Hinduism paper Essay Example | Topics and Well Written Essays - 750 words

Hinduism paper - Essay Example (Brodd, 2003) Interestingly, Hinduism differs from the other dominating religions, such as Christianity, Islam, Judaism, etc due to a number of factors. Firstly, unlike abovementioned religions, Hinduism does not offer a uniting belief system, which has often been criticized by scholars of comparative religious studies. However, despite of such lacking, this religion has been able to unite its followers socially, as well as, culturally. (Michaels, 2004) In other words, Hinduism can be deemed as a cultural and regional platform for moral development, rather than a religious notion. One of the most significant factors that unite members of Hindu religion is its region. Unlike other religions where a religious scholar can bring a non-religious person into his religion, only individuals that born in the sub-continent are allowed to be a part of Hinduism, which is one of the most significant factors of uniting members of the Hindu community. Generally, it is a misconception that Hinduism is a polytheistic religion; however, Vedas are the most recognized sacred scriptures of Hinduism that pronounces monotheistic concept of God. In practice, Hindus worship different deities and idols, which are considered as attributes to one God, Brahma, and idolatry is an important practice of Hinduism that has kept its followers united in a cultural manner. (Brodd, 2003) Thirdly, social structure described in sacred scriptures of Hinduism has played a vital and crucial role in maintaining balance in the Hindu society. Although social classes of such system, such as Brahmin, Kshat riya, Vaishya, and Shudra have been used politically as well; however, it has organized the society in an effective manner. Cultural aspect of Hinduism has played a significant role in influencing the social and cultural practices of people living in the sub-continent. Devotional literature and traditions have provided an aesthetic touch to

Christian Apologist Essay Example for Free

Christian Apologist Essay Included in the 10 most influential Christians of the 20th century alongside Karl Barth, Pope John XXIII, Martin Luther King Jr, and Billy Graham, the Christian History magazine named him the atheist scholar who became an Anglican, an apologist, and a ‘patron saint’ of Christians everywhere. He was also dubbed as an â€Å"apostle to the skeptics† because he resolutely answered frequent objections individuals had when it came to accepting Christ as their Savior (christianodyssey. com). Born into a Protestant family in Ireland on November 29, 1898, C.   S. Lewis was the son of A. J. Lewis, a solicitor, and Flora Augusta, a promising mathematician. He bore a lonely and unhappy childhood. Especially crushed by the death of his mother due to cancer when he was nine years old, Lewis was left disheartened with God (christianodyssey. com). Lewis came to reject Christianity at an early age, becoming an affirmed atheist. He reasoned that Christian myths were mediocre and that the Christian god must be a sadist (about. com). Whilst being inquired about his religious view, C. S.  Lewis labeled the worship of Christ and the Christian faith as one mythology among many. (christianodyssey. com). Lewis was married to Helen Joy Davidman. She was a Jewish American with two children of her own. Davidman was good-natured and shared her husband’s joy in argument. Sadly, she died of cancer in 1960 (kirjasto. htm). After a prolonged period poor health and sporadic recovery, Lewis himself died on November 22, 1963 (christianodyssey. com). Fondly called Jack by his loved ones, Lewis was a well-known professor at both Oxford and Cambridge. Lewis’ 25 books on Christian topics include Mere Christianity (1952), The Problem of Pain (1940), Miracles (1947), The Screwtape Letters (1942), Surprised by Joy (1955) and The Great Divorce (1945). The Pilgrim’s Regress (1933) was about his own experience while on his way to conversion (christianodyssey. com). In The Problem of Pain (1940), it is asked, If God is good and all-powerful, why does he allow his creatures to suffer pain? Here, Lewis reasoned that the wrong choices people tend to make usually account for the suffering they are eventually faced (kirjasto. htm). Here we see that Lewis is trying to give rational answers to queries people have without completely basing it on blind faith. Critics usually look for an understanding based on the cause-and-effect principle. The Chronicles of Narnia has turned out to be the most lasting of Lewiss novels. It retells the story of the Creation, the fall and redemption of humanity and also includes other Christian themes in allegorical form. The portal to Narnia, a version of Paradise, is a wardrobe through which four sibling children enter this secondary world. In the first story the bad Witch is destroyed in a battle. The final books deal with Narnias beginning and end. In the last Armageddon story, with its death-and-resurrection theme, the struggle was between a king and the forces of evil (kirjasto. htm). We need to understand here that if readers can understand the mechanics of Narnia and how the plot of this story works with the inclusion of certain Christian themes, they can better understand Christian beliefs from a more objective point of view and accept it. The same point of view they read and understood The Chronicles of Narnia. Lewis presented the basic teachings of orthodox Christianity — teachings he labeled â€Å"mere Christianity† (inplainsite. rg). Lewis went on British radio between 1942 and 1944. His discussions during those years were on what he called mere Christianity, that is, the universal and most doctrinal beliefs of the faith. This very collection of radio talks were later tied together in one of Lewis’ most influential books, Mere Christianity (christianodyssey. com). Lewis’s project in this book was to defend â€Å"mere Christianity,† or the most essential basics of the Christian faith, against unbelievers. (leaderu. com) Lewis based his defense of Christianity on an argument from morality. The Moral Argument states that there is a universal â€Å"moral conscience† amongst all human beings. Everybody possesses an internal sense of moral obligation to realize the difference between right and wrong and choose to do what is right. Lewis ascertains that the existence of this common â€Å"moral conscience,† can only be the consequential result from the existence of a god who created all humans. (about. com). C. S. Lewis disputed for reason-based Christianity as opposed to faith-based Christianity. This is a questionable decision on Lewis’ part because conventional Christianity is indisputably faith-based. Lewis’ principal readers were supposed to be skeptics and atheists rather than current believers. Skeptics doubt for lack of reason and evidence; therefore, only reason and evidence is more likely to draw their reconsideration. In his book, Mere Christianity, Lewis writes: â€Å"I am not asking anyone to accept Christianity if his best reasoning tells him that the weight of the evidence is against it. † (about. com). One of Lewis’ most-often-quoted statements is from Mere Christianity, where he uses reason and logic to introduce three possibilities to us (often known as the Lewis trilemma). According to this trilemma, either Jesus really was God and intentionally lying, or was not God but reckoned himself to be (which would make him a lunatic). Mere Christianity goes on to say that the latter likelihood is not consistent with Jesus character and it is, therefore, most likely that he was being truthful A man who was merely a man and said the sort of things Jesus said would not be a great moral teacher. He would either be a lunatic—on the level with a man who says he is a poached egg—or else he would be the devil of hell. You must make your choice. Either this man was, and is, the Son of God: or else a madman or something worse. You can shut him up for a fool, you can spit at him and kill him as a demon; or you can fall at his feet and call him Lord and God. But let us not come with any patronizing nonsense about his being a great human teacher. He has not left that open to us. He did not intend to. - Mere Christianity (christianodyssey. com). As mentioned earlier in this paper, C. S. Lewis’ readings are mostly meant for critics and unbelievers of the Christian faith. It is not designed for Christians who have accepted Lord Jesus as their Savior because they do not need to be convinced through reason-based writings about Christianity. Lewis was very interested in presenting a reasonable case for the truth of Christianity. I chose C. S. Lewis for my Apologetics term paper because I had always known this personality as the author of my favorite books. Years later, I was overwhelmingly surprised the depth of these novels in correlation to Christian concepts of Creation, Paradise and Armageddon. The applications of Lewis’ teachings can be seen in his Christian writings. They all lean towards reason, approaching Christianity as a religion that has factual grounds in addition of those relying on faith. C. S. Lewis believed the best apology for Christianity was the life of a believer and the way we live our lives. Non-Christians are more likely to be attracted to Christianity through the non-verbal acts and conduct of our life. However he also believed in verbal apologetics. Lewis believed Christianity was rational but at the same time was ultra-rational, i. e. that it was supernatural and divine and went way beyond the limits and scope of rationality (thatimayknowhim. o. uk). Lewis even believed in theistic evolution. In The Problem of Pain he wrote, â€Å"If by saying that man rose from brutality you mean simply that man is physically descended from animals, I have no objections†¦. For long centuries God perfected the animal form which was to become the vehicle of humanity and the image of Himself. He gave it hands whose thumbs could be applied to each of its fingers, and jaws and teeth and the throat capable of articulation, and a brain sufficiently complex to execute all material motions whereby rational thought is incarnated. The creature may have existed for ages in this state before it became man†¦. We do not know how many of these creatures God made, nor how long they continued in the Paradisal state† – The Problem of Pain (svchapel. org) The uniqueness of Lewis’ writings is fairly obvious. In comparison to other apologists, Lewis appealed to the reader’s emotions and sense of imagination. He, therefore, wanted to write about the essence of Christianity by reflecting upon its poignant, visual and imaginative side in its rational coherence. He wanted for the reader to taste the beauty of the faith; to draw the reader into the magnificent story of God’s salvation, to submerge him/her into the universe of Christianity. Many Christians testified that they started to seek heaven only after reading Lewis’ works. The way he is able to depict heaven and the spiritual world enabled the reader to truly understand the gift of Heaven that awaits us (euroleadershipresources. org). It is from C. S. Lewis that we need to learn that the kind of language used to explore God and the content of Christian faith is a matter of epitome importance. The human language has the potential to mediate feelings and understanding on an extremely poignant level. If implemented correctly Christian apologists need to be excited for themselves because of the relationship they are in with God. This very excitement on such a personal level will only help them better to find the right words and literary expressions needed to present the Christian faith. In this way, thanks to C. S. Lewis, Apologetics will become an effective personal testimony of God’s salvation (euroleadershipresources. org).

