Liberalism and Socialism essays

Liberalism and Socialism essays During the Nineteenth Century different ideologies emerged about politics, freedom, business ownership and life in general. Many events were spurred by clashes between supporters of each idea and these clashes forced many people to step forward and support their beliefs. Two of the main ideas that arose from this time period were liberalism and socialism. The fundamental difference between liberalism and socialism can be understood with a review of the each ideology, the historical events and people surrounding liberalism and the historical events and people surrounding socialism. The basic ideas that founded liberalism and socialism are somewhat contradictory. Liberalism is completely focused upon the good of the individual where socialism is focused on the good of society overall. Liberalism was supported by the middle class as they would receive the biggest benefits from political representation, suffrage, civil liberties and a written constitution to protect their rights. Socialism provided the most for workers regardless of class. This was because socialism called for publicly owned property and an economy handled completely by the government. While both liberalism and socialism showed improvement over the monarchies and aristocratic rules, they were not great solutions to the problems facing Nineteenth Century nations. They were however the beginning of civil rights, equality, welfare, the bill of rights and democracy. Many historical events and people are associated with the development of liberalism. Early liberalism arose from Eighteenth Century enlightenment (Spielvogel 589). As the Industrial Revolution emerged thanks in part to the invention of the steam engine (Spielvogel 555), a large working middle class was created (Spielvogel 589). This working class believed that they should be free and their rights should be protected (Spielvogel 589). Thomas Malthus and David Ricardo were concerned with the size o...

