Truth And Nonviolence Will Never Be Destroyed Those Words Spoken By Ma

" Truth and nonviolence will never be destroyed" those words spoken by Mahatma Gandhi describe the true essence of his character. He was a man who unlike others decided to use nonviolence as a means of getting what he wanted. His different approach is what ultimately led to his rising popularity and strong success. Not only did Gandhi almost single-handedly free India and its five hundred million people from their long subjection to the British Empire, but he did so without raising an army, without firing a gun or taking a hostage, and without ever holding a political office. Mohandas Karamch and Gandhi was born on October 2, 1869, in Porbandar, near Bombay. Gandhi's family belonged to the merchant class called Vaisya. His father had been the Prime Minister of several small native states. At the young age of 13 Gandhi was married. The marriage was arranged with Kasturbai Makanji. At age 19 Gandhi set out to study abroad. He studied law at the University College in London. He found that there he was often looked down upon for being Indian. In 1981 Gandhi returned to India. At Natal he was the first so-called "colored" lawyer admitted to the Supreme Court. He then built a large practice. Gandhi soon became interested in the problems faced by fellow Indians who came to South Africa as laborers. He noticed how they were treated as inferiors. In 1894 he founded the Natal Indian Congress to agitate for Indian rights. In 1899, during the Boer War, he raised an ambulance corps and served the South African government. In 1906 Gandhi began his peaceful revolution. He announced that he would go to jail or even face death before he would obey an anti-Asian law. He never wavered in his unshakable belief in nonviolent protest and religious tolerance. Thousands of Indians joined him in the civil disobedience campaign. Twice Gandhi was imprisoned. He worked to reconcile all classes and religious sects, especially Hindus and Muslims. Gandhi became the international symbol of a free India. He lived a spiritual and ascetic life of prayer, fasting, and meditation. His union with his wife became, as he himself stated, that of brother and sister. Refusing earthly possessions, he wore the loincloth and shawl of the lowliest Indian and subsisted on vegetables, fruit juices, and goat's milk. Indians revered him as a saint and began tocall him Mahatma (great-souled), a title reserved for the greatest sages. Gandhi's advocacy of nonviolence, known as ahimsa (non-violence), was the expression of a way of life implicit in the Hindu religion. By the Indian pract ice of nonviolence, Gandhi held,Great Britain too would eventually consider violence useless and would leave India. When Muslim and Hindu compatriots committed acts of violence, whether against the British who ruled India, or against each other, he fasted until the fighting ceased. In 1919 he became a leader in the newly formed Indian National Congress political party. In 1920 he launched a noncooperation campaign against Britain, urging Indians to spin their own cotton and to boycott British goods, courts, and government. This led to his imprisonment from 1922 to 1924. In 1930, in protest of a salt tax Gandhi led thousands of Indians on a 200-mile march to the sea to make their own salt. he was then jailed again . This was called the "Salt March." In 1934 he retired as head of the party but remained its actual leader. Slowly Gandhi became to realize that that India would receive no real freedom as long as it remained in the British Empire. Gandhi's victory came in 1947 when India won independence. The victory was not a military victory, but a triumph of human will. The subcontinent split into tw o countries Hindu India and Muslim Pakistan. The last two months of his life were spent trying to end the appalling violence which ensued, leading him to fast to the brink of death, an act which finally quieted the riots. On Jan. 30, 1948, while on his way to prayer in Delhi, a Hindu, Nathuram Godse killed Gandhi. He had been maddened by Gandhi's efforts to reconcile Hindus and Muslims. Three shots from a small automatic pistol were which led to his final

Time and Love essays

Time and Love essays Corporations or Consumers, Who is Responsible? The lives and daily routines of many Americans are affected by corporate activities. Corporations provide the basic necessities like food and water as well as luxuries and pleasures of everyday living. These corporations generate wealth for the economy and their shareholders, and provide employment for much of the population. One of these powerful corporations is Philip Morris who manufactures and distributes tobacco products such as Marlboro (Morris, 1). This tobacco manufacturer not only generates wealth but also generates health hazardous risks for the consumer. Despite increasing warnings about the health hazards of smoking and widespread bans on smoking in public places, Americans disregard these warnings and still continue to smoke (Smoking, 4). Later then finding themselves dealing with the consequences of their poorly made decisions. Therefore, a corporation should not be held responsible for providing a product. It is the users who should be held accountable for the ir choices. The American people have the right to choose whether to smoke or not to smoke. There is a lot of information of cancer risks from using tobacco available to Americans, particularly in the media. The American Cancer Society estimates that cigarettes are responsible for more than 400,000 deaths in the United States each year (Smoking, 2). American consumers have been informed that tobacco contains nicotine, an addictive drug. They also know that by smoking tobacco, it causes lung cancer, emphysema, and other respiratory diseases. It also contributes to heart disease and low birth weight of newborns. Chewing tobacco and inhaling snuff causes cancer of the mouth, nose, and throat (Tobacco, 8). Regardless of these astonishing facts, forty-seven million people still continue to use tobacco products (Smoking, 1). Therefore, corporations should not be blamed for consumers po...