The Greatest Happiness Principle

The Greatest Happiness Principle John Stuart Mill a born utilitarian, dedicated all his life explaining the teachings of his father, James Mill and Jeremy Bentham. He studied Greek, Arithmetic, Latin, Logic, Philosophy and Economic theory from a legal official to a writer and philosopher to a parliamentarian; he enjoyed a position of an original thinker. His major work includes, system of logic, Principles of political economy, Essays of liberty, and Consideration of representative government, utilitarism and an autobiography and 3 essays on religion. PHILOSOPHY He defended and found an ethics which would elaborate and define the utilitarian principle of Bentham that the object of morality is the promotion of the greatest happiness of the maximum number of members of society and that happiness is a balance between pleasure over pains. Unlike Bentham he does not believes in quantification of pleasures plus he adds that mental pleasures are superior then physical pleasures. He tries to formulate a bridge between individual psychological hedonism to universal psychological hedonism, by introducing the concept of sanctions. He says that sanctions come for with in and pleasure felt when the moral law is obeyed and pain felt when it is violated. Thus by virtue of these sanctions Mill bridges the psychological hedonism theory with the moral hedonistic theory that is everyone desires his own happiness with that every one ought to do so to act in public interest. TEACHINGS / EXPLANATIONS. Doctrine of utility / greatest happiness principle: Actions are right as they tend to promote happiness, and wrong as they tend to produce the reverse of happiness. Quantification of pleasures is not important but quality does matter. Mental pleasure are superior to physical facilities. Pleasures of the higher faculties are preferable to lower faculties. Choosing a lower pleasure then the light mental pleasures involves lack of access, time or availability nevertheless it does not drop the worth of higher pleasures then the lower. Greatest happiness principle, ultimate end is to attend the greatest of pleasures and the least of pain, secured to all mankind and not to one alone. Main constituents of a satisfied life and tranquility and excitement. Each individuals happiness is equal to any other person self sacrifice are worthy of being good as they promote general happiness although they may deny individual happiness. Greatest happiness principle rule judges sanction the conduct but is not a motive for conduct. Feeling for humanity provides sanction for the principle of utility which is the internal sanction and a powerful and sound basis for utilitarian mortality. Summary: The Greatest Happiness Principle John Stuart Mill From Great Traditions in Ethics by Albert Denise Peterfreund LIFE IMMANUEL KANT, 17TH century philosopher lived singularly by a strict routine all his life remained in Kongsberg, East Prussia. The Kant family was religious and Kant was thus sent to prepare for the ministry. He developed interest in philosophy and natural sciences. He was appointed professor at the university in 1770. His writings General History and theory of the heavens critique of pure reason, critique of judgment, the fundamental principles of the metaphysics of moral and the critique of practical reason prove him to be a critical philosopher, who tried to explore scientific principles and their foundations. He also took interest in American and French revolutions. PHILOSOPHY Kant gives the principle of causality as one of the categories of understanding. A valid moral principle must be independent of the empirical data of morality if it is binding upon all man. Universal obligations and moral laws should have consistency, i-e: they should be able to apply on all individuals without discrimination. Categorical imperative is the only basis for determining duties. Reason prescribes duty and moral law holds whether or not mean actually follow it. TEACHINGS According to Kant, all good things should have a basic foundation of, good will to make them good. A good will should not be a means to achieve good but the sole motive behind every good. Reason does not destine happiness but only good will. Good will lead human action is morally worthy and duty guided by good will rather then inclination and self interest is morally correct. Difference between praise worthy behavior from moral actions or duty, is inclination derives a person for an actions targeting some self interest, while duty only targets good will. 1st ethical proposition: duty defines a moral act. 2nd proposition: duty is not result oriented. Definition of duty: Duty is done out of reverence from the law. Categorical imperative rational beings would always by guided by ethical principles. Categorical imperative: not destined to particulars consequence. Hypothetical imperative: destined to particular consequences. Categorical imperative: needs the principle of consistency, i.e. implied to everyone. Categorical Imperative: A two told test requiring. There should not be a contradiction of a moral action universally with logical reasoning and consistency for all, judges, the action right. Human beings should not be treated as mere means. Actions, not universalized without contradiction are inconsistent with the idea of humanity. Pure moral philosophy: reason cannot be corrupted with empirical consideration. Summary: Duty and reason By Immanuel Kant From Great Traditions in Ethics Albert Denise Peterfreund

Dropping the C-bomb Essay -- Feminism

It’s one of the oldest idioms that inevitably the majority of us have heard as a youth on a playground: â€Å"Sticks and stones may break my bones, but words can never hurt me.† Unfortunately, this old phrase isn’t entirely true—it doesn’t define which words are hurtful, the context they are used in, or its historical context. In fact, words can be powerful. There are a number of words in language, that are both negative and offensive, that have been used to oppress a specific group. Their history has produced such a negative symbolic power and creates such a stigma, that they possess the ability to harm or injure. â€Å"Cunt† is such a word. The word â€Å"cunt† used in modern language carries a heavy offensive potency in just one syllable. Saying phrases such as â€Å"You’re a cunt!† â€Å"Stop being such a cunt† or â€Å"You fucking cunt† for those with more gusto for its use, reveals the misogyny that the word possesses. After all, â€Å"cunt† is another, albeit derogatory, word for vagina and (most) females have a vagina; and the vagina is the central powerful symbol for femininity. What does it mean then to essentially be a â€Å"vagina† (read cunt)? Furthermore, as a woman, what does it mean to have such a pejorative word aimed towards you with the intent to offend, harm, and essentially oppress one’s own femininity? Yet, as British journalist Zoe Williams states, the word â€Å"vagina† is not used to insult women; however, cunt† is. To be called a â€Å"cunt,† then, suggests that the offender is attempting to dishonor this very symbol of womanhood, by scandalizing the word in attempt to claim and perpetuate its pejorative power, thus diminishing the woman, and inadvertently her power. Attitudes towards the usage of the word â€Å"cunt† reveal its pejorative power and the ... .... . Hunt, Matthew. "Cunt: Etymology." The Works of Matthew Hunt. Web. Dec. 2010. . Muscio, Igna. "Cunt: A Declaration of Independence." Share Book Recommendations With Your Friends, Join Book Clubs, Answer Trivia. Web. Dec. 2010. . "TV's Most Offensive Words | Media | MediaGuardian." Latest News, Comment and Reviews from the Guardian | Guardian.co.uk. 25 Nov. 2005. Web. Dec. 2010. . "Zoe Williams: The Feminist Mistake | Comment Is Free | The Guardian." Latest News, Comment and Reviews from the Guardian | Guardian.co.uk. 14 June 2006. Web. Dec. 2010. .

Collision Theory

Collision Theory The theory proposes that molecules must collide in a particular way with a certain amount of energy to ultimately form a new product. This is because only a select portion of molecules during a reaction have enough energy and the correct orientation to break any existing bonds to form new ones at the moment of impact with other reactants. The very minimum amount of energy needed for this process to occur is referred to as activation energy.Collision theory explains why reaction rates differ for alternate reactions and also how chemical reactions occur in the first place. During a reaction, collision theory states that the higher the concentration of the reactants, the faster the rate of the reaction. More reactants leads to more effective collisions between the particles to create a new product whereas a higher concentration of products is associated with a slower reaction rate. An increase in temperature can also speed up the reaction rate.Temperature is a measure o f the average amount of kinetic energy in a system so a higher temperature leads to a higher average kinetic energy of the molecules in the reaction, therefore, more collisions occur; a faster rate of reaction. However, there is a limit in some reactions as some reactants/products can be destroyed or denatured by a temperature that exceeds its optimum conditions. In reactions involving a gas, pressure becomes a factor. Increasing the pressure will increase the chance of molecules colliding as there will be less space for them to move thus speeding up the rate of reaction.Pressure has the same effect on reactions as concentration because both factors alter the density of the particles in the reaction – the higher the more dense. In reactions involving solid reactants, to increase the rate of reaction, they should be ground up into smaller pieces (powder) as it will increase its surface area; exposing more particles to the other reactant. As more particles are exposed, the reac tion rate will escalate as more collisions can occur.