Subject-Verb Agreement for ACT English Tips and Practice

Subject-Verb Agreement for ACT English Tips and Practice SAT / ACT Prep Online Guides and Tips In this article, we shall delve into the fun-filled world of subject-verb agreement on the ACT. Subject-verb agreement questions on ACT English are less common than punctuation questions; however, you can count on having at least a couple of subject-verb agreement on your ACT English section, so understanding this grammatical rule can easily help you improve your ACT English score. While the grammar rule itself is relatively simple, the questions related to it can be challenging and a bit tricky. In this article, I’ll teach you strategies and tipsto become a master of all things subject-verb agreement on the ACT. In this post, I’ll do the following: Give you a clear understanding of subject-verb agreement. Explain why and how subject-verb agreement questions on ACT English can be tricky. Offer general strategies that can help you correctly answer subject-verb agreement questions. Provide you with practice questions so you can test what you’ve learned. Review: Definition of a Subject The subject of a sentence is the noun that corresponds with the verb in the sentence. In a sentence where there is an action, the subject is the noun that does the action. Doer of action=subject. Here's an example sentence: Justin rescued a kitten from a burning building. What is the subject? Justin. Why? Well, he is the hero who did the rescuing. Similarly, in a sentence with a description, typically using a form of the verb "to be," the subject is the noun that is being described. See: Justin is not funny. Once again, "Justin" is the subject because he is the person who is not funny. Now that we understand the concept of a subject, I'll define and explain subject-verb agreeement for you. Explanation of Subject-Verb Agreement Subject-verb agreement is a rule that states that all subjects must agree with their verbs in number. If a subject is singular, then you must use a singular verb. If a subject is plural, then you must use a plural verb. On the ACT, most subject-verb agreement questions deal with verb forms in the third-person singular (he/she/it/one) and third-person plural (they). In the present and present perfect verb tenses, third-person singular verb forms end in an "s." Third-person plural verb forms do not. Look at this incorrectly written sentence in the present tense: The reality television star readbooks. This is the corrected version of the sentence: The reality television star reads books. While you may have intuitively known how to correct this sentence, and you could have relied on what "sounds right," you should understand why the original sentence was incorrect. The subject of the sentence is "the reality television star." She is the person who does the reading. Furthermore, since we're referring to one reality star, the subject is singular. Because our subject is singular, the verb needs to be in the singular form. In the present tense, "read" is plural. Therefore, we need to change the verb to the singular form "reads." Let's look at another example with a plural subject. This is our incorrect sentence: The singers performs bad cover songs. How do we correct the sentence? Like this: The singers perform bad cover songs. The subject is "singers" because they are doing the performing. "Singers" is plural, so the verb should be in the plural form. The plural form of the verb is "perform." This rule may seem rather simple; however, of course, the ACT doesn't want to make life too simple for you. Subject-verb agreement questions on the ACT can be challenging. The sentences will be more complex than the ones above, and the subject-verb agreement errors will not be as obvious. How Are These Questions Challenging? Typically, when you encounter subject-verb agreement questions on the ACT, the subject will not be placed directly in front of the verb.The subject will either be separated from the verb by an interrupting phrase or, in rare cases, the sentence will be inverted and the subject will follow the verb. Here are ACT English tips you can use to identify the traps students fall for. Trap #1: Interrupting Phrases Interrupting phrases are phrases that separate the subject from the verb. These phrases make identifying the subject and determining whether the verb should be singular or plural more challenging. We'll take a look at a couple of types of interrupting phrases. You don't need to know all of the specific grammar terms, but you should understand and recognize the effect they have on subject-verb agreement questions. Prepositional Phrases The most common interrupting phrase that appears on the ACT is the prepositional phrase. Simply, a prepositional phrase is a phrase that begins with a preposition. What are prepositions? Prepositions provide additional details about nouns and often answer the questions "Where?", "When?", or provide descriptive information. Take a look at some examples of commonly used prepositions: http://study.com/academy/lesson/what-is-a-preposition-definition-uses-examples.html On the ACT, prepositional phrases tend to be inserted between subjects and verbs to distract from errors in subject-verbagreement. Here's an example of an incorrectly written sentence using a prepositional phrase as an interrupting phrase: Changes for the new and improved ACT Writing section is going to be implemented soon. First, let's identify the subject. What is going to be implemented? Changes. The phrase "for the new and improved ACT Writing section" is a prepositional phrase that begins with the preposition "for." The prepositional phrase describes the changes that will be implemented. See how the ACT can trick you by putting a singular noun, "section," right before the verb. However, because "changes" is plural, the verb should be in the plural form. Unfortunately, "is" is singular. Here's how the sentence should look: Changes for the new and improved ACT Writing section are going to be implemented soon. So how do you avoid falling for this common ACT trap? Strategy Cross out the prepositonal phrase and the sentence should still be grammatically correct. Additionally, using this strategy will enable you to more easily identify the subject and determine whether there's an error in subject-verb agreement. Always remember that the subject will never be contained within a prepositional phrase. Let's employ this strategy with the incorrectly written sentence above: Changes for the new and improved ACT Writing section is going to be implemented soon. Now that the subject is right in front of the verb, the subject-verb agreement error is much more obvious. The strategy involves three steps: Cross out the prepositional phrase. Identify the subject. Determine if there's an error in subject-verb agreement. Use this strategy and you'll be much less likely to miss a subject-verb agreement question on the ACT. You're welcome. Actual ACT English Example Question Let's use this strategy with an example taken from an actual ACT: First, let's cross out the prepositional phrase. Equipment for both types of kayaks are similar. We're left with "Equipment are similar." Even if the answer is obvious to you at this point, let's go through the remaining steps. The subject is "equipment," which is singular. The verb is "are," which is plural; therefore, there's an error in subject-verb agreement and the correct answer is G. Based on the context of the passage, the verb should be in the present tense. The other types of interrupting phrases on the ACT serve the same function as the prepositional phrase in subject-verb agreement questions. They separate the subject from the verb. Let's take a look at another common type of interrupting phrase on the ACT. Non-Essential Clauses and Appositives Non-essential clauses describe a noun, often the subject of a sentence. They are surrounded by commas and can be removed without creating grammatical errors or changes in the meaning of a sentence. Here's a sentence with the non-essential clause in bold: My sister, who is very social, was elected class president. The non-essential clause is separated by commas and serves to provide descriptive information about my sister. Removing the clause doesn't result in a grammatical error or change in the meaning of the sentence. Check it out: My sister, who is very social, was elected class president. One additional note about non-essential clauses is that a subject-verb agreement error can be contained within the clause itself. Take this sentence, for example: Carbonated beverages, which is delicious, are not good for your health. The verb in the non-essential clause, "is," corresponds with the subject "carbonated beverages." Because the subject is plural, the verb should be in the plural form as well. The sentence should read: Carbonated beverages, which are delicious, are not good for your health. While a non-essential clause usually starts with a relative pronoun (which, who, whose, or where), it doesn't in a phrase known as an appositive. An appositive serves the same purpose as a non-essential clause, but an appositive doesn't contain a verb. Here's a sentence with the appositive in bold: My sister, a very social person, was elected class president. The appositive provides descriptive information about my sister, but the phrase can be removed without changing the meaning of the sentence or creating a grammatical error. How will knowing about these phrases help you answer subject-verb agreement questions on the ACT? Read below to find out. Non-Essential Clauses and Appositives on the ACT Just like prepositional phrases, non-essential clauses and appositives will be placed between subjects and verbs to make it less clear if there's an error in subject-verb agreement. Here's a sentence with a non-essential clause. I've underlined the subject and bolded the verb: My boss, who is extremely kind to his employees, give helpful advice. The non-essential clause separates the subject from the verb. The subject is "boss," which is singular, and the verb is "give," which is plural. There's an obvious error in subject-agreement. The sentence should read: My boss, who is extremely kind to his employees, gives helpful advice. On the ACT, you may encounter a similar sentence. Many students will incorrectly assume that the subject is "employees" because that is the noun closest to the verb. While "employees" is plural, the actual subject "boss" is singular. By correctly identifying the subject, you can avoid being tricked by the interrupting phrase. The method you should you use to avoid being tricked is the same one I taught you for prepositional phrases. Strategy In sentences with non-essential clauses or appositives, always cross out those phrases. Doing so makes it much easier to identify errors in subject-verb agreement. Let's use this strategy with the incorrectly written exmple sentence from above: My boss, who is extremely kind to his employees, give helpful advice. After we cross out the non-essential clause, we're left with "My boss give helpful advice." The singular subject is right next to the plural verb. The error in subject-verb agreement should be obvious. Nice! Actual ACT English Example Question Let's put our knowledge to use. Here's another example from a real ACT: In this example, the non-essential clause is surrounded by dashes, which serve the same function as commas in this sentence. The ACT folks threw in that extra curve ball because they also really like testing your knowledge of punctuation. If we cross out the prepositional phrase "of letters" and the non-essential clause, we're left with "Dickinson's last twenty years reveals." The subject is "years," which is plural, so the verb should be in the plural form. The answer is B. Let's briefly discuss one last type of interrupting phrase you may encounter on the ACT. Essential Clauses with "That" Occasionally, an error in subject-verb agreement will involve a clause beginning with "that." The clause will end right before the verb. For sentences with these clauses, simply use the same strategy we used with non-essential clauses. Take a look at this sentence: A book that has an interesting plot and well-developed characters are fun to read. The essential clause begins with "that" and ends right before the verb "are." Just like we did with non-essential clauses, let's cross out the clause. We're left with "A book are fun to read." The singular subject is now right next to the plural verb. Here's the corrected version of the sentence: A book that has an interesting plot and well-developed characters is fun to read. There's another tactic the ACT uses, though much less common, to complicate basic subject-verb agreement questions. Trap #2: Sometimes the Subject Comes After the Verb In rare instances, the typical word order of a sentence will be altered so that a prepositional phrase appears at the beginning of a sentence and the subject follows the verb. In these instances, it can be particularly challenging to identify the subject and determine if there's an error in subject-verb agreeement. In order to illustrate this point, let's look at an example sentence with the prepositional phrase underlined and the verb in bold: In the trunk of my car resides fifteen empty water bottles. We know that a subject can't be contained within a prepositional phrase. Also, we know that a subject is the noun that's doing the action. In the sentence, what's residing? The water bottles. The prepositional phrase provides information about where the water bottles are residing. Because the subject is "water bottles," the verb should be in the plural form. This is the correct version of the sentence: In the trunk of my car reside fifteen empty water bottles. The correctly written sentence may sound more awkward to you because the singular noun "car" is placed right next to the plural form of a verb. You should focus on the rules and strategies as opposed to just relying on what "sounds right." In extremely rare situations, the subject follows the verb but is not preceded by a prepositional phrase. Check out this sentence: Skipping school is fun, but less fun is its consequences. In this sentence, what is less fun? The "consequences". Therefore, in the second clause, "consequences" is the subject. The verb "is" corresponds with the subject "consequences." Because we have a plural subject and a singular verb, there's an error in subject-verb agreement. This is the corrected version of the sentence: Skipping school is fun, but less fun are its consequences. Is there a way to simplify these types of sentences to help determine if there's an error in subject-verb agreement? Of course. Strategy In sentences in which the subject follows the verb, rearrange the sentence so that it follows the normal structure of subject then verb. Using this strategy will allow you to more easily spot any errors in subject-verb agreement. If you utilize this method in the incorrectly written sentence above, you'd be left with "its consequences is less fun." The plural subject is now right next to the singular verb and the error should be immediately apparent. Now, we'll cover one more unique situation that can complicate the most basic subject-verb agreement questions. Trap #3: Compound Subjects A compound subject is a subject in whichtwo singular nouns are connected by "and."In a sentence with a compound subject, you should use the plural form of the verb. Here's a basic sentence demonstrating this rule: Justin and the ACT are friends. Because the subject is both "Justin" and the "ACT," the verb should be in the plural form. This is a more complicated example in which a prepositional phrase is also placed at the beginning of the sentence: In between the cushions of my couch is change and an old pen. First, let's rearrange the sentence so that the subject comes before the verb. What's in between the cushions? Change and an old pen. So after doing our rearranging, the sentence should read "Change and an old pen is in between the cushions of my couch." The subject is both change and an old pen; therefore, the verb should be in the plural form. This is the corrected sentence: In between the cushions of my couch are change and an old pen. At this point, we're aware of the ways the ACT complicates basic subject-verb agreement questions. We've also learned specific strategies to use when faced with certain types of situations. Here are some general tips to follow to help you correctly answer any subject-verb agreement question you may encounter on the ACT. General Strategies for ACT Subject-Verb Agreement Look for Errors in Subject-Verb Agreement When a Verb Is Underlined If a verb is underlined, make sure there are no errors in subject-verb agreement. Singular and Plural Forms of the Same Verb in the Answer Choices Signal a Possible Error in Subject-Verb Agreement On the ACT, you can often figure out what's being tested based on the underlined phrase and the answer choices. If you see that there are singular and plural forms of the same verb in the answer choices, determine if there's an error in subject-verb agreement. Always Identify the Subject Both subjects of sentences and subjects of clauses must agree with their verbs. For each underlined verb, find the noun that corresponds with that specific verb. Then, determine whether that subject is singular or plural and make sure that the subject and verb agree. The Subject Is Never Part of a Prepositional Phrase Be aware that a subject will not be part of a prepositional phrase. Most subject-verb agreement questions on the ACT separate a subject from a verb with a prepositional phrase. Remember the strategy of crossing out the phrase to aid in answering these questions. Be Able to Recognize the Common Tricks Knowing the common tricks the ACT English section uses on questions that test your knowledge of subject-verb agreement can be helpful. The better you know these tricks, the more quickly you'll be able to recognize them and use the appropriate strategies to correctly answer subject-verb agreement questions. Additional Practice Hopefully, by this point you thoroughly understand subject-verb agreement and how to correctly answer any subject-verb agreement question that may appear on the ACT. I've created some realistic ACT English practice problems to test you on what you've learned. Remember to use the general strategies I referenced above. 1. Beautifully written sentences composed by the prolific and talented author has been integral to his success. A. NO CHANGE B. have been C. was D. is being 2. The size and style of the dress is not to my liking. A. NO CHANGE B. was C. will being D. are 3. The selfish man, who owns five cars and two houses, has been unwilling to give any money to charity. A. NO CHANGE B. were C. have been D. has being 4. Mastery of grammar rules are essential to doing well on ACT English. A. NO CHANGE B. are being C. is D. were 5. Swimming pools that are above ground are often mocked by snobs. A. NO CHANGE B. are being C. is D. will been Answers: 1. B., 2. D, 3. A, 4. C, 5. A What's Next? Now that you're comfortable with subject-verb agreement on the ACT, familiarize yourself with everything that's actually tested on ACT English. You'll probably want to read this article about commas, too. For those overachievers out there, find out how to get a perfect score on ACT English from a perfect scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Marketing Research Essay Example | Topics and Well Written Essays - 3000 words