The History of the Phrase Double Coincidence of Wants

The History of the Phrase Double Coincidence of Wants Barter economies rely  on trading partners with mutually beneficial needs to agree to deals. For example, Farmer A might have a productive henhouse but no dairy cow while Farmer B has several dairy cows but no henhouse. The two farmers might agree to a regular swap of so many eggs for so much milk. Economists refer to this as a double coincidence of wants- double because there are two parties and a coincidence of wants because the two parties have mutually beneficial wants that match up perfectly. W.S. Jevons, a 19th-century English economist, coined the term and explained that it is an inherent flaw in bartering:  The first difficulty in barter is to find two persons whose disposable possessions mutually suit each others wants. There may be many people wanting, and many possessing those things wanted; but to allow  of  an act of barter there must be a double coincidence, which will rarely happen. The double coincidence of wants is also sometimes referred to as the dual coincidence of wants. Niche Markets Complicate Trades While it might be relatively easy to find trade partners for staples like milk and eggs, large and complex economies are full of niche products. AmosWEB offers the example of someone who produces artistically designed umbrella stands. The market for such umbrella stands likely is limited, and in order to barter with one of those stands, the artist first needs to find someone who wants one and then hope that the person has something of equal value the artist would be willing to accept in return. Money As a Solution Jevons point is relevant in economics because the institution of fiat money provides a more flexible approach to trade than barter. Fiat money is paper currency assigned value by a government. The United States, for example, recognizes the U.S. dollar as its form of currency, and it is accepted as legal tender throughout the country and even throughout the world. By using money, the need for a double coincidence is eliminated. Sellers need only find someone willing to buy their product, and there no longer is a need for the buyer to be selling precisely what the original seller wants. For example, the artist selling umbrella stands in AmosWEBs example might really need a new set of paintbrushes. By accepting money she no longer is limited to trading her umbrella  stands only to those offering paintbrushes in return. She can use the money she receives from selling an umbrella stand to buy the paintbrushes she needs. Saving Time One of the most significant benefits to using money is that it saves time. Again using the umbrella stand artist as an example, she no longer needs to use her time to find such precisely matched trading partners. She instead can use that time to produce more umbrella stands or other products featuring her designs, thus making her more productive. Time also plays an important role in the value of money, according to economist Arnold Kling. Part of what gives money its value is that its value holds up over time. The umbrella artist, for example, does not immediately need to use the money she earns in order to buy paintbrushes or whatever else it is she may need or want. She can hold onto that money until she needs or wants to spend it, and its value should be substantially the same. Bibliography Jevons, W.S. Money and the Mechanism of Exchange. London: Macmillan, 1875.

Home Health Care Research Paper Example | Topics and Well Written Essays - 750 words

Home Health Care - Research Paper Example History: Home health care has emerged in two different forms i.e., post-acute care and social-supportive care (Kadushin & Egan, 6). Home health care was legally institutionalized in the United States post formulation of funded services such as Medicare and Medicaid legislation in 1965 with the former supporting post-acute skilled care to homebound individuals and the latter catering to preventive, skilled and unskilled care to chronically ill individuals. Prior to this, home care was not an entity of the government, but managed either by relatives or by private nurses. According to Keenan and Fanale (1989) the first home care program was started by Boston University in 1885 (qtd. in Kadushin & Egan, 6). Subsequently, home care health service has undergone many changes with respect to its scope, complexity, types of services, and other developments. Current developments: Much of the development in home health care is attributed to increasing number of chronically ill patients post industrialization and improvement in public health systems. Moreover, home care was also viewed as a cost-effective method of treatment for both patients as well as hospitals. Implementation of Medicare and Medicaid programs have boosted home care services. Kadushin and Egan reported that in the past 20 years, medicare enrollees has been around 4 million and cost of home care has been around $20.5 billion (p.18). The National Association for Home Care and Hospice’s 2007 figures indicated that the Centers for Medicare and Medicaid Services expenditure touched $2.2 trillion (p.2). According to the Bureau of Labor Statistics (BLS), in 2006, about 867,100 caregivers were formally appointed by home care agencies. Role of home care services: Most of the patients requiring home care services are those requiring postoperative care or rehabilitative care; in 2006, about 21.4 percent of home care patients had