Anonymous – Creative Writing

The powerful low winter sun illuminated the seemingly endless road. The glass glistened like walls of diamonds; the highly polished doorknobs that led to the place of ones dreams were glowing like hot molten lava that had just erupted from the brittle and frozen pathway. The place would have been perfect if it weren't for the thick yellow lines that ran parallel with the crisp frozen pathway and the people who waltzed up and down it with no time to stop and look at the wondrous beauty, to time to stand and talk and no time to care about other people. Berny took one long deep breath of the cool refreshing air and filled his lungs with courage, for he knew he was going to need a lot of it. He stepped out onto the frost-covered pavement and immediately became one of those people. Yet secretly, he was taking in all of the smells of this beautiful street. He was secretly admiring the way the glass glistened and the doorknobs glowed. He wondered if he would ever be able to visit this wonderful place again and if so why. He reached the end of the street he loved so much. He knew this because there were now cars, vans and big red buses ploughing through the wide streets that were full of even more people that only cared about themselves. Berny started tapping his feet as he waited for the eyesore that changed the speed of the mercurial vehicles to tell him it was now safe to cross. Safely across the energetic and hectic road Berny opened the door of the inconspicuous Lexus that was parked waiting for him. As he slipped inside the nondescript, matt black box he was greeted by three men who he had never met. Although he had never met them he knew their names, well what they were called anyway. Even they probably couldn't remember their real names anymore. No one spoke as they were going through the dense traffic. The only sounds were that of buses stopping with a hiss or ambulances flying past with their sirens on; other than that there was nothing except for the heavy breathing of the three men he had the pleasure of travelling with. Whilst adjusting himself for the third time on the luxurious cream leather seta, he got a whiff of the man in front of him, the driver. He was obviously a bit of a chain smoker and it showed, as around his mouth there were wrinkles so deep Berny was sure he could see dust in the great canyons between them, or perhaps it was ash from the little white sticks he put in his mouth. He had tried to cover up the fact he was addicted to the little white sticks, by covering himself in a strong fragrance, it was too strong, he had probably got it half price in Superdrug. Berny despised cigarettes and felt no pity for the people who put them in their mouths and then complained of lung disease or some other illness caused by them. There was one reason for this; Berny's father had been a heavy smoker and died of cancer as result when Berny was still young. The only memory of his father was the strong smell created by the toxic smoke. Berny had blamed his fathers death for ruining Berny' life and getting him in to such a mess. A single tear had appeared from the bottom of his right eye. The salty liquid was stinging his eye and made it feel like he had been hit. He turned his head to the one-way window and right on cue the saturated tear ran down the harsh, bold contours of his face; over the faded ink scar he had been given by an energetic broom handle. He made no effort to stop the acidic liquid and it fell to the floor like a snow onto ice. He turned to face the person next to him; it was Knuckles, very original, so called because he had none. He was a thug and he looked like one, he had a shaved head, a prominent brow and very heavy shoulders. He looked uncomfortable in his pin-striped suit, and would have probably preferred to be wearing a leather jacket. As Berny looked at him, Knuckles' jaw twitched quite sporadically, his jaw seemed to be having a fit. Berny chose to ignore it and returned to looking out of the window. They had stopped at another ghastly set of poles with lights on when a police van containing enough policemen to storm The Ritz pulled up beside their box on wheels. This seemed to make the three men nervous, as far as Berny knew they had no reason to be, as they weren't in any trouble and hadn't done anything wrong, yet. The lights changed and the car and the threatening van went their separate ways. They were reaching the edge of the crowded and over populated city when Knuckles' phone rang. It was one of those really annoying tones Berny loathed, but everybody else seemed to love. Knuckles brought the inconspicuous brick out of his jacket pocket and put it to his ear. He did not talk, he just listened. Towards the end of the conversation, he spoke softly into the mouthpiece and said â€Å"Yes that's fine, see you tomorrow†. Berny had never heard him speak before. He had a timid but clear voice that would have been more suited to a poet rather than a football hooligan. â€Å"The plan's changed Bob† Knuckles said softly. â€Å"Where to now then?† Bob, the driver bellowed in a coarse Northern accent, which would have suited Knuckles much better than his existing one. â€Å"The barn† he replied as if he had rehearsed it. â€Å"K† was the acknowledgement he gave back. Berny sat thinking, the barn? He didn't know of any barn, was it actually a barn or was it code for something? He'd know soon enough. As they left the smog of the city behind them the eerie tension lifted also. â€Å"Alright chaps?† Al the man in the front passenger seat asked. Of all of the men he was travelling with Berny liked Al the best, he did not know why, he just did, perhaps it was because he was he was older than the other three and reminded Berny of his father. Knuckles gave a squeak that Al seemed to understand as â€Å"Everything is fine†. â€Å"Good† was Al's reassurance. â€Å"How you doing Berny? Long time no see mate† Berny didn't quite know what this meant as he had never seen Al before, he had spoke to him, many times they had spoken on the telephone and on internet chat rooms. In fact they knew each other so well it did feel like they had known each other for a very long time, they knew each other well but not too well as there were things they did not want to know about each other, these things were never discussed. â€Å"I'm fine. Still not sure what we're meant to be doing.† Replied Berny. Berny had dropped that question in as he did not want to confront Al directly about it. â€Å"We're going up North to see someone who would like to talk to you† was the answer to his cleverly disguised question. They were on a motorway now. The fields either side were empty except for the thin layer of ice that was preventing the rich soil underneath from being exposed to the harmful rays of the sun. they were going slower than the other polluting vehicles. This gave Berny a chance to get his bearings. The land was flat with small rolling hills. The clouds were lightly spread and presented no threat, allowing the powerful rays of the sun to shine off anything that was stupid enough to get in their way. Bob broke the silence â€Å"Off here Al?† â€Å"Yep† was the well thought out reply. Berny couldn't see anywhere to turn off. But Bob found the small lane and directed the car down like a heron swoops in on a fish. The lane was bordered by a hedge, which had lost all of its leaves and was now just one big mess of tangled branches. There was one on both sides. They grew over the road and touched once or trice in the middle. This place must look really beautiful in the summer or early autumn when the leaves are crisp and brown. Berny wished it wasn't winter, because now the mess of twigs were bare, they looked evil, each one trapping itself around the other starving it of the precious light there was. The peaceful little lane had now turned into a spiralling labyrinth of sharp bends and deep gully's. Berny leant to his left so he could see out of the front windscreen. Left right left again, the bends were getting closer together. Some of them you couldn't tell which way they went until the last second. Bob must have been a rally driver in a past life. Bob was now accelerating on every bend. It was as if he wanted to tip the car over. He was making it very hard for himself. Perhaps he liked a challenge. Everyone else started looking worried. It wasn't just Berny who thought Bob was taking the corners too fast. Al screamed to Bob â€Å"WHAT ARE YOU DOING?† Bob didn't hear, or didn't want to hear. He was in a trance. It was knuckles turn now â€Å"SLOW DOWN YOU'RE GANNA KILL US ALL!† This provoked no reaction either. Berny felt obliged to have a go â€Å"BOB STOP IT NOW† Bob must have heard this but it did not prompt the response they were all looking for. Instead it made Bob speed up even more. The corners were getting sharper, the speed was getting faster. There was nothing they could do except hold on and hope Bob would come to his senses. Bob was now finding it hard to see the corners. He was leaning forward. He was squinting to get a better look. His breathing was shallow and very fast. His arm started first. Then his leg, his hands and finally his neck. Bob had no hands on the wheel. He curled into a ball against the side of the car and started rocking like a pendulum going three times faster than it should. A thick froth had formed at his mouth and was now coming out of every hole on his body, including the tiny holes in his skin. Berny knew what was going to happen. He saw it first. It was a great oak. The most beautiful and overpowering tree he had ever seen. It did not feel like he had imagined it would. He was slammed into the seat in front of him. His legs hurt the most, there was a loud hiss. He was alive, well he thought he was. It was hard to tell. He looked at his legs, they were still there. He looked around him. Knuckles was covered in blood and stuck between the two seats. Berny did not even try to see if he was still alive and if he was what kind of life would he be able to live as his neck was at an angle that should b impossible to put it in. Where were Bob and Al? They weren't there, they couldn't have got out. Where they would have been sitting was now just a mess of tangled metal. The door opened first time, Berny slipped though the small inviting gap and found himself in a pool of liquid. As he inspected the liquid he found some of it was petrol and the rest a deep scarlet of red blood. Whose blood he did not know, he did not care either. The petrol and the blood did not mix, the blood sat in the centre surrounded by the strong smelling, flammable fuel. Berny pulled himself away from the wreckage. He sat in the road covered by blood and fuel. The birds sang almost as if trying to comfort him. Berny tried to take in what had happened. Was it his fault? What should he do now? Where will he go? Before he had time to answer any of those questions a face appeared in the wreckage. It was Al. He smiled and winked. His pleasant face was now a blur of deep red and pale yellows. Berny rushed over as fast as his crippled legs would take him. He was halfway when he heard it, a loud click. He was pushed back by the heat of the monstrous flames. Berny sat watching the overpowering flames take over the wreckage. He sat in his pool of fuel and blood and a single tear formed in his right eye.

Free Essays on Silence Of The Lambs

What is Forensic Anthropology? From within the specialized area of osteologythe study of bones- comes the application of the methods and techniques of analyzing skeletal remains for cases that will apply tf legal importance. Osteological analyses yield clues as to how populations of people might have lived, how old they were when they died, if they were female or male, their state of health (or disease), types of trauma they may have experienced as related to climate, warfare, and occupation. Forensic anthropologists help identify individuals who died in mass disasters, wars, or due to homicide, suicide, or accidental death, and applying the evidence to a case legally. Anthropology is the "study of humans" in a broad sense. There are primarily three subfields of anthropology, or three general areas into which the study of humans can be classified: Cultural anthropology, Archaeology, and Physical (or Biological) Anthropology. A fourth subfield, Linguistics (pertaining to language), seems to have been absorbed by the other three subfields in many cases today. Cultural Anthropology Cultural Anthropology: this subfield deals with myriad aspects of human society, culture, behavior, beliefs, ways of life, etc. It can include studies of non-technologic societies, technologic societies, past and present. Many areas of anthropology over lap eachother. For example, cultural anthropology may overlap with studies of foreign language, economics, psychology, sociology, political science, the medical field, ecology, women's studies, history, and so on. Archaeology Archaeology is the study of past cultures, through peoples' material remains (i.e. artifacts). The lifeways of past peoples can be studied from the artifacts they leave behind, which can range from items as small as bits of pottery and tools to large dwellingshuts, houses of worship, etc. Archaeological research covers a vast array of cultures throughout time and spacef... Free Essays on Silence Of The Lambs Free Essays on Silence Of The Lambs What is Forensic Anthropology? From within the specialized area of osteologythe study of bones- comes the application of the methods and techniques of analyzing skeletal remains for cases that will apply tf legal importance. Osteological analyses yield clues as to how populations of people might have lived, how old they were when they died, if they were female or male, their state of health (or disease), types of trauma they may have experienced as related to climate, warfare, and occupation. Forensic anthropologists help identify individuals who died in mass disasters, wars, or due to homicide, suicide, or accidental death, and applying the evidence to a case legally. Anthropology is the "study of humans" in a broad sense. There are primarily three subfields of anthropology, or three general areas into which the study of humans can be classified: Cultural anthropology, Archaeology, and Physical (or Biological) Anthropology. A fourth subfield, Linguistics (pertaining to language), seems to have been absorbed by the other three subfields in many cases today. Cultural Anthropology Cultural Anthropology: this subfield deals with myriad aspects of human society, culture, behavior, beliefs, ways of life, etc. It can include studies of non-technologic societies, technologic societies, past and present. Many areas of anthropology over lap eachother. For example, cultural anthropology may overlap with studies of foreign language, economics, psychology, sociology, political science, the medical field, ecology, women's studies, history, and so on. Archaeology Archaeology is the study of past cultures, through peoples' material remains (i.e. artifacts). The lifeways of past peoples can be studied from the artifacts they leave behind, which can range from items as small as bits of pottery and tools to large dwellingshuts, houses of worship, etc. Archaeological research covers a vast array of cultures throughout time and spacef...