Marketing Research - Essay Example With all of the important steps the research is designed and done accordingly to fetch the ultimate outcome. Introduction: Market forecasting is an important factor to be analyzed by the marketing team of the organization. For any decision the marketing research is very important. Starting from the customer satisfaction to the new product development and new branding strategies; the marketing research is important in all the aspects of marketing. This paper has different chapters dedicated to the thorough study of the marketing research. The importance of the marketing research in the decision making process, the different methodologies and data collection techniques are discussed thoroughly in this particular paper. The aim of this study is to understand the importance of the marketing research in the field of marketing decision making processes and forecasting. The Importance of the marketing research: The marketing research is the specific marketing function which is conducted to get the ultimate support for taking the marketing decisions (Wrenn, Stevens and Loudon, 2006). According to the American Marketing Association the marketing is defined as â€Å"the function which links the consumers, customer, and public to the marketer through information† (Wrenn, Stevens and Loudon, 2006). The marketing research is possible with the specified data, and it is done for some specific reason. It is a very expensive marketing affair. However, the best marketing research does not promise to produce the best marketing decision always. The marketing research specifies the important information to be needed to analyze the situation within and outside the organization. Without the marketing research no product development is possible. The proper marketing research tells the organization what are required to meet the expectations from the market. This is an essential function within the marketing department to simplify the future decision towards the development. Mark eting research is the ultimate option to understand the internal strength of the organizations and also the expected performance from the external environment. This is the quantitative analysis which would fetch the ultimate solutions to the specified problems. The mathematical and the statistical approaches help the marketing research to have the measurable characteristics. Role of marketing research in decision making: One of the main role of the marketing research is to simplify the decision making process in an efficient way. However, the complete marketing research plays two major role in the whole marketing system, and they are; 1. They are the part of the marketing intelligence feedback function, and 2. It provides the ultimate quantitative data to the decision makers to take decision accordingly towards future advancement. The segmentation research and the new product research are the most lucrative field in the marketing for the opportunist marketing managers (McDaniel and Gates, 1998). From customer satisfaction to the brand extension, every step is taken carefully with the suitable marketing research programs by most of the organizations. Satisfying customers is the main motive of most of the organizations in the recent business environment. And, to work according to

Nahum Essay Example | Topics and Well Written Essays - 750 words

Nahum - Essay Example Proofs to support his claim include one of the relics found in the excavations in Pompeii, a city destroyed by Mt. Vesuvius tremendous volcanic eruption. This artifact which Feder referred to was a wall painting dug from a building known as the House of the Physician. It had images of two mothers, the butcher block, the baby, the soldier waiting to divide the baby, and the onlookers (Feder, 2010). Feder explained that â€Å"these images of the painting represent a popular scene in the Bible where King Solomon displayed his wisdom when two women came to him, each claiming to be the mother of the same infant. When Solomon ordered the baby to be divided in half, the real mother, shown at the foot of the dais, pleaded with him to spare the child and announced her willingness to relinquish her claim. The other woman was shown standing by the butcher block on which the infant has been placed asked to continue with the King’s order to divide the child in half. It was obvious who the real mother was. So the child was given to the former woman who pleaded to spare the child’s life unharmed as soldiers and observers look on, marveling at Solomon’s wisdom (1 Kings 3:16–28). The painting contained all the essential narrative elements in the Biblical story without omissions or adumbrations. This wall painting is now on exhibit at the Museo Nazionale in Naples.† (Feder, 2010) Using this painting, Feder enumerates a number of possible drawn inferences, as follows: â€Å"First of all, this painting is â€Å"the earliest depiction of a full-fledged Biblical scene as there is no known precedent in the history of art. It must have been dated from the period immediately preceding the Vesuvius eruption in 79 A.D. Secondly, the onlookers in the painting were stand-ins for Socrates and Aristotle whose images clearly resembled the prototypes of the two Greek great thinkers. This becomes significant as it implies that their presence in the composition attested to the