Compare the role of voice-over narration in any two (or three) films Essay - 1

Compare the role of voice-over narration in any two (or three) films screened in this course (Dr Strangelove, A Clockwork Orange - Essay Example Such a film device is not in any way new or inventive. It is a story-telling technique that is used by different directors to elaborate a plot, based on the needs of the plot and the messages they wish to convey to the audience. As such, this brief analysis will track and consider the ways in which directors of three distinct films—Dr Strangelove (1964), A.I. Artificial Intelligence (2001), and The Big Lebowski (1998)—employ this technique. Through such an analysis, the author hopes to reveal the different nuanced levels of meaning that the individual directors hope to invoke through story-telling techniques such as the voice-over narrative. Kubrick himself, when discussing how he would cast and direct a satire on the lunacy of the Cold War, noted that it should be presented to the audience in a form of dark humour. In this way, it could more readily convey the levels of truth and the different meanings that are portrayed (Bilandzic & Buselle, 2011, p. 30). As a means t o accomplish this end, Kubrick employed many techniques that sought to mirror elements of true life that the audience would readily be able to identify with and would appreciate. Of course one of the most powerful mechanisms that he employed was presenting news-like stories to the viewer in a matter of fact way; regardless of how utterly insane they might be in content. Kubrick further sought to provide a type of societal commentary that housed the work in a convenient yet detached framework. Rather than allowing the individual characters to stand out, ultimately diminishing the message that Kubrick was attempting to communicate, the director regarded central omniscient or seemingly omniscient narrator as a better mechanism. Thus, the director was able to present a serious and gripping subject matter in a satirical way from a detached standpoint. The detached standpoint itself is further compounded by the effect of the monotone voice of the voice-over narration, impressing upon the viewer an influential point of view. The overall effect that the director was attempting to incorporate into the film was precisely this: it was only necessary to add elements of realism into a script that was already tinged by elements of absurdity since the satire engaged the viewer with the preposterous nature of the Cold War and Mutually Assured Destruction (MAD) (Kirshner 2001, p. 40). In this way, the voice-over narration provided the necessary ethos that Kubrick required to accomplish a sense of realism and authority. Iguarta (2009, p. 58) offers a comprehensive insight regarding Dr Strangelove (1964), particularly from the perspective of using the voice-over technique: Voice-over narration in Kubrick's films evolves from an element that shows the mastery of the text by itself and an element of coherence that assures the perfect fitting of each element in the first films. They also show a more detached, ironic relationship of narrator to the text, which hints at the growing f eeling in the later films that reality cannot be controlled and that the text is unable to present it to us in a clear, reassuring way. This passage seems marked by the absence of voice-over narration in 2001, a reference to the organizing, clarifying function it had fulfilled in

