚ ½ The mass is directly proportional to the velocity (as the mass increases the speed increases) , and the velocity and mass is indirectly proportional to the time ( as the speed and mass increases the time decreases).Evaluationà ¯Ã‚ ¿Ã‚ ½ As was said in the Notes section above, it would be highly preferable to be able to calculate the final velocity, and even better the terminal velocity. The final velocity could be calculated with the use of computer sensors to measure the velocity in the last, say, 10cm. In order to calculate the terminal velocity it would be sensible to increase the distance travelled in order to ensure that the parachute does indeed reach terminal velocity before the velocity at the end is measured.à ¯Ã‚ ¿Ã‚ ½ As far as inaccuracies are concerned, it is obvious to see, from the Average Times graph, that the most problematic results are those measured for a mass of 0.08 N. Fortunately, they even out to provide a good average curve.à ¯Ã‚ ¿Ã‚ ½ Another problem could be the results for a mass of 0.20 N where you can see that the results seem to converge as opposed to following the otherwise reasonably error-free curve.à ¯Ã‚ ¿Ã‚ ½ Lastly, it must be further re-iterated that the Average Accelerations, and to a lesser extent the Average Velocities, use very inaccurate results due to the fact that the final velocity, and therefore the acceleration, is unknown. Therefore, the graphs of those results show very little of value other than to highlight the aforementioned inaccuracies, because they show up much more on those graphs.Conclusionsà ¯Ã‚ ¿Ã‚ ½ This theory could be proved, as well as the terminal terminal velocity calculated by using the usual mechanics formulae:i) s = ut + 1/2at2ii) v2 = u2 + 2asiii) s = (u + v)2Unfortunately, without knowledge of the terminal velocity, or the real acceleration, this cant be done properly. However, to give a rough idea of how it could be used, the test is detailed below:In an attempt to acquire the most accurate results possible, albeit a futile attempt, the third formula will be used and the average velocity used in place of the terminal velocity.1) To begin with, try the first set of results, i.e. a mass of 0.02 N:s = (0 + 0.93)2 s = 0.465Quite obviously, this distance is nowhere near the actual distance o f 2.85m but, of course, it shouldnt be because with such a small mass, air resistance is still playing a major part.2) Next, the results for a mass of 0.12 N will be tried:s = (0 + 2.32)2 s = 1.16Again, this is nowhere near the actual distance but it is getting closer.3) Lastly, the results for the last mass, 0.20 N, will be tried:s = (0 + 2.94)2 s = 1.47It would appear then, in conclusion, that this test was a failure. The question is, though, is this because of the fact that the final velocity is obviously false, or because this is not the way to go about finding the terminal terminal velocity, which of course may not exist. In all likelihood, however, looking at the results, it does exist but without the actual values for the final, or terminal, velocity, it is difficult to prove its existence.