Naval academy Essay topic Essay Example for Free

Naval academy Essay topic Essay With? my? career? and? academic? goals? coming? to? a? nearing? sight.? I? am? honored? to? write? about? why? I? want? to? take? the? steps? into? attending? a? military? academy? ? From? first? learning? about? the? military? academies? through? a? close? friend? that? moved? from? florida? to? vandenberg? air? force? base? and? later? became? friends? through? lompoc? high? school.? I? realized? that? key? terms? such? as? leadership,? academics,? and? diversity all? things? that? the? academies? are? looking? for? in? students,? apply? to? me. ? From? a? young? age? my? teachers? have?  always? characterised? me? as? a? leader.? The? most? memorizable? quote? I? can? remember? during? a? parent? teacher? conference? with? my? 6th? grade? teacher? is? her? sasying? how? amazed? she? is? that? I? could? mingle? with? many? different? groups? with? many? interest? and? still? maintain? a? high? academic? academic? statue.? This? has? been? true all? through? high? school? with? being? part? of? many? sports? teams? such? as? basketball,? baseball,? wrestling,? and? the? captain? of? the? football? team. socially? I? have? been? part? of? chess? tournaments? with? the? chess?club,? treasure? of? my? class,? nominated? for? student? of? the? quarter,? admitted? into? youth? leadership? of? lompoc? valley,? youth? cfo? of? colas? kids? non? profit? organization,? and? the? list? goes? on.? ? ? Many? ask? why? a? military? academy,? why? not? a? college? or? university? not? related? to? the? military.? One? of? my? reasons? definitely? not? my? biggest? is? financially? I? wouldnt? be? able? to? pay? for? college.? Living? with? my? mother,? living? with? my? grandparents,? living? with? the? my? dad? in? government? housing,? living? alone,? and? currently? living? in?section? 8? housing? with? father? and? step? mother.? Financially? college? is? a? goal? achievable? through? academics? and? diversity? ,? but? will? always? have? the? restrain? financially? to? pay? for? tuition.? ? Being? admitted? and? attending? an? academy? will? not? only? help? me? along? with? my? family? financially? but? u? will? have? a? chance? to? serve? my? country? with? the? utmost? gratitude.? My? parents? have? never? pushed? me? to? apply? at? a? military? academy,? the? goal? of? admission? has? solely? been? through? self? motivation.? With? my? career? goals? being? in?the? field? of? engineering? (mechanical? in? preference)? I? have? researched? the? naval? academy? and? earning bachelors? in? science? at? the? academy? would? kick? start? my? future? with? opportunities? that? other? universities? cant? offer.? Knowing? that? you? must? complete? a? term? in? the? military? after? the? academy? has? no? change? to? my? decision.? From? meeting? first? srgt.? Eric? simon? on? the? Air? Force? base,? he? has? became? an? inspiration? to? become? a? man? of? respect.? I? first? met? him? through? my? best? friend,? srgt.? Simon? being? his? father.? When? I? first? met? him? my? first? impression? was? this? man? is? someone? to? respect? and? honor? with? gratitude? for? protecting? and? serving? our? country.? I? later? learned? through? experience? that? srgt.? Simon? is? a? great? father? and? man? all? around.? Coming? from? an? unhealthy? family? in? Maryland? I? have? been? able? to? relate? and? look? up? to? him? as? a? father? figure.? The? experience? of? meeting? srgt.? Simon? has? made? me? more? than? ready? to? serve? in? the? armed? services.? I? want? to? show? my? four? younger? brothers? that? If? I? can? do? it? they? can? do?it? ,? while? establishing? a? role? model? position? for? them.? ? Being? admitted? to? the? naval? academy? or? another? military? academy? has? been? my? goal? from? the? beginning? of? high? school.? Aiming? everything? I? do.? And? pushing? myself? to? be? a? stand? out? candidate.? I? am? more? than? willing? to? serve? my? term? of? service? with? the? utmost? gratitude? and? respect? for? my? country.? The? reason? I? feel? that? i? standout? among? the? other? candidates? is? how? diverse? I? am? in? all? the? aspects? the? academies? are? looking? for.? Being? a? leader? in? sports?activities,? through? team? voting? I? became? the? football? captain,? having? four? little? brothers? I? lead? them? everyday? as? a? role? model.? Academically? I? strive? in? the? classroom? ,? recieving? scholar? awards? throughout? high? school? ,? and? achieving? top? 20? percent? of? my? class.? through? the? community? of? school? ,? being? involved? in? many? groups? and? organizations.? Also? outside? of? school? in? my? community? of? Santa? Barbara? county? through? community? service? and? helping? organizations? such? as? the? American? G. I.? Forum? along? with? many? others.?

George Orwells 1984: Unmasking Totalitarianism Essay -- Literary Anal

The outlook to the future is usually one filled with hope. When failures of the past and present problems collide together, the future is often seen as a place of hope. This mindset was no different in Britain during the mid 20th century, especially in the late 1940’s. World War II had finally ended, the days of fighting Nazi Germany was behind everyone but present circumstances were bleak. Britain was still recovering from the effects of World War II and handling the transition of a new socialist democratic government. From the east there loomed Stalin’s Soviet Union with its communism government and Totalitarian ruling mindset. Many were oblivious to the facts surrounding communism and looked hopefully to it. The reason for this was as Mitzi Brunsdale states because of â€Å"all kinds of personal and social inadequacies† (139). Many in the west were discouraged with present conditions and looked to Stalinism for hope. Many of the â€Å"Western supp ort for Stalin often took the form of neo-religious adulation† (Brunsdale139). On the other hand, George Orwell stood in direct opposition. This resistance against the Totalitarian rule of Stalin was especially expressed in one of his most popular books called 1984, which â€Å"brings home to England the experience of countless who suffered in Totalitarian regimes of Eastern Europe† (Meyers 114). George Orwell through his life experiences and through the accounts of others had seen the dangers of Totalitarianism. In 1984, George Orwell exposed three dangerous aspects of Totalitarianism by showing the oppression of the individual's in the story in order to show the true nature of Totalitarianism. One of the first ways that Orwell exposes Totalitarianism through the oppression of the i... ...y to write a novel that so clearly shows the power of the state and diminish of the individual send chills to those who read his book. Even in the future, every reader is faced with the reality of the possibility of such a society existing. With technology advances and many history defining issues arising, the possibility of elements of the book coming true seems to become more and more of a reality. Works Cited Bal, Sant S. George Orwell The Ethical Imagination. Atlantic Highlands: Humanities, 1981. Print. Brunsdale, Mitzi M. Student Companion to George Orwell. Westport: Greenwood, 2000. Print. Meyers, Jeffrey. A Reader's Guide to George Orwell. Totown: Littlefield, Adams &, 1975. Print. Meyers, Valerie. Modern Novelists George Orwell. New York: St. Martin's, 1991. Print. Orwell, George. Nineteen Eighty-Four. New York: Penguin Group, 2003. Print.

Database Project Ideas Sql Server Essay

Project Proposal: This document suggests a few projects that’ll be interesting enough to work on, it will surely be a vast learning experience for me. 1 – E-School Management System E-School Management System is a web-based School Management application. It will design for better interaction between students, teachers, parents & management. The main purpose of building this application is, the parents of students are very busy now days, so they can’t monitor their children and them activities properly and regularly. This E-School management system helps the parents monitor their children from anywhere. They can check their children’s academic performance from a remote location. 2 – Hospital Management System Hospital Management System project is to provide better hospital management services to both the doctors as well as patients. This Java based Hospital Management System will store all patients record and doctors details and it view patients bill. It can be used in any Hospital, Clinic, Polyclinic or Pathology labs for maintaining patient details and their test results. 3 – Central Library Management System The Central Library Management System project is developed to store record. The aim of the research work is to develop the system for issuing books to students, teachers, add books, issue books, and return books, Fine calculation. 4 – Office Management System The software Office Management Systems objective is to provide a system which manages the office activities using a computer within a fraction of seconds. The software stores all the important data’s like a manual file keeping system through a database. This automated system is user friendly and error free. Paper work and manual power can be reduced using this automated system. 5 – Hostel Management system Hostel Management system is the system that manages the student data, staff data, students admission process and create receipt for the fees paid by the student who stay in the hostel and also help in maintaining visitor’s messages. Though BSE 3D is still at the very beginning of its exposure to the database environment, I’ll try my level best to overcome the hurdles and present a best developed project. FA12-BSE-177 Aimal Khan Note: The project ideas that are mentioned above are taken from http://www.freestudentprojects.com/