Hypothesis and rationale Essay Example for Free

Hypothesis and rationale Essay The research proposal is based on the hypothesis that the current Tactical Personnel System training needs to be more effective and hence a departure from passive slide show system to more interactive system is a necessity. The main aim is that the personnel who have to undergo interactive training will learn and absorb more information than those with comparable amounts of passive TPS training experience. The modification in the system is now being developed with the introduction of hyperstudio. This will be analyzed through a set of tests organized by the researcher with scope of applicable to both control and experimental groups. A new set of TPS training sequences with the hyperstudio will be organized with the fact that practical experience with project based approach with the use of hyperstudio as its rational being the more valuable knowledge again rather than passively acquired knowledge. The memory retention based theme of current learning mediums of slideshow presentations and other media with possible utilization in the training fields has not been good enough to provide any real benefits if performance on the real world makes way. A more intensive, interactive and practical approach based training method has to be adopted so as to promote full use of the TPS system. An instructional system in an improvised format will result in an increase level of proficiency and full utilization of the TPS capabilities. Methodology Participants The population of the study will consist of uniformed soldiers, senior officials and the training staff. The sample population will perform manifesting operations in Fort Hood, Texas, which is the largest military installation in the world, and currently home of two divisions of approximately 16,000 soldiers each. One support command of 12,000 soldiers, and numerous reserves with joint argumentation that makes it one of the most deployable military assets in the United States inventory. Setting The research will take place in the participants’ current work location. No artificial environment or classroom setup will be provided due to the widely dispersed locations and issues of logistical support. Procedure The goal of this research is to determine the effectiveness of the new set of training exercises compared to the current TPS training program. Initially, a simple random sample of 100 uniformed soldiers who have all had full TPS field experience will be given a baseline test organized by the researcher. The results will be compiled for later comparison with the research results, and those initially tested will no longer take part in the study. Then, two groups of 100 uniformed soldiers each (obtained through simple random sampling), all with previous TPS training, will be selected. A copy of the TPS users manual, test sheets, questionnaire, and the new set of additional TPS interactive training exercises will be emailed to the individual accounts of the experimental group, and a copy of the standard set of TPS training exercises, users manual, test sheets, and questionnaire will be emailed to the individual accounts of the experimental group. They will undergo a preliminary test to determine their current knowledge, and then they will be instructed to go through the exercises and then answer the test that immediately follows. Participants will be asked to volunteer for a one-on-one interview that will identify their concerns with the training, and also recommendations on how to improve the training. Finally, they will all be directed to complete a questionnaire that will address their overall impression of the material. Research Design The sample for this study will be selected from military personnel through simple random sampling. The variables that might affect the research are training intensity, computer literacy, personal military background, and age. Since all members of the sample groups have individual access to computers and email, the material and instructions for the study will be sent by e-mail. They will be required to complete a preliminary test and then independently go through the new exercises (if in the experimental group) or through the TPS user refresher slideshow presentation (if in the control group), and then complete the second test. A viable mode of administering the interactive training and tests may be through the use of a Macromedia ® Flash interactive presentation in a web browser. The second test and the questionnaire can be included and come right after the training, thus minimizing the possibility of cheating. Questionnaires are one of the most popular ways in which data may be collected. These are used for a range of purposes and will often be the tool used to collect quantitative data. But it is worth mentioning that although this may be classified as mostly a quantitative process of collecting data it may also be a qualitative method, depending on the number, depth and style of the questions. Data will also be collected using questionnaires, surveys, and interviews given to participants that agree in advance. Prior coordination with the individual’s supervisor will be arranged, as they will be able to promote timely collection and also minimize non-responses. To protect the identity of the individual and foster sincere responses, all questionnaires will be marked with a Letter P and a number to identify the passively-trained sample and a letter A with a number to identify the field-trained sample. A predetermined set of questions will be answered using the Likert Scale and measured using t-test for independent sample. All completed surveys and questionnaires will be collected from location on a pre-determined date. Quantitative research over here has relied more on the large amount of results, with the recorded data being mainly numerical in type and has been suitably used as a method of determining cause and effect relationships (Curwin and Slater, 2001). But this qualitative research is narrower and more concentrated by looking to information to be gained in-depth from a smaller quantity of subjects (Curwin and Slater, 2001). Since the data over here require phenomenal research of Grounded theory as well as historical research hence this Qualitative research is best suited for getting applied (Curwin and Slater, 2001). Since the research undertaken over here has been basically done on analysing how the use of Hyperstudio can effect change in the pattern of TPS training, the study of the same is going add something to the