Free Essays on Propaganda and Its Uses By Countries

Propaganda and Its Uses By Countries, Especially During War In order to gain the support of the public, countries use propaganda. During the Gulf War, Saddam Hussein and George Bush used propaganda to gain the support of their respective public. Propaganda was everywhere. It was on the radio and television and it brought the war into millions of homes. Propaganda was a vital part of the Gulf War because it provided the US and Iraq with the support of their public. Propaganda is always geared towards the populace claiming that the other country is the oppressor. The truth is often stretched or even fabricated to garner a public outcry for justice. The real truth, however, is very difficult to distinguish from fiction. The blame is often pushed to towards the other country. Iraq claimed that they were the victims and that the United States was the aggressor. Hussein declared that they had been victimized by Kuwait. According to Iraq, they had to pay back money that they did not have and Kuwait was responsible for the cutback on healthcare and other vital services. Since Kuwait voted against raising the price of oil, Iraq was unable to receive any revenue. It was because of this that Iraq invaded Kuwait. The United States claimed that Iraq was the aggressor. In the American media, Iraqi tanks were shown to enter a defenseless Kuwait amidst destroyed buildings. The American public was convinced that their troops were only there to protect and that Iraq was harassing Kuwait. Iraq quickly retaliated with their own propaganda. Hussein showed footage of the damage that the US had supposedly inflicted on innocent people. Images of a bombed milk factory and a starving child provided the Iraqi public with enough â€Å"evidence† to accuse the US of being a ruthless military power. The main targets of propaganda were those that were presumed most innocent: women and children. When women and children are killed, it... Free Essays on Propaganda and Its Uses By Countries Free Essays on Propaganda and Its Uses By Countries Propaganda and Its Uses By Countries, Especially During War In order to gain the support of the public, countries use propaganda. During the Gulf War, Saddam Hussein and George Bush used propaganda to gain the support of their respective public. Propaganda was everywhere. It was on the radio and television and it brought the war into millions of homes. Propaganda was a vital part of the Gulf War because it provided the US and Iraq with the support of their public. Propaganda is always geared towards the populace claiming that the other country is the oppressor. The truth is often stretched or even fabricated to garner a public outcry for justice. The real truth, however, is very difficult to distinguish from fiction. The blame is often pushed to towards the other country. Iraq claimed that they were the victims and that the United States was the aggressor. Hussein declared that they had been victimized by Kuwait. According to Iraq, they had to pay back money that they did not have and Kuwait was responsible for the cutback on healthcare and other vital services. Since Kuwait voted against raising the price of oil, Iraq was unable to receive any revenue. It was because of this that Iraq invaded Kuwait. The United States claimed that Iraq was the aggressor. In the American media, Iraqi tanks were shown to enter a defenseless Kuwait amidst destroyed buildings. The American public was convinced that their troops were only there to protect and that Iraq was harassing Kuwait. Iraq quickly retaliated with their own propaganda. Hussein showed footage of the damage that the US had supposedly inflicted on innocent people. Images of a bombed milk factory and a starving child provided the Iraqi public with enough â€Å"evidence† to accuse the US of being a ruthless military power. The main targets of propaganda were those that were presumed most innocent: women and children. When women and children are killed, it...

Explain the differences in similarities between french regional Essay

Explain the differences in similarities between french regional geography and the development of cultural landscape geography under the influence of carl sauer - Essay Example His argument that ‘human cultural action’ that shapes the visible features of earth’s surface through culture remains unquestioned. He said, culture provokes action, responses and adaptation by humans. â€Å"Culture is the agent, the natural area is the medium, the cultural landscape is the result. Under the influence of a given culture, itself changing through time, the landscape undergoes development, passing through phases, and probably reaching ultimately the end of its cycle of development. With the introduction of a different – that is an alien – culture, a rejuvenation of the cultural landscape sets in, or a new landscape is superimposed on remnants of an older one,† Sauer (1925), The Morphology of Landscape.† University of California Publications. French regional geography was the effect of external forces taking place in other spheres of France. As Sauer argued, French regional geography, like any other part of the world, showed every sign, every scar and mark of history and culture on it. The static growth of the rural areas during the long rule of monarchy, the chaos and the horrifying bloodshed during French Revolution, impact of Napoleonic wars and aftermath, success over the vast oceans, usurping new colonies and competing to retain them, struggling for supremacy amongst other European powers, wars faced by France, the various political, cultural, military, historical and economic upheavals of the country are etched on the French landscape over centuries. Sauer says (Northern Mists) that France lost most of her ports and her north and southwest regions were ravaged during the war of hundred years. Napoleon’s wars had left bitter memories in both France and Britain. The country’s culture altered after Frenc h revolution, and so did the French landscape. Newly attained colonies had left far reaching impacts on European nations. Use of

Why Protestantism developed in North America Essay

Why Protestantism developed in North America - Essay Example Protestantism came to North America a few days before Christmas in 1606 through the Englishmen under King James. They carried with them their official religion known as the Church of England. However, their goal to baptize the Indians who were then thriving in the Virginia failed. Years later, the Puritan separatists from the Church of England who first migrated to Holland were permitted to build colonies in New England which was later became the United States. This marked the famous entry of Protestantism in the country. Puritans, like their Anglican predecessors were not able to maintain their doctrinal and spiritual rigor giving way to the birth and growth of other denominations like Methodists, Baptists, and Presbyterian. It can be seen that the doctrines held by Protestantism hugely mirrors the pluralistic values of North America. It should be noted that a religion can only prosper and flourish if it embodies the concerns of the individuals in the society (Bauer 1). Looking at the Baptists and Methodist Churches in the United States, it can be seen that their success can be attributed to their ability of successfully meeting the needs of the frontier people than any other denomination: "In face of the new challenge to the Churches, their view of the ministry and the Christian faith was most successful in finding and holding the people of the west. Furthermore, they were from their inception Churches of the common people, the underprivileged" (Bauer 6). Baptists Churches became popular in North America because of their appeal to the common people, the uneducated and dispossessed. Their ministry is led by simple individuals who have heard their calling from the Lord. Thus, the great advantage of Baptists is the abundance of workers in a locality. It should also be noted that Baptist's ministers are untrained and unsalaried (Bauer 6). Like the Baptists, Methodism is also considered as a "frontier faith" which developed after the American Revolution. The development of Methodism is also due to its "frontier structure" which suits the environment and people they are ministering to. Their ministers often travel from place to place conducting classes which latter grow as churches allowing them to reach people in isolated regions. In specific localities, it is also common to find gifted laymen who are appointed to preach if the minister is absent. This ensures that Bible studies and congregational activities are being carried out regularly. The Methodist Church is also seen to preach a "frontier message" as it carries a gospel which stresses the dignity of the poor and rural families: "The circuit riders proclaimed that their faith and that of their congregations was of more worth in the sight of God than the college-learned theologies of elite city preachers and their wealthy churches" (Methodism and the Frontier 1) Protestantism also owes its stability and sustenance to the numerous revivals which renews the commitment of members to their covenant with God. The Great Awakening is noted to have united 4/5 of Americans in the understanding of the Christian faith and life. This revival has also instilled a deeper sense of responsibility for the Indians and slaves. It should be noted that Protestantism strongly opposes slavery and emphasizes the equality of each

Religion Essay Example | Topics and Well Written Essays - 1500 words - 2

Religion - Essay Example 206-207). The underlying idea behind the black womanist liberation theory is the liberation, freedom and respect of black women and all other people from all ages, genders, races, sexual tendencies, and ecologies. Moreover, black womanist theologians highlight that the unique experiences of their female ancestors have an immense importance in relation to the idea of God and survival in this world (Kamitsuka & American Academy of Religion, pp. 12-18). From example, notable black womanist theologian Jacquelyn Grant while presenting her critique on the white feminist theology and its racism expressed that black women are the ones that have felt and experienced Jesus more closely as anyone else because of the fact that their suffering have made sense Jesus as their co-suffer (Isherwood & McEwan, pp. 68-70). Since Jesus represented the divine incarnation of the Almighty, therefore they are in turn more closely to the creator of the world. Jesus opted for himself the life of despair, tyranny, inequ ality, weakness, and misery and the same has been the case with the black women, and they are blessed to be a part of the same situation in which Jesus lived his life to give a message to the World (Kamitsuka & American Academy of Religion, pp. 12-18). Therefore, the claim of the black womanist theologians is to own their history, learn from it and aim at creating at a better tomorrow for their upcoming generations (Bradley, pp. 206-207). However, the white feminist theology focuses more on oppression of females in general. This theology aims at recreating the role of women as religious authority in their respective religions to earn respect and power, removal or gender related or more specifically male related elements from the concept of God making it more acceptable to females (Isherwood & McEwan, pp. 68-70). Furthermore, highlighting and glorifying the role and image of females as mothers and wives that are the key stones of the society and the lives of the

Introduction to Business Law Case Study Example | Topics and Well Written Essays - 2000 words

Introduction to Business Law - Case Study Example The other party (Nuriya) cannot perform work that is significantly different than what is expected. Concerning the Act mentioned above, but in section 17 of Part II, applies to this situation and will be specially applied to this case as well. Throughout most of this remaining piece the Unfair Contract Terms will be abbreviated as â€Å"UCT† for convenience. It may appear that Nuriya did not conduct work that was unexpected of Flavio and Marco because they read the contract and made a payment that all agreed upon at that time was pertaining to the contract mentioned. Both Flavio and Marco did in fact â€Å"insist† on differences before agreement of the contract was made and those two made it clear that Nuriya should make these changes, the reasonable individual(s) would have known that Nuriya did not want to make such changes. The reason this is so is because Nuriya had added the clause â€Å"The agreement will be carried out under the conditions set up on Nuriyas previous communication.† The addition of this clause undoubtedly changes the conditions of the contract and if the other parties knowingly reads and made payment to this particular change then any payments to Nuriya would likely imply an understanding of the contract by Flavio and Marco. The other party (Nuriya) has not performed differently than what is expected. As per Schedule Two of the UCT Act (1977) â€Å"whether the customer knew or ought reasonably to have known of the existence and the extent of the term (having regard, among other things, to any custom of the trade and any previous course of dealing between the parties) is relevant here. More plainly, the contract possessed new language, and quite arguably Flavio and Marco should have known the new conditions written, and that signing the contract and additionally making a first payment to Nuriya after signing the contract would

The Educational Experience Essay Example | Topics and Well Written Essays - 750 words