Strategic Decision-Making

â€Å"Rational decision-making is an impossible ideal in strategy formulation and implementation due to incomplete information and organisational politics. † Strategy is formulated and implemented by organisations as a means of gaining competitive advantage and achieving organisational success. Frequent fast, widely supported, and high quality strategic decisions are the cornerstone of effective strategy (Eisenhardt, 1999 in Clegg et. Al, 2012). In today's world of borderless business, ever-evolving technology and rapid change, can these decisions be made rationally?Currently there are three main decision-making paradigms in the literature – rational decision-making, political decision-making and the garbage can model. Each paradigm frames the decision-making process differently and each will be discussed in turn in this essay. It will then be concluded that while rational decision-making is possible, it is only boundedly so due to incomplete information confounded by t he limitations of human cognition, particularly in the fast-paced business world of today.Furthermore, while people can be individually rational, collectively this is not the case (Eisenhardt ; Zbaracki, 1992) – as organisations are political systems, politics and power are often central to decision-making in the formulation and implementation of strategy. Rational decision-making Model According to the rational decision making model, clear goals and objectives are first identified and listed in order of importance. All the alternative courses of action associated with each objective are then identified and the consequences of each action are established.Consequences are assessed against the values and objectives pursued, with the course of action that best maximises these values being the one that is chosen. This logical step-by-step approach suggests that the outcome will be maximised. It also assumes the decision maker has complete knowledge of not only all possible altern atives, but also their consequences. For strategists who subscribe to this model of decision making, the organisation is seen as a rational bureaucracy where strategic planning is conducted by top management and organisational structure follows.This prescriptive view of decision-making has scientific principles at its core as decision makers are thought to be accurate and objective. Research, however, has shown that the decision-making process used by managers is not as straightforward or linear in nature. In fact, the assumptions underpinning the theory of omniscient rationality, while ‘strikingly simple and beautiful' (Simon, 1978), are fundamentally flawed. Although such an approach to strategy formulation may appear ideal in theory, it cannot be practised except for with relatively simple problems (Linblom, 1959).Limits of the cognitive capacity of humans, and on available information set definite limits on a manager's ability to be fully rational. In addition to this, oth er members of the organisation may disagree with the decision makers choice leading to power plays and politics. Whilst strategic decisions then, fall short of omniscience, they are not necessarily irrational. Rather, they are, and can only ever be, a bounded rationality. Cognitive biases of managers limit the applicability of the rational decision-making approach (Santos & Garcia, 2006).The organisational situation is framed by the decision makers who perceive an approximate model of the circumstances, choosing from a limited list of subjective alternatives. Some choices are given weight and others are relegated to the background, thus large segments of reality are out of focus (Feehan, 2013). Simon (1956) recognising the limits of comprehensive rationality, posited the concept of ‘satisficing', that members will choose the first alternative that is deemed to adequately meet the organisation's objectives rather than taking the time to survey all possible alternatives and find ing the optimal choice.This satisficing alternative will meet the minimal satisfactory requirements. Linblom's ‘Muddling Through' theory (1959) was one of the first to recognise the role of politics in strategic decision-making. Linblom refers to the comprehensive rational model mentioned above, as a ‘root' approach to decision-making where the process begins with the fundamentals, always starting from the ground up. This means-end analysis requires that values are clarified in advance of examining alternatives. He posits a ‘branch method' of incremental comparisons as a more suitable method for complex problems.Here, the decision-making process begins in the current situation, building out with incremental changes. Lindblom argues that the organisation and individuals may hold conflicting values which only become clear after the fact. A good outcome is therefore, not the optimal one but one that is agreed upon by all players. These theories highlight both the limi ts of rationality and the importance of context in strategic decision-making. Unlike many other decisions, strategic decisions are made in an organisational context where the reaction of the players affects the outcome.This view of organisations not as rational optimisers but ‘satisficers' resonates with the author's experiences. Having owned my own business I understand due to time constraints, working memory limits and finite funding levels, it is not possible to make decisions in a perfectly rational fashion. There will always be alternatives you (the organisation) had not considered, preferences you have that may be conflicting, and choices that cannot be made due to disagreements among stakeholders.This is not to say that the strategic decisions cannot be rational – they can but only boundedly so. It is important, in my view, to approach these significant and complex decisions in a systematic manner when possible. However in a dynamic world, where business is borde rless and technology is advancing at an ever increasing rate, I would question the utility of this approach. Context is key. Political decision-making model The political model of decision-making presents a compelling case against the possibility of perfect rationality in strategy formation and implementation.In fact, according to Clegg (2012, p. 267) the biggest enemy of rationality is the power and politics that are inscribed in every organisational decision. The division of an organisation into separate departments, encourages political activity between them as they compete for scarce resources (Pettigrew, 1973). Coalitions are formed around a perceived affinity of interests, with the ultimate aim being to accrue enough power to influence the decision-making process. It is out of this struggle for power that decisions emerge.Strategic decisions are particularly likely to stimulate political actions because they are complex, significant, and subject to uncertainty. There may be mu ch to gain/lose for each of the players from both a material and reputational point of view (Child, Elbanna ; Rodrigues, 2010). Take for example, an organisation such as a hospital. It is pluralistic in nature, often experiencing conflict between departments, staff subcultures and rifts between administrative staff and departments.Imagine as part of a cost containment strategy, it is decided after rational analysis, that the optimal alternative is to reduce wage costs by 20%. The highly paid consultants and lower paid floor staff will be pitted against each other, each protecting their own self-interests. The cost cutting strategy may have to be adapted in order to appease the players. As this example conveys, it is out of differences in self-interests that conflict rises (Eisenhardt ; Zbaracki, 1992). Research has consistently found organisational decision-making to be political in nature.A study of nine international corporations found that they were political systems comprised of a myriad of coalitions and groups (Quinn,1980 in Child et. al 2010). Pettigrew (1972) observed a scenario where established computer analysts conflicted with a newer team of analysts over which IT system their company should invest in. A member of the established coalition of analysts acted as gatekeeper, using his role to control the flow of information to top management whilst communicating negatively about his opponents ideas at the same time.This resulted in management deciding to take his advice. Another often cited example of the political decision-making model the Cuban Missile Crisis (Clegg et al 2011; Child et al 2010). Garbage Can Model The garbage can model of decision making offers an alternative insight into strategic decision-making in organisations. Here, the organisation is described as a loose collection of already-made solutions, waiting for new decision opportunities to be applied. Contrary to the assumptions of the rational model, decision making in these organi sed anarchies is not an orderly, linear process.The ambiguity is due to the radical instability of three premises – preferences, technology (know-how, techniques ; equipment) and participation. Decision-making occurs when the right problem arises and the right people are receptive to it's solution. These variables are coupled temporally, by chance, rather than consequentially by rational calculation (Rainey, Ronquillo & Avellaneda, 2010). The garbage can model differs from the rational and political models as it conveys the role of chance in the decision-making process.Decisions are not arrived at through boundedly rational analysis, nor are they negotiated by the interactions of coalitions. Instead, they are the random result of the convergence of problems and solutions at a particular point in time. This is not to say that this model is intended to replace rational decision-making, rather it's purpose is to supplement it (Rainey et. al 2010). Not all decision making situati ons are organised chaos, neither are they all rational. Many organisations in the public sector serve as examples of the garbage can model of decision-making.Many policy-making decisions for example, are imprecise and vague in nature with no defined goals attached. Participants in the public sector decision making process are prone to change – board members, consultants and even governmental parties are likely to change during the course of the decision-making process. Rational decision-making then, is problematic for making the predictions about the future preferences and consequences when formulating strategy. The human cognitive system will simply not allow us to consider all possible alternative solutions to any given problem.This assertion highlights the importance of brainstorming and group work in order to generate possible alternatives that we, ourselves, may not have thought of. Even taking this into account however, it is doubtful that an exhaustive list of all even tualities would be arrived at. Groupthink and politics are also likely to factor into the equation. Furthermore, even if rational decision-making were possible, it may not be even be the ideal. It does not allow for the input of emotional intelligence and ethical considerations which are often required in the decision-making process.How then can the business of today ensure they are making adequate decisions when formulating and implementing strategy? Organisational learning has been posited as an alternative view to organisations as decision-makers. Organisations are seen as learning by encoding inferences from experiences which are then used to direct behaviour (Levitt ; March, 1988). Organisations adapt to changes in the environment, storing data in it's repository to be drawn on later. References Clegg, S. , Carter, C. , Kornberger, M. amp; Schweitzer, J. (2011) Strategy: Theory & Practice. London : Sage. Child, J. Elbanna, S. & Rodrigues, S. . (2010). The Political Aspects of S trategic Decision Making. In: Nutt, P. C. & Wilson, D. C. Handbook of Decision Making. Sussex: Wiley. 105-138. Eisenhardt, K. M. & Zbaracki, M. J. (1992). Strategic Decision-making. Strategic Management Journal 13, pp. 17-37. Feehan, M. (2013) Organisation & Strategy Slides. IPA Moodle. Accessed on 21/01/2013. Levitt, B. & March, J.G. (1988). Organizational Learning Annual Review of Sociology. 14, pp. 319-340 Linblom, C. E. (1959). ‘The Science of Muddling Through. ‘ Public Administration Review 19 , 2. pp. 79-88. Pettigrew, A. M. (1973) The Politics of Organizational Decision Making. London: Tavistock Pettigrew, A. M. (1972) Information control as a power resource, Sociology, 6, 187–204. Santos, M.. V & Garcia, M. T. (2006) Managers’ opinions:reality or fiction. A narrative approach. Management Decision 44, 6. pp 752-770.