existing knowledge. Therefore, we must consider the different aspects of research that will characterise a research project as valid; these may include issues such as reliability, validity, objectivity, causality and bias. These may be seen in the questions that are asked, the way they are asked through phrasing and order, and in questions that are not asked. Therefore the questionnaire has been designed while considering the full possibility of getting certain answers, but in what type of answers are attained and to be seen as impartial. There are different aspects that need to be considered so that it will be accepted and good solid research. The formulation of a questionnaire may be inherently biased and reflect the desired out come rather than an objective research method. Reliability may be perceived as one of the easier objectives. This is often seen as the ability of the same study to be conducted and the results to prove the same, however repeatability does it mean that a research project is valid and can be relied upon (Denzin, 1978). We have considered other aspects of the research rather that just reliability in order to make the project valid. Reliability must also come from the level of confidence that may be seen in a study from the objectivity or recognised subjectivity which may be seen to arise. The project have been undertaken from a subjective perspective and those asking the questions if a face to face method is used, do not known the study purpose. The first stage to recognise that subjectivity is present and then recognised in order to overcome. If we set out to prove a model is true it is easy for the research to be biased, just as if we are looking for specific information other aspects may be ignored or forgotten. As such although the researcher may be biased there are certain measures that can be taken to ensure the research model used can be seen to have been implemented objectively. In designing the questionnaire it is likely that there will be others involved either by way of observation or the correlation of the data. When designing the research questions, there should be no indication of the final purpose of the study, in this way we might limit the bias of the respondents and ensure there is a lower risk of the cross contamination of bias (Denzin, 1978). However, it must also be recognised that we can never completely extinguish research bias. Data Analysis When looking at the way a sample should be chosen there will be the desire to choose a sample that is representative of the personnels that is going to be targeted. If the population is not representative then the results will not be representative. The way in which we need to consider the target is to look at the way sampling will be used. In this scale we need to talk to people who are either getting training or have been trained or are providing instructions while training. The first aspect is whether probability or non-probability sampling should be used. Probability sampling is a more random sampling style, the basis of this is that the selection of each respondent is a matter of chance and that all respondents will have an equal chance of being chosen, in many cases this can be a known probably of the respondent being selected. There are a number of sampling techniques that fall into this category. These include simple random sampling, systematic sampling, stratified and cluster sampling. In total there are more than 30 probability sampling techniques (Malhotra, 1999). Random sampling is best defined as a sampling method was any member of the population will not have a zero chance of selection where the chances can be calculated. Looking at these different methods, simple random sampling is the most basic. This is where all members shave the same chance of being chosen and where the knowledge of another population member being chosen for sampling will not alter the odds. A method of undertaking this is choosing names out of a hat or any other random method. Stratified sampling is where the population of the sample is separated into distinct groups which do not overlap; this is where stratification is seen. There will then be samples taken from each of these groups. For example, this may be a sample that is divided into male and females, likewise we may look at those who can and do use the internet and those who do not. There may also be the use of age groups, they key is no overlaps between the groups. The next potential method may be multistage sampling. This may consist of two, three or more stages in the sampling. The process will start with the division of the population into non-overlapping groups as seen with the stratified sampling. However this is only the first stage, following this a sample of the first stage units will be chosen according to different criteria. We can also look at non probability sampling techniques as these will have a level of intervention to ensure the sample is representative. The most common is quota sampling, but this will also include judgement sampling, convenience sampling, random route sampling and snowball sampling (Talmage 1988). Quota sampling is exactly as it appears to sound, there are the definition of quotas to be used. In many cases these will consist of gender, age groups and social class quotas, which may or may not have crossovers. This is used widely in commercial settings but this is also a method that is not supported as widely in academic circles (Ojeda and Sahai, 2002). Opportunity sampling is where an opportunity is sought to interview or gain the opinions of a particular group and will then place themselves or the survey in the position of those who may be most appropriate for that study (Talmage 1988). Random route sampling where is there is a route planned and the interviewer may travel that route to gather data and hopefully meet potential subjects. This is a very random method of sampling and is also difficult to gain the correct numbers where there is quantitative data required. Snowball sampling is a method that can be used when there is a scenario of a large level of data being required in a short period of time (Talmage 1988). This may be used with a few key people being approached and interviewed which will then lead to more potential candidates being identified (Talmage 1988). Self section is also a non random type of sampling as the respondents will volunteer themselves and a last type we may consider is that of plausibility sampling which is defined by Talmage (1988) as â€Å"a sample selected because it appears plausible