The Educational Experience - Essay Example During her high school days, she had a lot of chores to perform at home after school and this did not give her a chance to study. She was the only lady in her family and therefore she had to assist her mother with the cooking after school after completing other tasks like washing the kitchen utensils and fetching water for use for the following day. Because her task burden, she could not compete well with her male counterparts. That made her be always last in her class, but the trend changed while in college. In college, she had all the time to do her personal studies and the many tasks that she used to perform during her high school days were greatly reduced. According to the two authors that is Adrienne Rich and John Tierney, the aspect of disparate opportunities for both the gender causes the difference in their education as in the situation of Dawn Riley. In her school days, her performance was dismal and that was due to the numerous chores that she used to perform after school r eprieving her chance to study. Educational history and choices The high school educational history of my friend provides a perfect platform to complement on the argument of the Adrienne Rich. Her history will support the argument of Adrienne Rich about women not receiving an equal opportunity in education (Adrienne 2). According to this author, most of the male view the female students as prey and this stereotype mind has greatly affected women students. The female, on the other hand, has also been made to believe that their assertive behavior might cause them of their marriages and this belief has made the female students failures. A lot of humiliation and self-doubt have always engulfed the minds of the female students because of the various mind raping that has been implanted in them by the male students (Adrienne 6). The choices between the two genders when it comes to professionalism also tend to support the arguments of the authors about choices. Most of the courses which are considered difficult have very few female students, unlike the male students who have the numbers in all courses. The authors were right when they said that the educational choices between the two genders are also different. The element of dividing issues to worry about has also been pinpointed by the authors to be a determinant of the educational differences between the two genders. This line of argument according to my opinion is right because female students have many things to worry about as compared to their male counterparts. For purposes of equality in education then the female and the male students should be given equal opportunity. Overburdening the female student with a lot of chores after school always reprieve them the chance to properly focus on their studies. The male students should also shun from their stereotype mindset of viewing the female students as preys. The aspect of considering the female students as preys always make them close up in terms of their particip ation in class related aspects (Adrienne 12). The author went further and started the difference that exists between the female and the male even at the workplace caused by the school life of the two genders (Adrienne 12). The female students also need to put away the intellectual self-doubt as this would cause them a lot in terms of their academic carriers.        

Oral history Essay Example | Topics and Well Written Essays - 1500 words

Oral history - Essay Example demned Iraq’s invasion of Kuwait describing it in terms of â€Å"good and evil† where he consistently compared Saddam Hussein, the Iraq president during that time to Adolf Hitler. Bush advocated for clear and unequivocal withdrawal of military forces from Iraq from Kuwait as the only possible resolution to solve the â€Å"act of naked aggression† portrayed by Iraq (Rosenau 48). Deliberations of the United Nations (UN) Security Council, the U.S and here allies reached a conclusion where a timeline was issued to Iraq to withdraw her forces in Kuwait of face the full combat of the allies led by the U.S. My grandfather who hails from Pittsburg was presents a good account of the occurrences during that period serving as a medical personnel in the desert region where the war took place. His position in the forces made him become directly involved with the Gulf War and therefore an interview with him presents a good account of the factors that led to the war, the occurr ences during the war as well as the aftermath o-f the war. The Persian Gulf War resulted with an aim of rolling back the invasion of Kuwait by Iraq that not only served as a threat to the world economy, but also a disruption of the international system. My grandfather describes the occurrences that transpired during the Persian Gulf War as the trigger to the as a result of failure by Iraq to adhere to the warnings given. He describes Hussein’s action on 17th July, 1990 as one that triggered tension between Iran and Kuwait after Hussein accused the UAE and Kuwait as disrupting the world oil market through flooding the market with oil. Specifically, Hussein blamed Kuwait for stealing oil in the Rumaila oil field, an oil source that run beneath the two nations and as a result serving as a sign of economic war against Iraq. In reaction to the economic war that Hussein assumed Iraq presented, Hussein reacted by sending his military forces to Kuwait on 2nd August the same year and the forces invaded and

Introduction to Business Law Case Study Example | Topics and Well Written Essays - 2000 words

Introduction to Business Law - Case Study Example The other party (Nuriya) cannot perform work that is significantly different than what is expected. Concerning the Act mentioned above, but in section 17 of Part II, applies to this situation and will be specially applied to this case as well. Throughout most of this remaining piece the Unfair Contract Terms will be abbreviated as â€Å"UCT† for convenience. It may appear that Nuriya did not conduct work that was unexpected of Flavio and Marco because they read the contract and made a payment that all agreed upon at that time was pertaining to the contract mentioned. Both Flavio and Marco did in fact â€Å"insist† on differences before agreement of the contract was made and those two made it clear that Nuriya should make these changes, the reasonable individual(s) would have known that Nuriya did not want to make such changes. The reason this is so is because Nuriya had added the clause â€Å"The agreement will be carried out under the conditions set up on Nuriyas previous communication.† The addition of this clause undoubtedly changes the conditions of the contract and if the other parties knowingly reads and made payment to this particular change then any payments to Nuriya would likely imply an understanding of the contract by Flavio and Marco. The other party (Nuriya) has not performed differently than what is expected. As per Schedule Two of the UCT Act (1977) â€Å"whether the customer knew or ought reasonably to have known of the existence and the extent of the term (having regard, among other things, to any custom of the trade and any previous course of dealing between the parties) is relevant here. More plainly, the contract possessed new language, and quite arguably Flavio and Marco should have known the new conditions written, and that signing the contract and additionally making a first payment to Nuriya after signing the contract would

Oral history Essay Example | Topics and Well Written Essays - 1500 words

Oral history - Essay Example demned Iraq’s invasion of Kuwait describing it in terms of â€Å"good and evil† where he consistently compared Saddam Hussein, the Iraq president during that time to Adolf Hitler. Bush advocated for clear and unequivocal withdrawal of military forces from Iraq from Kuwait as the only possible resolution to solve the â€Å"act of naked aggression† portrayed by Iraq (Rosenau 48). Deliberations of the United Nations (UN) Security Council, the U.S and here allies reached a conclusion where a timeline was issued to Iraq to withdraw her forces in Kuwait of face the full combat of the allies led by the U.S. My grandfather who hails from Pittsburg was presents a good account of the occurrences during that period serving as a medical personnel in the desert region where the war took place. His position in the forces made him become directly involved with the Gulf War and therefore an interview with him presents a good account of the factors that led to the war, the occurr ences during the war as well as the aftermath o-f the war. The Persian Gulf War resulted with an aim of rolling back the invasion of Kuwait by Iraq that not only served as a threat to the world economy, but also a disruption of the international system. My grandfather describes the occurrences that transpired during the Persian Gulf War as the trigger to the as a result of failure by Iraq to adhere to the warnings given. He describes Hussein’s action on 17th July, 1990 as one that triggered tension between Iran and Kuwait after Hussein accused the UAE and Kuwait as disrupting the world oil market through flooding the market with oil. Specifically, Hussein blamed Kuwait for stealing oil in the Rumaila oil field, an oil source that run beneath the two nations and as a result serving as a sign of economic war against Iraq. In reaction to the economic war that Hussein assumed Iraq presented, Hussein reacted by sending his military forces to Kuwait on 2nd August the same year and the forces invaded and

Managing Resources Essay Example for Free

Managing Resources Essay The learning resource I have chosen is actually also used as an ice breaker for a lesson and then used to build on students communication, reading and understanding skills. The task is used to put students under a time constraint to complete a task of ready and answering simple and possibly trick questions in a short time frame. This resource is not used in a way to trick students but used to then get them to reflect on their ready and interpretation of a question. For example, the first part of the document tell them what they must do and this also asks them to use the space before the number to write their answers. Many students do not do this and proceed to write their answers at the end of the question. When a student is under stress, they may be able to learn skills in much less than the usual time. This is the theory also used in military basic training. It is known as ‘Quick Learning Under Pressure’, it reduces the time it takes to learn a skill through study. This theory has been interpreted under many different ways and Ann Dupuis suggests that under pressure students will gain new skills without taking time to study. Her theory goes onto describe how a Physician caught on a battlefield will under pressure help other people and learn surgery to assist other. I feel this adapts itself to my resource. Many students do not know how to adapt their skills under a timed period such as an exam and placing them under pressure for a short period of 5 minutes will get them later to reflect on their actions. This learning resource however may not be suitable to all students and it is not always used where I am aware of slow reader or maybe people who suffer with dyslexia. The choice to use this is based upon group dynamics and ability. When I thought of designing this resource I took into account how learners who complete this task can reflect on each question and question other peer group member answers. This then is reflected within Kolb’s idea on the learning cycle. Kolb works on a four stage cycle of Concrete Experience, Reflective observation, Abstract Conceptualization and Active Experiment. The experience side of things is the student actual having to complete the task. The reflective observation is covered by completed a group review of the answers. So at the end of the 5 minutes I will lead the students through the questions and statement finding out the students answers and getting them to reflect both personally and as a group on what they had originally written. Now they are reflecting are they changing their mind about the answers? Do they see their initial error when reading the question? The 3rd stage Abstract Conceptualization is then covered by the students looking at the task and ideas or concepts of others around them. The other student interpretation of the questions. The student will then process this information and is able to make a more informed decision. Final the Active Experiment part. 9/10 students want a copy to take a way and try on friends and family so they can put their new skills or understanding into practise of others. This theory is adapted from Kolbs 2006 theory which he updated added extra reasoning behind the 4 main stages. The learning resource once we have gone through the answers can now have the idea and new acquired skills in practising exam questions or exam papers under timed conditions. It also teaches the students not to read something once and immediately think the understand what is being asked of them. When I am moving on from this learning resources onto practise exams I am conscience of the different learning styles I have in the room. I have to ask myself what type of learning styles I have in the room. Do I have the reflector, the theorist, the activist or the pragmatist? The understanding behind this is designed by Honey Mumford. They came up with these 4 titles. Reflectors like to stand back and look at a situation from different perspectives. They like to collect data and think about it carefully before coming to any conclusions. They enjoy observing others and will listen to their views before offering their own. Theorists adapt and integrate observations into complex and logically sound theories. They think problems through in a step by step way. They tend to be perfectionists who like to fit things into a rational scheme. They tend to be detached and analytical rather than subjective or emotive in their thinking. Activists like to be involved in new experiences. They are open minded and enthusiastic about new ideas but get bored with implementation. They enjoy doing things and tend to act first and consider the implications afterwards. They like working with others but tend to hog the limelight. And finally; Pragmatists are keen to try things out. They want concepts that can be applied to their job. They tend to be impatient with lengthy discussions and are practical and down to earth. The one good thing about this resource is as long as I have it on paper to hand out (good planning) I don’t need any other resource or technology. I have used this learning resource as a back up lesson in the past when either our computer systems have gone down, or I have arrived at a venue that does not have ICT facilities of some way of showing resources on a smart board or projector. This learning resource is shared out so widely. As mentioned earlier many students ask for a copy to take away with them so I ensure I always have spares to hand to give out and share the experience. Even if it is just for fun.! The main learning outcomes are to show the students that they need to read the question carefully, even if under pressure. To look out for trick questions or two part questions. And finally extracting the information out of the question that is not relevant to exactly what is being asked of them. In relation to legal requirements, this learning resources has been adapted from a many similar styles. I have used a number of my own questions, however I have added questions I have seen elsewhere and this includes from magazine riddles for fun and other websites. This resource has been changed several times and questions replaced with what I felt where better one to get the students thinking more. This then I believe fall under my Intellectual property right. This is the ownership of ideas or work. Copyright is different as copyrighted material means information created by someone else and a you are not allowed to copy it without the owner permission which may incur costs. An easy understanding of this would be music. If I brought a cd from a store and copied it onto a blank disc and then sold it I would be breaking copy right laws as I am selling something someone else owns. This is the same with learning materials.