Squat Lobsters

Squat Lobsters In their book The Biology of Squat Lobsters, Poor, et. al. say that despite the fact that many have not heard of them,  squat lobsters are far from hidden. They say they are dominant, numerous and highly visible crustaceans on seamounts, continental margins, many shelf environments and coral reefs at all depths, and at hydrothermal vents. These often colorful animals  are also featured in many underwater photos and video. Squat Lobster Species There are over 900 species of squat lobsters, and it is thought that there are  many more yet to be discovered. One of the most famous squat lobsters in recent times is the yeti crab, which was discovered during surveys conducted in conjunction with the Census of Marine Life.   Identification Squat lobsters are small, often colorful animals. They can be less than one inch to about 4 inches  in length, depending upon the species.  Squat lobsters have 10 legs. The first pair of legs are  very long and contain  claws.   The three pairs of legs after that are used for walking. The fifth pair has small claws and may be used for cleaning gills. This fifth pair of legs is much smaller than the legs in true crabs.    Squat lobsters have a short abdomen that is  folded under their body.  Unlike lobsters and crayfish, squat lobsters dont have true uropods (the appendages that form the tail fan).   Lobster Cocktail? Squat lobsters are in the  infraorder  Anomura - many of the animals in this  infraorder  are called crabs, but they are not true crabs. They arent lobsters, either. In fact, squat lobsters are more closely related to hermit crabs than to lobsters (e.g., the American lobster). In the seafood world, they may be marketed as  langostino  lobsters (langostino  is Spanish for prawn) and even sold as shrimp cocktail. Classification Kingdom: Animalia Phylum: Arthropoda Subphylum: Crustacea Class: Malacostraca Subclass: Eumalacostraca Order: Decapoda Infraorder: Anomura Families: Chirostylidae and Galatheidae Habitat and Distribution Squat lobsters live in oceans around the world, with the exception of the coldest Arctic and Antarctic waters.   They can be found on sandy bottoms and hidden in rocks and crevices. They also may be found in the deep sea around seamounts, hydrothermal vents  and in underwater canyons. Feeding Depending on the species, squat lobsters may eat plankton, detritus or dead animals.   Some feed on bacteria at hydrothermal vents. Some (e.g.,  Munidopsis  andamanica) are even specialized to eat wood from sunken trees and shipwrecks.   Reproduction The reproductive habits of squat lobsters are not well known. Like other crustaceans, they lay eggs. The eggs hatch into larvae that eventually develop into juvenile, and then adult, squat lobsters.   Conservation and Human Uses Squat lobsters are relatively small, so fisheries around them have not developed in many areas. However, as mentioned above, they may be harvested and sold as cocktail shrimp or in lobster dishes, and can be  used as feed stock for chickens and at fish farms. References and Further Information Aquarium of the Pacific. Squat Lobster. Accessed April 29, 2014.Bok, M. 2010. Wood-eating Squat Lobsters of the Deep. Arthropoda Blog. Accessed April 29, 2014.Kilgour, M. 2008. Squat Lobsters: More Questions Than Answers. NOAA Ocean Explorer. Accessed May 5, 2014.  McLaughlin, P., S. Ahyong J.K. Lowry (2002 onwards). Anomura: Families. Version: 2 October 2002. http://crustacea.net.Poor, G., Ahyong, S. and J. Taylor. 2011. The Biology of Squat Lobsters. Accessed online via Google Books, April 29, 2014.Schmidt, C. 2007. No Matter What You Call It, Squat Isnt Lobster. Wild Catch Magazine. Accessed April 29, 2014.WoRMS. 2014. Anomura. Accessed through World Register of Marine Species, May 5, 2014.