that the members are representative of a wider population, without any real evidence† (page 82). With each of these methods there are advantages and disadvantages, we need to consider which is going to be most appropriate considering the population required and the sample and the sampling method. Looking at all of these it appears that the most appropriate method will be that snowballing, it is not the fastest but it is likely to provide the best results in identifying potential respondents for the research. The mean is the measure of average performance of a group on a measure of some variable (Gay Airasian, 2003). Data analysis is meant to calculate the mean between variables by finding relations among the variables. Initial data analysis will begin with the comparison of the test results from the control and experimental groups. All survey, questionnaire, and interview data will be collected, converted to values and processed using the Statistical Package for the Social Sciences (SPSS). The results of the control and experimental groups will then also be compared with the results from the baseline test. After this, the results will be analyzed to test the hypothesis through a classification system for each value. The demographic variables such as gender, age, and education will be grouped under one category, while questions related to the hypothesis will be grouped in another useful category. The numeric values will be evaluated using the t-test, which assesses whether the means of two groups are statistically different from each other. Results from participants will be analyzed by thorough examination of the survey, questionnaires, and interviews. The mean analysis comparison will determine changes on the responses from the initial baseline survey to the second and final survey. The questionnaire data will be used to analyze the effectiveness of the current mediums of the TPS. Results from the statistical data will indicate the consistency of the training effectiveness for participants overall. It will also identify the program’s current shortfalls on its training objectives. The hypothesis will be accepted only if the experimental group scores higher in the final tests and the difference in their scores are statistically significant (5% or higher in this case). References Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Reinhart and Winston. Benware, C. A. Deci, E. A. (1984). Quality learning with an active versus passive motivational set. American Educational Research Journal. 21(4), 755-765. Biggs, J. (1999). Assessing for learning: some dimensions underlying new approaches to educational assessment. The Alberta Educational Research, 4(1), 1-17. Bransford, J. D. , Brown, A. L. , Cocking, R. R. (Eds. ). (2000). How people learn: Brain, min,d experience, and school: Expanded Edtion. Washington, DC: National Academy Press. Curwin J, Slater R (2001), Quantitative Methods for Business Decisions, London, Thompson Business Press. Darlington, Y. , Scott, D. (2002). Qualitative research in practice: Stories from the field. Buckingham: Open University Press. Delaney, J. T. , Huselid, M. A. (1996). The impact of human resource management practices on perceptions of organizational performance. Academy of Management Journal, 39(4), 949-969. Denzin N K. (1978), The Research Act, New York: McGraw-Hill Dick, W. , Carey, L. , Carey, J. O. (2001). The systematic design of instruction. New York: Addison Wesley Longman. Dochy, F. , Seger, M. , Buehl, M. (1999). The relation between assessment and practice and outcomes of strategies: The case of recognition of prior knowledge. Review of Educational Research, 69(2), 145. Gay, G. , Mazur, J.(1993). The utility of computer tracking tools for user centered design. Educational Technology, 33(4), 45-59. Gay, L. , Airasian, P. (2003). Educational research: Competencies for analysis and application (7th ed. ). New York: Prentice Hall. Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgraves Macmillan. Goldman, I. (1999). Q methodolgy as process and context in interpretivism, communication and psychoanalytic psychotherapy research. The Psychological Record, 49(4), 589. Green, P. J. (2003). Peer instruction for astronomy. Upper Saddle River, New Jersey: Prentice Hall. Heinich, R. , Molenda, M. ,Russell, J. , Smaldino, S. (2002). Instructional Media and Technologies for Learning. Columbus: MerrillPrentice Hall. Jih, H. J. , Reeves, T. C. (1992). Mental models: A research focus for interactive learning systems. Educational Technology Research and Development, 40(3), 39-53. Jones, I. (1997). Mixing qualitative and quantitative methods in sports fan research [Electronic version]. The Qualitative Report, 3(4). Kirshner, P. A. (2006). (Inter)dependent learning: Learning is interaction. Den Haag: CIP-Gegevens Koninklijke Bibliotheek. Malhotra N K, (1999), Marketing Research. An Applied Orientation, (International Edition), London, Prentice Hall. Merchant, B. , Willis, A. (2001). Multiple and Intersecting Identities in Qualitative Research. Hillsdale, New Jersey: Lawrence Erlbaum Associates. Ojeda, Mario Miguel; Sahai, Hardeo, (2002, Nov-Dec), Design-based Sample and Probability Law-Assumed Sample: Their Role in Scientific Investigation, International Journal of Mathematical Education in Science and Technology, v33 n6 p819-28 Orr, T. (2002). Set the right tone. Writing 25(3), 20-22. Partnership for 21st century Skill (2006) Learning for the 21st Century. A report and Mile Guide for 21st Century Rhodes, D. M. (1993). The assessment of teaching in higher education: A critical retrospect and a proposal. Originally published in Higher Education, 4, 173-199. Retrieved Octoober 31, 2006, from http://west. bradley. edu/TroupISU/Dent/drhodes_web/secure/docs/primary/ jorhruat. pdf Rothkopf,E. Z. (1970). The concept of mathemagenic activities. Review of Educational Research, 40, 325-336. Salas, E. , Teachout, M. S. (1997). Improving training effectiveness in work organizations. Hillsdale, New Jersey: Lawrence Erlbaum. Slater, T. , Adam, J. (2003). Learner-centered astronomy teaching: Strategies for teaching Astro 101. Upper Saddle River, New Jersey: Prentice Hall. Talmage PA, (1988), Dictionary of Market Research, London, MRS/ISBA U. S. Department of the Army. (2004). Personnel processing (Army Reg 600-8-101, Army Reg 350-9). U. S. Department of the Army. (2005). Department of defense dictionary of military and associated terms amendment (Joint Pub 1-02. ). Veal, A. J. (2000). Business research methods: A managerial approach. Sydney: Addison-Wesley-Longman.