Partial Molar Properties And Their Application

Partial Molar Properties And Their Application Thermodynamics deals with energy changes and its relationship with work. It is based on three laws of thermodynamics which are used as axioms just as Newtons laws motion from the basis of classical mechanics. The first two laws are based on facts observed in every day life. The predictions based on these laws have been verified in most cases and so far no case has been reported where the laws break down. The laws can be stated in mathematical form. Hence, thermodynamics is an exact science. The thermodynamic theory can be developed without gaps in the argument using only moderate knowledge of mathematics. [B.]ABOUT PARTIAL MOLAR PROPERTY: Thermodynamic relations derived earlier are applicable to closed systems. In a system where not only the work and heat but also several kinds of matter are being exchanged, a multicomponent open system has to be considered. Here, the amounts of the various substances are treated as variables like any other thermodynamic variables. For example, the gibbs free energy of a system is a function not only of temperature and pressure , but also of the amount of each substance in the system,such that G=f(T,p,n1,n2à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.nk) Where n1,n2,à ¢Ã¢â€š ¬Ã‚ ¦.,nk represent the amounts of each of the K components in the system . for simplicity, let a system contain only two components. The total differential of G is dG=(?G/?T)P,n1,n2 dT+(?G/?p)T,n1,n2 dp+(?G/?n1)T,p,n2 dn+(?G/?n2)T,p,n1 dn2 In this eq., the partial derivatives (?G/?n1)T,P,n2 and (?G/?n2)T,P,n1 are known as partial molar free energies of components one and two , respectively. In genral, the partial derivative of a thermodynamic function Y with respect to the amount of component i of a mixture when T,p and amounts of other constituents are kept constant , is known as the partial molar property of the ith component and is represented as Yi,pm. Thus Yi,pm=(?Y/?ni)T,p,njs i=!j [C.]DEFINITION OF PARTIAL MOLAR PROPERTY: The partial molar property may be defined in either of the following two ways: 1. it is the change in Y when 1 mole of component i is added to a system which is so large that this addition has a negligible effect on the composition of the system. 2. Let dY be the change in value of Y when an infinitesimal amount dni of component i is added to a sysem of definite composition. By an infinitesimal amount dni we mean that its addition does not cause any appreciable change in the composition of the system. If we divide dY by dni , we get the partial molar property (?Y/?ni). thus, the partial molar property of the component i may be defined as the change in Y per mole of component i when an infinitesimal amount of this component is added to a system of definite composition. [D.]TYPES OF MOLAR PROPERTIES: (a.) Partial molar volume: The partial molar volume is broadly understood as the contribution that a component of a mixture makes to the overall volume of the solution. However, there is rather more to it than this: When one mole of water is added to a large volume of water at 25 °C, the volume increases by 18cm3. The molar volume of pure water would thus be reported as 18cm3 mol-1. However, addition of one mole of water to a large volume of pure ethanol results in an increase in volume of only 14cm3. The reason that the increase is different is that the volume occupied by a given number of water molecules depends upon the identity of the surrounding molecules. The value 14cm3 is said to be the partial molar volume of water in ethanol. In general, the partial molar volume of a substance X in a mixture is the change in volume per mole of X added to the mixture. The partial molar volumes of the components of a mixture vary with the composition of the mixture, because the environment of the molecules in the mixture changes with the composition. It is the changing molecular environment (and the consequent alteration of the interactions between molecules) that results in the thermodynamic properties of a mixture changing as its composition is altered. The partial molar volume, VJ, of any substance J at a general composition, is defined as: Fig: the partial molar volumes of water and ethanol at 25degree C where the subscript n indicates that the amount of all the other substances is held constant. The partial molar is the slope of the plot of the total volume as the amount of J is changed with all other variables held constant: Note that it is quite possible for the partial molar volume to be negative, as it would be at II in the above diagram. For example, the partial molar volume of magnesium sulphate in water is -1.4cm3 mol-1. i.e. addition of 1 mol MgSO4 to a large volume of water results in a decrease in volume of 1.4 cm3. (The contraction occurs because the salt breaks up the open structure of water as the ions become hydrated.) Once the partial molar volumes of the two components of a mixture at the composition and temperature of interest are known, the total volume of the mixture can be calculated from: The expression may be extended in an analogous fashion to mixtures with any number of components. The most common method of measuring partial molar volumes is to measure the dependence of the volume of a solution upon its composition. The observed volume can then be fitted to a function of the composition (usually using a computer), and the slope of this function can be determined at any composition of interest by differentiation. (b.) Partial molar gibbs energies: The concept of a partial molar quantity can be extended to any extensive state function. For a substance in a mixture, the chemical potential is a defined as the partial molar gibbs energy: i.e. the chemical potential is the slope of a plot of the Gibbs energy of the mixture against the amount of component J, with all other variables held constant: In the above plot, the partial molar Gibbs energy is greater at I than at II. The total Gibbs energy of a binary mixture is given by: The above expression may be generalised quite trivially to a mixture with an arbitrary number of components: where the sum is across all the different substances present in the mixture, and the chemical potentials are those at the composition of the mixture. This indicates that the chemical potential of a substance in a mixture is the contribution that substance makes to the total Gibbs energy of the mixture. In general, the Gibbs energy depends upon the composition, pressure and temperature. Thus G may change when any of these variables alter, so for a system that has components A, B, etc, it is possible to rewrite the equation dG = Vdp SdT (which is a general result that was derived here) as follows: which is called the fundamental equation of chemical thermodynamics. At constant temperature and pressure, the equation simplifies to: Under these conditions, dG = dwn,max (as was demonstrated here), where the n indicates that the work is non-expansion work. Therefore, at constant temperature and pressure: The idea that the changing composition of a system can do work should be familiar this is what happens in an electrochemical cell, where the two halves of the chemical reaction are separated in space (at the two electrodes) and the changing composition results in the motion of electrons through a circuit, which can be used to do electrical work. On a final note, it is possible to use the relationships between G and H, and G and U, to generate the following relations: Note particularly the conditions (the variables that must be held constant) under which each relation applies. Fig: the partial molar volumes of water and ethanol at 25degree C where the subscript n indicates that the amount of all the other substances is held constant. The partial molar is the slope of the plot of the total volume as the amount of J is changed with all other variables held constant: Note that it is quite possible for the partial molar volume to be negative, as it would be at II in the above diagram. For example, the partial molar volume of magnesium sulphate in water is -1.4cm3 mol-1. i.e. addition of 1 mol MgSO4 to a large volume of water results in a decrease in volume of 1.4 cm3. (The contraction occurs because the salt breaks up the open structure of water as the ions become hydrated.) Once the partial molar volumes of the two components of a mixture at the composition and temperature of interest are known, the total volume of the mixture can be calculated from: The expression may be extended in an analogous fashion to mixtures with any number of components. The most common method of measuring partial molar volumes is to measure the dependence of the volume of a solution upon its composition. The observed volume can then be fitted to a function of the composition (usually using a computer), and the slope of this function can be determined at any composition of interest by differentiation. (C.)PARTIAL MOLAR THERMAL PROPERTIES: 1. Partial molar heat capacities: the heat capacity at constant pressure Cp of a solution containing n1 moles of solvent and n2 moles of solute is given by Cp=(?H/?T)P,N à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦eq(1) The pressure and compostion being constant. Upon differentiation with respect to n1,maintaining n2 constant,it follows that CP1=(?CP/?n1)T,P,n2 =?H/?T?n1 .eq(2) Where Cp1 is the partial molar heat capacity,at constant pressure,of the constituent 1 of the given solution. The partial molar heat constant H1 of this constituent is defined by H1=(?H/?n1)T,P,n2 And hence differentiation with respect to temp. gives (?H1/?T)P,N=?H/?T?n1 =CP1 à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.eq(3) The result being identical with CP1 by eq.(3). The partial molar heat capacity of the solvent is any particular solution thus be defined by either eq(1) and eq(2). Similarly,i.e.,constituent 2, Cp2=(?CP/?n2)T,P,n1 =(?H2/?T)P,N à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦..eq(4) We know, Li=H1-H10 Is differentiated with respect to temp.,at constant pressure and composition,it follows that (?L1/?T)P,N=(?H1/?T)P,N-(?H10/?T)P,N = Cp1-Cp10 à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦eq(5) Where Cp1,identical with Cp1 or Cp1o, is the molar heat capacity of the pure solvent or the partial molar heat capacity of the solvent in a solution at infinite dilution. Thus, Cp10 may be regarded as an experimental quantity, and if the variation of the relative partial molar heat content of the solvent with temperature,i.e. (?L1/?T)P,N, is known , it is possible to determine Cp1 at the corresponding composition of the solution. The necessary data are rarely available from direct thermal measurements of L1, such as thus described in 44f,at several temperatures, but the information can often be obtained, although not very accurately from E.M.F measurements. By differentiating the expression for the relative partial molar heat content of the solute it is found, in an exactly similar manner to that used above , that (?L2/?T)P,N=(?H2/?T)P,N-(?H02/?T)P,N =CP2-CP20 à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦eq(6) In this expression,Cp20 is the partial molar heat capacity of the solute in the infinitely dilute solution. Although the experimentel significance of the quantity is not immediately obvious.thus from a knowledge of the variation of L2, the partial molar heat content of the solute with temprature it should be possible to derive, with the aid of equation(6) , the partial molar heat capacity of the solute Cp2 at the given composition. [E.]Determination of partial molar properties: 1.Direct method: in view of the definition of the partial molar properties Gi as Gi=(?G/?ni)T,P,n1,à ¢Ã¢â€š ¬Ã‚ ¦.. à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.eq(1) An obvious method ffor its determination is to plot the value of the extensive properties G,at constant temperature and pressure, for various mixtures of the two components against the number of moles,e.g.,n2,of the one of them,the value of n1 being kept constant. The slope of the curve at any particular composition,which maybe determined by drawing a tengent to the curve, gives the value of G2 at that comoposition. Since the molality of a solution represents the number of moles of solute associated with a constant mass,and hence a constant number of moles,the plot of the property G against the molality can be used for the evaluation of the partial molar property of the solute. Once G2 at any composition has been determined, the corresponding value of G1 is readily derived by means of the relationship, G=n1G1+n2G2 In view of the difficulty of determining the exact slope of the curve at all points, it is preferable to use an analytical procedure instead of the graphical one just described. The property G is then expressed as a function of the number of moles of one component,e.g.,the molality, associated with a constant amount of the other component. Upon differentiation with respect to n,i.g.,the molality, an expression for the partial molar property is obtained. 2.from apparent molar properties: a method that is often more convenient and accuarate than that described above,makes use of the apparent molar property. We know G-n1G1=n2à ¶2 If n1 is maintained constant,so that n1G1 is constant, differentiation with respect to n2 , constant temp. and pressure being understood,gives G2 =(?G/?n2)n1 = (?à ¶G/?n2)n1 + à ¶G à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦eq(2) G2 = ((?à ¶G/? ln n2)n1+ à ¶G à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦..eq(3) Since the molality m is equivalent to n2, with n1 constant, eq(2) and eq(3) may be written as G2= m (d à ¶G/dm)+ à ¶G à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦eq(4) G2=( d à ¶G/d ln m)+ à ¶G à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦..eq(5) Respectively. If the apparent molar property à ¶G is determined for various values of n2 , with n1 constant , or at various molalities, the partial molar property G2 can be calculated from the slope, at any given composition, of the plot of à ¶G against n2 or against ln n2. The method based on the use of eqs(3)(5) is usally more accurate than that involving the logarithmic plot,since it does not give undue importance to result obtained in dilute solutions. An analytical method can, of course, be used in place of the graphical procedure if à ¶G can be expressed as a function of n2 or of the molality. For use in a later connection, an alternative form of eq(4) is required and it will be derived here. The right hand side of this equation is equivalent to d(m à ¶G)/dm, that is, m (d à ¶G/dm)= G2 and upon integration, m varying between the limits of zero and m, and mdà ¶G between zero and mà ¶G, it is found that mà ¶G=?0m G2 dm à ¶G=1/m?0m G2 dm for dilute solutions,the molality is proportional to the molar concentration c, and hence it is permissible to put this result in the form à ¶G=1/c?0m G2 dm [F.] APPLICATION OF PARTIAL MOLAR PROPERTIES: These properties are very useful since each and every reaction in chemistry occurs at a constant temperature and pressure and under these conditions we can determine these with the help of partial molar properties. They are highly useful when specific properties of pure substances and properties of mixing are considered. By definition, properties of mixing are related to those of the pure substance by: Here * denotes the pure substance M the mixing property z corresponds to the specific property From the definition of partial molar properties, substitution yields: Hence if we know the partial molar properties we can derive the properties of mixing.For the internal energy U, enthalpy H, Helmholtz free energy A, and Gibbs free energy G, the following hold: whereP is the pressure V is the volume T is temperature S is the entropy [G.] BIBLIOGRAPHY: 1. THERMODYNAMICS AND CHEMICAL EQUILIBRIUM AUTHOR: K L KAPOOR 2. THERMODYNAMICS FOR CHEMISTS AUTHOR: SAMUEL GLASSTONE 3. http://www.everyscience.com/Chemistry/Physical/Mixtures/a.1265.php 4. http://www.everyscience.com/Chemistry/Physical/Mixtures/b.1266.php 5. http://www.chem.ntnu.no/nonequilibrium-thermodynamics/pub/192-Inzoli-etal.pdf 6. http://physics.about.com/od/thermodynamics/p/thermodynamics.htm 7. http://www.chem.boun.edu.tr/webpages/courses/chem356/EXP5-Determination%20of%20Partial%20Molar%20Quantities.pdf