Rocket ISU Essay Example

Rocket ISU Essay Example Rocket ISU Essay Rocket ISU Essay Rocket ISU Lab Report Abstract What are rockets? How did they come to our existence? What are the main principles behind rockets? What is the history of rockets? How is the mass of the rocket related to its Fnet, Acceleration, Max Height, etc. This lab report gives a brief explanation of the physics behind this innovative man-made invention. This lab goes through the basic principles of rocketry. The lab explores how rockets became more sophisticated over the years. This report discusses about the things to keep in mind while building a small and simple rocket. This report is the best example for a person who is nterested in the field of rocketry. Table of Contents Title Page 1 Table of Contents 2 Principles of Rocketry 3 Rocket Design Strategy .. 7 Purpose 9 Materials 9 Observations 10 Calculations Trial . 11 Calculations Trial #2 14 Error .. 17 .. 19 Bibliography. . 20 Principles of Rocketry imagine their Joy. However, today, even an infant can fully live by the virtue of advances in aeronautics, man has disproved that sky is the limit. Rockets and paceships have helped him to redefine the concept of flying. In todays world, the concept of rockets exists because of Sir Isaac Newton, a pioneer in the field of physics whose three laws of motion enabled scientists in todays date to build rockets accurately. In simple words, a rocket is a chamber enclosing a gas under pressure. A balloon is a most common example. Newtons first law states that, objects at rest will remain at rest and objects in motion will remain in motion in a straight line unless acted upon by an unbalanced force. To begin with, when the rocket is at rest all the forces are equal. The force of gravity on the rocket equals with that of the pad that is holding on it. While in motion, the rocket unbalances the forces and as a result, it travels upward. Newtons second law states that, force equals mass times acceleration. The mass of the rocket changes during the flight, since the engines energy is being used up rapidly so the rocket weighs less and accelerates. The third law states that, every action has an equal and opposite reaction. As the rocket takes off and releases the gas out, the gas pushes the rocket upwards. The design of the rocket also plays an important role. To begin with, inertia, the tendency of an object to resist change while in motion is directly connected to the mass of the object. A heavier rocket will have more inertia, because it has more mass. This will in turn give the rocket more resistance. The rocket will be therefore able to surpass the wind. On the other hand, a lighter rocket will have less inertia since the mass of the rocket is less. As a result, rocket will have less resistance and the effect of the wind on the rocket will be great. Another factor that is associated with the design of the rocket is the center of the mass. The center of the object is the exact point where all of the mass of the rocket is exactly balanced. Everything is made up of matter, regardless of size, mass, or shape has a center of mass. An unstable rocket tumbles around this point. Revolving and sinking takes place around one or more of three axes: roll, pitch, and yaw. Another aspect that is lined with the design of the rocket is the center of pressure. Center of pressure is the location where all the pressure forces acting on a rocket are balanced. Center of pressure exists only when the rocket is going in the opposite direction to the wind. The center of the pressure is located near the tail and center of mass is located near the nose of the rocket. Todays rockets are an extraordinary work of human beings who have their roots in science and technology of the past. The discovery or the invention of the rocket came in existence way before Newtons Laws were ever stated. Around 400 B. C. , in southern Italy, Archytas amazed the people of the town by flying a wooden pigeon. The pigeon used steam as a propulsive gas and used the action-reaction principle, which was not stated as a law until 17th century. rocket as a weapon. They used bamboo tubes filled with gunpowder and tossed them in fire. Soon, they started experimenting and fgured out a way. They used the bamboo tube filled with gunpowder and attached it to an arrow and discovered that these gunpowder tubes could launch themselves Just by the power produced from the escaping gas. This is how they technology of rocket started. As the time passed by, Newtons theories and his three laws came into existence. His laws explained that why rockets are able to work in vacuum as well as in the outer space. Soon after that, gas laws were developed. Charles law stated that, at a onstant pressure, the volume of a fixed mass of any gas is directly proportional to its Kelvin temperature. The concept of hot balloons comes from this principle. As the balloon is heated, the volume of the balloon also increases. Since the volume is increases, the density inside the balloon also increases. The density of the air is more than the density of air that is in the balloon. This is the reason hot balloons were able to fly back in 17th century. During late 1800s and early 1900s, rockets were mainly used as a weapon to be used in the battles. William Congreve, a British Colonel designed various patterns for ockets to be used in warfare. His rockets were so successful that scientists around the around started experimenting on the rockets. William Hale, an English scientist soon came up with an excellent technique known as spin stabilization. This technique made the gases of the rocket to escape from the bottom, thus making it to spin in a bullet like fashion. Modern rocketry began in 1898, when a Russian schoolteacher named Konstantin Tsiolkovsky, proposed the idea of space exploration. It was also his suggestion of using liquid propellants in the rockets in order to achieve greater range. Since, Tsiolkovsky was the first person to suggest space exploration and the fact that he came up with other ideas and theories in the work of physics, he is known as the father of modern astronautics. Soon after the concept of propellants was introduced, an American, Robert H. Goddard started conducting practical experiments. He started working with the solid- propellant rockets. Sooner he was convinced that liquid-propellant rockets were better than the solid-propellant rockets. But at time constructing liquid-propellant rockets was much harder, since, fuel and oxygen tanks, various gas chambers and urbines were needed. After so many difficulties and hardships, Goddard was finally able to built a liquid-propellant rocket and achieved a height of 12. 5 meters. His rocket was a pioneer in the rocketry field. Due to his magnificent contributions in the field of rocketry, he is known as the father of modern rocketry. Later on, during the time of Cold war between the two superpower nations, Unites States and Soviet Union, they entered the space fght. Soviet Union was able to put a stop on America by launching the first satellite in the world called Sputnik on October 4th, 1957. After a few months, on January 31st 1958, United States launched their own satellite called Explorer l. Around that time, America organized their space program by creating NASA. It became a space agency with the intensions of exploring space for the betterment of humans. ountries. Space exploration became more advanced and rapidly increased after 1980. In 1981, Robert Crippen and John Young rotated around the Earth 36 times in a total of 54 hours. In 1983, Pioneer 10 (USA) crossed the orbit of the outermost planet, Neptune. In 1985, first satellite landed on the surface of a comet. To conclude with, in odays date, rockets are complicated structure that can go far and beyond human imaginations. The technology to build a rock et always existed, it was Just a matter of time when Archytas came up with idea. In todays date, rockets have reached a height of accuracy and this is because of Sir Isaac Newton. His laws and theories have helped the engineers to build marvelous rockets that can not only go outside the earths atmosphere but can also reach even the farthest planets that exist. Rocket Design Strategy While designing a rocket four main things are kept in mind, the nose cone, the fins, a arachute, and mass of the rocket. These four things are the building blocks of a rocket. Therefore, to achieve the maximum height possible, these things are the first ones that are kept in consideration. Nose cones can be engineered in three different shapes. They are either: parabolic, ogive or conical. They all one thing in common, they all have pointed peaks. The reason they have pointed nose is the basic physics fundamentals of aerodynamics. Parabolic shape nose cones are the best to use. The parabolic shape cone is pointy at the top and gets wider like triangle. When air ushes the rocket down, the cone shape affects the rocket the most. Since, parabolic shape advantages the rocket because all the air that strikes the rocket is slanted through the pointy peak and that pyramid shape. If the nose cone is flat it will conduct huge amount of drag or air resistance. Drag means the force of friction that is pulling the rocket downwards. To avoid this frictional force, the thrust of the engine should be more than the drag that is acting on the rocket. Nose cones are not the only thing that is important while constructing a rocket. The length of the rocket lso plays a huge role. If the length of the rocket is too long then the cones will be useless. On the other hand, if the length of the rocket is too small that will also not benefit the rocket. The length of the rocket should be ideal and circumstances should be taken in consideration. The reason behind the structure of the nose cone is cylindrical in shape is because that way the friction that is caused on the rocket by the wind will be reduced. Another part that helps the rocket to stay stable is the fins. Without the fins rocket will not go upwards properly and will not be able to fly. Fins are designed in order to itself up while still in motion. This theory can be proved by Newtons third law of motion, which states that, every action has an equal and opposite reaction. In this case, the drag and gravity are pulling the rocket downwards and the fins are pushing it upwards. Several fins follow the same design structure. They are wider at the top and pointier at the bottom. The reason they are more sharp at the bottom is so that they can cut through the air while they are still in the motion. There are mainly four fin shapes: square, trapezoid, triangle, and epsilon. Triangular or and epsilon fin would be ideal for a rocket since it create less drag. Furthermore, a parachute is needed to land the rocket safely. However, adding a parachute to the rocket adds more mass, which will eventually affect the rocket to reach the maximum height possible. Therefore, keeping the rocket light weighted in the beginning and keeping in consideration about the mass at all times does not affects the rocket later on . The reason mass is kept into consideration is because as the mass of the rocket increases the gravitational force acting on it also increases, Fg = mg. In addition to that, another thing to keep in consideration while building a rocket is that it should survive the harshest and most extreme conditions possible. Keeping the rocket fireproof, by adding a piece of tissue between the parachute and the engine would stop the heat from the engine to reach to the parachute when the rocket is still in motion. To conclude with, rockets are really hard to engineer as each concept is kept in mind while constructing them. Every little thing attached to a rocket affects it directly or indirectly. When rockets are in space, anything can go wrong, so the engineers lways have a backup safety plan for the astronauts safety. A rocket engineer is one of the hardest professions, since so many factors are kept in consideration and much thinking is required. Purpose This lab had various purposes. However, the main reason we did this lab was to achieve the maximum height possible with limited material provided. Another purpose of this investigation was to apply our knowledge regarding Newtons three laws of motion since the amount of air resistance was present. An additional purpose would be to determine the relationship between the mass of the rocket to ts: Acceleration, Ek, Eg, Fg, Fnet, etc. Another reason this lab was conducted was to observe, how things are affected on this planet while they are still in motion and are above earths surface. The overall purpose of this lab was to combine all the knowledge from the previous units and to build a rocket that could reach maximum height possible. Materials Material needed to construct rocket: 1 Main Body Tube 1 Balsa Wood 1 Engine Tube 2 Engine Center Rings 1 Engine Thrust Ring 1 Parachute sheet 6 Parachute Reinforcement Rings 1 Shock Cord 1 Launch Lug 1 Metal Engine Hook Super Glue/ Carpenters glue Ruler Scissors Sandpaper Decoration Utensils Shock Cord Mount For launching the rocket: Launch Pad Igniters B 6-4 Engine Recovery Wadding (1-4) Observations: Trial Mass (full) Mass (empty) Mass (average) Angles of Inclination Time Average Height of Inclinometer Readers Rocket Mass + Full Engine Mass; 0. 0499kg + 0. 01748kg = 0. 06738kg Rocket Mass + Empty Engine Mass; 0. 0499kg + 0. 009747kg = 0. 059647kg Massl + Mass2/2; 0. 06738 + 0. 059647 / 2 -0. 0635135kg The angles were: 590 540 The time was: 3. 06 seconds 1. 75 1. 73m 12=1. 74 rn Rocket Mass + Full Engine Mass; 0. 0499kg + 0. 01748kg = 0. 06738kg Rocket Mass + The angles were: 560 600 The time was: 3. 59 seconds Calculations 1. Maximum Height Using Trig Ratios: For left triangle, tan 59 = P 50 P-83. 21 m Therefore, the height of the left triangle = 83. 21 +1. 75 = 84. 96 m For right Triangle, Tan 54 = p P = 68. 82 m Therefore, the height of the right triangle = 68. 82 + 1. 73 = 70. 55 m Using the formula provided: H = c sin Asin B sin C H = (Sin 59) (stn54) 67 75. 34 m Therefore, the height of the triangle Average of all three heights: 83. 21 +68. 82 + 77. 3 = 76. 37 m 2. Fg (Force of Gravity) = 75. 34 + 1. 74 = 77. 08m Mass of 1 full engine: 17. 48g = 0. 01748kg Mass of 1 empty engine: 9. 747g = 0. 009747kg Mass of rocket: 49. 9g = 0. 0499kg Fg(full engine) = mg = (0. 04999 + 0. 01748) (9. 8) = 0. 660324 N Fg(empty engine) = mg = 0. 5845406 N Fg(average) 2 Fg(full engine) + Fg(empty engine) Fqaverage) = 0. 660324 +0. 5845406 Fqaverage) = 0. 6224323 N 3. Fo rce of thrust of engine: The thrust of the engine is 6 N, according to Estes: (graph shown): 4. Acceleration: Ad = At + h aav (At)2 (3. 061) + h (aav) (3. 061)2 152. 74 = 9. 9721 aav Fnet (Resultant Force): Mup = 0. 0499kg + 0. 01748kg Mdown = 0. 0499kg + 0. 009747kg Mdown = 0. 059647kg Mass(average) = 0. 06738 + 0. 059647 Mass(average) = 0. 0635135kg Fnet = ma Fnet= 1. 036 N 6. Force of Friction: Fnet = (Fg + Ff) 1. 036 = 6 (0. 6224323+ Ff) 1. 036 = 6 0. 6224323- Ff Ff=6 0. 6224323- 1. 036 4. 3415677 N 7. Gravitational Potential Energy: Eg = mgh 76. 37 = (0) 76. 37 = h aav (9. 369721) aav= 16. 31 mm 5. Mup = 0. 06738kg Fnet = (0. 0635135) (16. 31) Eg = (0. 0635135) (9. 8) (76. 37) 8. Kinetic Energy: Vf2 = + 2aav Ad Vf2 = + 2(16. 31) (76. 37) Vf2 = 2491. 1894 Vf=49. 91 rms h mv2 Ek = h (0. 0635135) (49. 91)2 Ek=79. 112J 9. Maximum Velocity: h rnv2 mgh = h mv2 vmax = vmax = 27. 36 m/s tan 56 = p P=74. 13rn = 74. 13+ 1. 75 = 75. 88 m tan 60 = p P = 86. 60 m = 86. 60+ 1. 73 = 88. 33 m sin 64 79. 88 m = 79. 88+ 1. 74 = 81 . 62 75. 88+ 88. 33 + 81 . 62 = 81. 94 m = (0. 0499 + 0. 009747) (9. 8) Fg(average) = Fg(full engine) + Fg(empty engine) Fg(average) = 0. 660324 +0. 5845406 (3. 5913) + h (aav) (3. 5913)2 163. 88 = 12. 89743aav 5. Fnet (Resultant Force): 81. 94 = (0) 81. 94 = h aav (12. 89743) aav = 12. 7064 mm = 0. 06738kg Mup