Computers in Life :: Essays Papers

Computers in Life A man wakes up in the morning to the sound of his digital alarm clock and immediately checks his e-mail. He turns on the television, which has a V-chip to keep his children from watching what may be violent. He gets dressed, gets in his car, and drives to work where he works as the network administrator at a local steel company. It is amazing all of the things this man uses in the morning alone that would not be possible if it were not for computer technology. From his alarm clock to his e-mail even to the job that pays his bills it has all been made possible by computer related technologies. This is the same situation with many people in American society today. Everything has to do with computers. The very first things that we consider "computers" were nothing more than adding machines. "Perhaps the first example of this is the abacus, known in the Orient at least as early as 600 B.C."(Nunz 517). The abacus consists of a frame with rods that hold beads which depending on their posit ion represent a different number. It is usually made of wood and the rods that were thought to one time have been made of bamboo. Users can add, subtract, multiply, and divide just like modern calculator (Fernandes). It all started with calculating machines and has advanced to the fast microprocessors we have today. People use computers everyday in many forms from the computer that's in a car to a home PC. Computers have changed everyday life in the way society drives, communicates, and relaxes. Society has changed because of computer technology and it will probably never go back. One thing that is very important to most people, especially in this area, which in most cases involves a computer, is the car. This is due mostly to the lack of effective public transportation in the area. Cars get people where they need to go from the mall to work and back home again. For those fortunate enough to have year 2000 model cars there are some pretty amazing almost futuristic features. One of t hese is "adaptive cruise control" which monitors the car in front of the driver and brakes accordingly. This feature is in more expensive BMWs and the Mercedes-Benz S class (Car Go to the Store... 8). This should make it a little easier for those people who have to commute a great distance to and from work everyday.

Air Operated Four Wheeler

Four-wheel drive, 4WD, or 4Ãâ€"4 (â€Å"four by four†) is a four-wheeled vehicle with a drive train that allows all four wheels to receive torque from the engine simultaneously. While many people associate the term with off-road vehicles, powering all four wheels provides better control in normal road cars on many surfaces, and is an important part of rally racing. In abbreviations such as 4Ãâ€"4, the first figure is the number of wheels; the second is the number of powered wheels. 4Ãâ€"2 mearns a four-wheel vehicle in which engine power is transmitted to only two wheels the front two in front-wheel drive or the rear two in rear-wheel drive. The main objective of our project is to perform to introduce the advance technology in the field of automobile.Here the four wheeler is carry out for the purpose of changing the gears using with the help of air power. Vehicles, derived from the Latin word, vehiculum, are non-living mearns of transport. Most often they are manufactured ( e. g. bicycles, cars, motorcycles, trains, ships, boats, and aircraft), although some other mearns of transport which are not made by humans also may be called vehicles; examples include icebergs and floating tree trunks. Vehicles may be propelled or pulled by animals, for instance, a chariot, a stagecoach, a mule-drawn barge, or an ox-cart. However, animals on their own, though used as a mearns of transport, are not called vehicles, but rather beasts of burden or draft animals.This distinction includes humans carrying another human, for example a child or a disabled person. A rickshaw is a vehicle that may carry a human and be powered by a human, but it is the mechanical form or cart that is powered by the human that is labeled as the vehicle. For some human-powered vehicles the human providing the power is labeled as a driver. Vehicles that do not travel on land often are called craft, such as watercraft, sailcraft, aircraft, hovercraft, and spacecraft Land vehicles are classified broadly by what is used to apply steering and drive forces against the ground: wheeled, tracked, railed, or skied. The true inventor of four-wheel drive is not really known; the history of such was not well recorded.In 1893, before the establishment of a modern automotive industry in Britain, English engineer Joeseph Bramah Diplock patented a four wheel drive system for a traction engine, including four-wheel steering and three differentials, which was subsequently built. The development also incorporated Bramagh's Pedrail wheel system in what was one of the first four-wheel drive automobiles to display an intentional ability to travel on challenging road surfaces. It stemmed from Bramagh's previous idea of developing an engine that would reduce the amount of damage to public roads. Ferdinand Porsche designed and built a four-wheel driven Electric vehicle for the k. u. k.Hofwagenfabrik Ludwig Lohner & Co. at Vienna in 1899, presented to the public during the 1900 World Exhibition a t Paris. The vehicle was powered by an electric hub motor at each wheel, a design later used by NASA in the lunar rover. Although clumsily heavy, the vehicle proved a powerful sprinter and record-breaker in the hands of its owner E. W. Hart. Due to its unusual status the so-called Lohner-Porsche is not widely credited as the first four-wheel driven automobile. The first four-wheel drive car, as well as hill-climb racer, with internal combustion engine, the Spyker 60 H. P. , was presented in 1903 by Dutch brothers Jacobus and Hendrik-Jan Spijker of Amsterdam.