Essay --

With the fuel crisis that is happening in the world today it is now more important than ever to begin the look towards alternative fuel sources. One smart step for the US would be to wean the country slowly off of the gasoline fix and to look into alternative fuels to replace the â€Å"never coming back† fossil fuels. It turns out that Ethanol as a hybrid fuel proves to be a notable candidate for this gasoline intervention, per say. Now the United States is currently looking to subsidize fossil fuel alternatives. However, before considering ethanol production as a governmental subsidy, using large amounts of hard earned tax payer money, there has to be many alternative factors that come into play such as making sure the pros out weight the cons as far as environmental benefits and performance output and not to mention looking at the entire matter from an economic or investment perspective. First we need to consider what the ethanol we are talking about actually is and how can we obtain it. When we say ethanol production we are referring to the use of ethanol as a hybrid fuel for automobiles. What hybrid fuels means is that instead of running a car solely off of ethanol or gasoline alone, ethanol is actually blended in with standard fuel grade gasoline to create the ethanol fuel hybrid. Ethanol is derived from alcohol; it is a grain alcohol that is typically broken down from corn, although it can be obtained by other means such as Brazilian sugar cane, wheat, barley and potatoes (West). The way ethanol is created, according to Larry West in an article titled How is Ethanol made, is by fermenting plant sugars from photosynthesis, treating them with enzymes followed by then inserting tiny microbes to feed on the sugar that will finally b... ...self to not be such a good place for hard earned taxpayer money. It shows great signs of reducing of automobile pollution, decreased foreign oil dependency as well as steps towards being a greener society. On the reverse, the implicated price would be significantly higher, at a starting price of $3.95 per gallon, the induced miles per gallon in FFVs takes a huge hit and are the miles per gallon are significantly lower which would lead to an even higher estimated cost for consumers. Not to mention the production of corn ethanol draws a net negative energy loss due to ethanol’s weak energy output. This all meaning that more money goes in to get less energy out. Over all, ethanol is a great idea in the mindset of moving towards a greener society and becoming self-sustainable as a country, but proves to be a negative investment choice as far as a government subsidy.

The Manhattan Project Essay -- American History

The Manhattan Project The Manhattan Project was the code name of the America’s attempt to construct an atomic bomb during World War II. It was named after the Manhattan Engineer District of the U.S. Army Corps of Engineers, because a lot of it’s earlier research was done in New York City. An atomic bomb is a weapon that uses the energy from a nuclear reaction called Fission for its destruction. The idea that mass could be changed into energy was predicted by Albert Einstein in the earlier part of the 1900’s. John D. Cockcroft and Ernest Walton confirmed this by experiments in 1932. Then in 1938, nuclear fission was discovered by German scientists, and it was feared by many of the U.S. scientists, that Hitler would try to build a fission bomb. Three Hungarian-born physicists, Leo Szilard, Eugene Wigner, and Edward Teller asked Albert Einstein to send a letter to Franklin Roosevelt. Compelled by the letter in late 1939, Roosevelt ordered an effort to obtain an atomic weapon before Germany. At first, this program was led by Vannevar Bush, head of the National Defense Research committee and the Office of Scientific Research and Development. Then it came under control of Leslie Groves of the Army Corps of Engineers. Groves quickly bought a site in Oak Ridge, Tennessee, as a place for processing the Uranium-235 from the more common Uranium-238. Uranium-235 is used because it is fissionable, it releases many neutrons, and does not capture many. However, 99.3% of uranium in nature is the U-238 isotope, and only .7% is the lighter, more â€Å"fissionable† isotope U-235. Next, he gathered and combined research from many East Coast universities under direction of Arthur Compton, at the University of Chicago. He appointed theoretical physicist, J. Robert Oppenheimer as the director of the weapons laboratory, which was built on an isolated mesa located at Los Alamos, New Mexico. After much work, a porous barrier that could separate the isotopes of uranium was made, and it was installed in the Oak ridge gaseous diffusion plant. In 1945, uranium-235, pure enough for use in a bomb was produce and sent to Los Alamos, where it was made into a gun-type weapon. One small piece of Uranium-235, which was not big enough to hold a chain reaction itself, was fired at another small piece. This was done by means of a explosive charge, inside a cylinder shaped tube, which for... ...he U.S. built thousands of atomic bombs, and different types of smaller of fission weapons. A much more powerful bomb, the Hydrogen Bomb, became the leader of the U.S. nuclear arsenal. In general, the Hydrogen Bomb was like an atomic bomb with a Hydrogen fuel. The fuel would fusion (opposite of fission) from the bomb’s fission explosion, which would further strengthen the original fission, causing a much larger chain reaction. The United States was the only nation that had atomic weapons in 1945. Then in 1949, the USSR learned how to make them. Great Britain followed in 1952, France in 1960, the People’s Republic of China in 1964, and India (it was claimed that they were for peaceful purposes only) in 1974. In 1968, the Nuclear Non-Proliferation Treaty which was signed by the U.S., the USSR, and Britain. It set up precise requirements for any â€Å"non-nuclear† nations that want to build nuclear energy industries. However, several other countries are believed to have some nuclear weapons, like Israel and South Africa. North Korea, Iran , and Pakistan may be on the verge of nuclear discovery. When the Soviet Union broke up it added to risks of the spreading of nuclear power.