Government 2 Dissertation Example | Topics and Well Written Essays - 500 words - 3

Government 2 - Dissertation Example Either the Senate or the House of Representatives may introduce a bill; it must be approved by both parties. Though every bill must be signed by the President before it becomes a law, instances that the President does not sign, the House and the Senate will vote on it and should acquire a 2/3 majority for a bill to become a law. In instances that a certain law is said to be unjust or unfair, the courts can rule and decide if it remains a law or not. (Cook, p. 23) Democracy: Freedom of Expression Freedom of expression is the foundation of democracy. It is fundamental in all forms of freedoms. It is said to be the core freedom in which democracy will not be possible without it. This doesn’t entail freedom of speech alone but the right to write openly, speak freely and criticize injustices and incompetence. It gives the public the opportunity to voice out their opinions of any kind. Thus, without it, a country cannot be called democratic if voices of the public are limited or unh eard. Progressive Taxation The US currently has a progressive taxation system in which tax rates get much higher from the middle class to the upper class, making the lower class shoulder very minimal tax rates. (Surname) 2 In the 1980s, a revival against the current tax system was which had started in the early 20th century was seen.

Physiology Research Proposal Example | Topics and Well Written Essays - 750 words

Physiology - Research Proposal Example Study also shows that with its faster economic growth, Asia has become the epicenter of the disease. According to Struijs et al. (2006), the causes that have been found to cause diabetes are; lower physical activity, poor nutrition, obesity, high alcohol intake and a higher intake of carbohydrates that have been refined. Another cause of diabetes that has been widely used and brought contradictions is that diabetes is genetically transmitted. Lindsay (2012) points out that diabetes can be prevented through modifications in lifestyle and change in diet. It is from this basis that this paper seeks to find out the main causes behind diabetes. Research questions From this background, the paper wishes to answer the following research questions; what are the major causes of diabetes? Can genetic background increase the vulnerability of one towards the disease? Answering these questions will be of great significance in helping limit the contradictions that underlie the disease. The hypothes es that will be used to test the results are; one’s lifestyle is the major cause of diabetes and that the genetic make-up of an individual accelerates the rate at which one gets the disease. Methods To test the above hypothesis, the study will use the stem cell experiment and laboratory tests on beta cells which are the source of insulin. This will be done in order to determine whether the differences in the level of insulin contribute to diabetes. From the cells, hormonal differences can also be established among blood related respondents in order to determine their vulnerability to the disease. The study aims to examine the differences that exist in the insulin levels between the affected people and those that are not affected. The Cells can also be used to do a DNA analysis in order to bring out the physiological make-up of the respondents clearly. In order to establish whether there is a genetic relation, the study will use individuals who have close blood relations. The hypotheses will be tested differently by using two different studies. The research will comprise of ten respondents with a blood relations in order to come up with accurate results. It will also comprise of 5 laboratory technicians who will be helpful in coming up with accurate analysis of the results. Cell samples will be taken from the respondents and be examined in the laboratory and therefore the results will be collected from the laboratory after the analysis has been done. Another study will be carried on the same respondents in order to identify the differences in lifestyles. Their cells can also be used to show their nutritional differences which will be an indication of lifestyles. In order to come up with effective results, the research will also involve some interview questions in order to determine how the respondents live and what their nutrition is made of. To gauge the genetic differences, the study will measure the insulin levels and also the rate at which the respon dents feed. To come up with objective results, the study will use equal number of respondents in that 5 of them will be male while the other 5 will be female. This is essential in order to establish the genetic differences in male and female in order not to misunderstand the results. Results that can be obtained from such study may be that poor nutrition contributes to diabetes and that people with high eating rates and less physical activity are more likely to be