Library Management System Essay

Introduction The primary purpose of this study about Library System is to show how the system helps the librarians, the students and faculties. The study focuses on borrowing and returning process of the books. The role of the integrated library system is, and always has been, to help manage the effective delivery of library services. This has traditionally been anchored on the management of the catalogue and physical collection. Background of the Study. Library Borrowing/Returning System is a process of organizing important information, used to track items borrowed, and the scheduled time for returning. This system help users or people who responsible in recording the data appropriately, it also saves time and more convenient to use than the traditional manual recording. Lack of library system in a school can lead to chaos and troubles, and because of it the librarian is having a problem to serve each students and faculties who wish to use the library. It is extremely useful in the school to use that automated system. Objectives of the Study General Objective: the general objective of this study is to design and develop a library system that will serve as a proposal to help librarians save time with the automation of its daily operation. Specific Objectives: * To computerize records keeping of books; * To allow librarians to retrieve complete information of the book and its borrowers Hypothesis of the Study The proposed library system will greatly improve the efficiency of the school library. This study has the following hypothesis: The profiles of the respondents taken are their names, student number, year and section, and title and author of the book borrowed. The manual system is very time consuming, inconvenient when it comes to recording, organizing and retrieving borrower’s record in the log book. The proposed system is the best solution to go away with the old method of data keeping such as log books, folders and file cabinets, which do not allow easy retrieval. Not only the records are more accurate, the library can also accommodate more borrowers than before. Statement of the Problem Specifically, this study aims to answer the following: 1. What are the profiles of the respondents in terms off; 2. 1. Names 2. 2. Year and section 2. 3. Title and author of the book borrowed 2. What are the common problems encountered with the existing manual system of managing library? 3. What are the difference between the manual system and the proposed system? Assumptions The proposed system deals with the management of data taken from the library management such as the log book of the library. Reports that generated by the proposed system are limited to predefined reports to be provided by the user such as their manual way of managing the library, while no ad-hoc reports will be provided. On security, the proposed system allows access to unauthorized users. It can only be operated if the user provides user name and password which is already validated by the database administrator of the system to be assigned by authorized personnel. Students, however, may borrow books without opening restricted files. Significance of the Study. Socio-economic Significance In this study, the proposed system will inspire other students to develop an effective and efficient system. Technological Significance The proposed system will introduce technology to the school libraries that are until now adapting manual method. The result of this study is beneficial to the following: * Library. The proposed system will simplify and automate everyday task can help maximize time spent with the borrowers thereby providing better service making it more profitable. * Librarian. The proposed system will make it easier for the librarian to manage the library and convenient when it comes to retrieving book record. * Students. The proposed system will make it easier for the students to borrow books and to lessen their time in borrowing. * Researcher. The researcher will develop their writing, analysis, and interpretation skills needed to make a good thesis. * Future researcher. This will benefit other researchers who wish to have similar studies as they can get background information from the result of this study which will serve as template to modify their research.

Comparing tajfel’s social identity theory and scapegoating theory in explaining prejudice Essay

The issue of comparing and contrasting Tajfel’s theory of social identity and the scapegoating theory in explaining prejudice is a very controversial issue subject to debate .The theories are like one and the same thing though they are different as show be noted as the debate goes on.The main difference is that scapegoating mainly touches on the rivals of in-group against out-group while social identity theory bases on the individual rivalry against individual and both have got a negative prejudice effect. Barbara (1997) reiterates that prejudice by definition is an attitude usually negative toward a member of some other group solely on prejudice the membership in that group . Feldman explains prejudice in the sense that when two groups want to achieve the same goal but both groups cannot get hostility is due to happen .For example increased competition of various groups in times of economic crisis may be one of the factors leading to prejudice .Tajfel (1971) believes that the scapegoating theory is not adequate in explaining prejudice and he also uses a social identity theory . However Tajfel et al (1971) argue that competition is not sufficient for inter-groups conflict and hostility .Tajfel does not deny the importance of competition between groups as explanation for the origins of prejudice but argues that mere perception of the existence of another group can itself produce discrimination .Tajfel et al goes on to say that before any discrimination occur ,people must be categorized as members of in-groups or out-groups but more significantly the very act of of categorization by itself produces conflict and discrimination leading to negative prejudice . Therefore from the above analysis one can be tempted to say that the origins of prejudice in both social identity theory and scapegoating theory arise from the same nature to a greater extent as noted in the argument in question though they might be some differences but to a lesser extent. Moreover, scapegoating theory in explaining prejudice asserts that people or groups seeks to displace their anger on the weaker people or groups .When the weaker group sees that its being dehumanized or being regarded as inferior scapegoating has entered in the danger zone which will eventually lead to the aggression of the out-group. However Tajfel’s social identity theory suggest that individuals strive for self image and social identity that is influenced by the value categorized by a group an individual belongs .Therefore from the aforementioned analysis one might be tempted to conclude that the spirit of pride within one group and an individual’s ego perpetuated by a group an individual belongs may leads to prejudice as expulsed in the argument above. In addition , basing on the scapegoating theory in explaining prejudice ,pain and frustration only often evoke hostility for example the native Africans were allocated land in reserves which was very infertile and this led to the First Chimurenga war when the natives fought the whites blaming them for drought and other misfortunes that they were facing as a result of their presence .In contrast to the above theory, Myers(2008) elucidates that the social identity theory in explaining prejudice suggest that individuals in a group come to develop a sense of their identity that is anchored within in-group . Therefore .from the information above one might tempted to clear that both of the two theories asserts that as a result of aggression by scapegoating and in-group development development as supported by Tajfel(1971) elaborates the concept of prejudice though they vary to a lesser extent as exhibited in the argument in question. More so, Healey (2006) pontificates that the scapegoating theory targets for the displaced aggression vary, for example failure by the government of Zimbabwe to run the economy that led to hyper-inflationary epoch many Zimbabweans blamed the sanctions for the economic turmoil and the Europeans as the oppressors but were there to blame for economic crisis in actual sense and this poses a question to many people . Moreover, in the early 1980s people vented their anger to the witchcraft tradition and leading to the masquerading of tsikamutandas to uproot witches in societies and people who were presumed to be witches were humiliated or forced to drink a concoction and if the witch belongs to in-group and another one from out-group  favoritism was bound to happen leading to someone being unfairly treated due to favoritism .The South Africans felt the shortage of employment in their country is because of Zimbabweans saying that they are taking all jobs thus leading to xenophobia attacks on Zimbabweans and in that essence it evokes prejudice between the in-group and out-group. On the other side of the coin ,Faney (2004) alludes that the social identity theory furnishes favoritism among in-groups and out-groups. The theory asserts that as groups are formed ,they come to develop a culture of patriotism towards themselves and to discriminate against out-groups .therefore , from the aforesaid assertions one might be tempted to alludes that prejudice arise from favoritism and displaced aggression as exposed in both theories above . Furthermore , Tajfel (1971) suggests that resource allocation is done unequally ,in particular they will favor their own group at the expense of out-group .This suggest that the tendency in-favor of in-group may be especially powerful if the in-group feels to be minority .In addition the scapegoating theory in explaining prejudice propounds that for instance in Zimbabwe ,opposition to immigration since 1990 has gone up and down following the hijacking unemployment rate . Moreover ,the scapegoating theory and social identity theory explain the concept of prejudice in a different dimension as noted above in the argument in question though some very small similarities were noted but since the explanations outwit the similarities one might be tempted to conclude that both theories in explaining prejudice they differ immensely . To add more flesh to the bones , the social identity theory presumes that as people hear the views of a group they are bound to change their own views to suite of the in-group and one school of thought believes that similarities within groups will ultimately lend itself to polarization among groups .Members of the in-group will try to make themselves look unique from out-group as they endeavor this uniqueness to prove a spirit of social identity . For example if l am a soccer fan and we are discussing the play of the play of an opposing team , l might advocate for my team that plays much better than the opposing team .However the scapegoating theory reiterates that the strongest anti-black prejudice has occurred among whites who stay  much closer to blacks on the socio-economic hierarchy . For instance the whites who protested for the industrial conciliation act enactment are the whites who were feeling threatened by the black society and those white who were on top of the socio-economic hierarchy felt no intimidation by blacks .there, as thus discussed above one might possibly say that it is clear from the aforesaid argument that scapegoating and social identity theory can explain prejudice from various angles as expulsed in the argument in question . Moreover , Tajfel (1971) asserts that the personal identity deteriorates and social identity become focal in the sense that people have a feeling of themselves individually and as part of the group they belong and in doing so their group identity comes to the central core of their prejudice and they ceases to pay more attention on the individual characteristics of out-group .Furthermore , scapegoating pontificates that the clash of interest may result in prejudice and anyone who is not satisfied with himself is always ready for a revenge .For example Floyd May-weather might always feel that he can outclass Pacquino despite losing to him and every time is ready for a revenge match so as to claim his status as a champion . Therefore , from the above analysis one might be tempted to conclude scapegoating and social identity theory are somehow different though clearly explaining the concept of prejudice as noted in the aforesaid assertions . In summation ,It does not need a rocket scientist to discover that competition to prestige, social recognition ,water, land ,jobs and some other resources may precipitates aggression which will eventually turn into prejudice in both theories scapegoating and social individual theory .However , it is an abortion of factual evidence to sidestep the differences such as displaced aggression , feelings of in-group and out-groups , favoritism among in-groups and out-groups and just to mention but a few were addressed as differences of social identity and scapegoating theory as exhibited in the argument in question in explaining the concept of prejudice. ` Tatenda Nyoka is a student at Great Zimbabwe Zimbabwe University and can be contacted on tatendanyoka@gmail.com