Pangaea: the Ancient Supercontinent

Pangaea: The Ancient Supercontinent Throughout Earth's history, fragments of continental crust have floated across the planet's surface, pushed and pulled by plate tectonic motion. At times in the geologic past, these fragments (what we may now call continents) came together to form one large supercontinent, only to be broken apart once again by tectonic forces. The cycle of supercontinent construction and destruction took hundreds of millions of years. The most recently created supercontinent was Pangaea, which came into being about 300 million years ago.Panthalassa, a giant ocean, surrounded it. In just 100 million years, though, Pangaea began to break apart. Tectonic forces created a north-south rift in the super-continent, separating it into two new continents, Laurasia and Gondwanaland. As the new continents separated, the rift filled in with water, eventually becoming the present-day Atlantic Ocean. Laurasia, composed of the present-day continents of Asia, Europe, and North Ame rica (Greenland), occupied the northern hemisphere.Gondwanaland, composed of the present-day continents of Africa, Antarctica, Australia, and South America, occupied the southern hemisphere. The subcontinent of India was also part of Gondwanaland. By 135 million years ago, the breakup of Laurasia and Gondwanaland was underway, leading to the present-day locations of the continents. The forces that formed Pangaea, then broke it apart, are still at work. North America, South America, and Greenland are all moving westward.Australia, India, and the western part of Africa are all moving northward. Europe and Asia are moving eastward. The Atlantic Ocean is becoming larger, and the Pacific Ocean is becoming smaller. Although impossible to know when, at some point in the future, millions of years from now, the continents may well come together to form yet another super-continent. Beginning some 1,800 miles (2,900 kilometers) beneath the surface and extending to a depth of 3,960 miles (6,370 kilometers), the very center of the planet, is Earth's core.Composed of the metal elements iron and nickel, the core has a solid inner portion and a liquid outer portion. Scientists estimate that temperatures in the core exceed 9,900Â °F (5,482Â °C), creating extreme heat energy. Were this energy not released in some manner, Earth's interior would melt. Circulating currents, called convection currents, carry the energy to the surface of the planet, where it is released. It is the release of this energy underneath the lithosphere that leads to the formation of the major geologic features on the surface of the planet.

Places in the Iliad - Towns, Cities, Rivers, and More

Places in the Iliad - Towns, Cities, Rivers, and More In this list of places in The Iliad, youll find towns, cities, rivers, and some of the groups of people involved on either the Trojan or Greek side of the Trojan War. Abantes: people from Euboea (island near Athens).Abii: a tribe from the north of Hellas.Abydos: a city near Troy, on the Hellespont.Achaea: mainland Greece.Achelous: a river in northern Greece.Achelous: a river in Asia Minor.Adresteia: a town north of Troy.Aegae: in Achaea, location of Poseidons underwater palace.Aegialus: a town in Paphlagonia.Aegilips: a region of Ithaca.Aegina: an island off the Argolid.Aegium: a town ruled by Agamemnon.Aenus: a town in Thrace.Aepea: a city ruled by Agamemnon.Aesepus : a river flowing near Troy from Mt. Ida to the sea.Aetolians: those living in Aetolia, an area of north-central Greece.Aipy: a town ruled by Nestor.Aisyme: a town in Thrace.Aithices: the inhabitants of a region of Thessaly.Alesium: a town of the Epeians (in northern Peloponnese).Alope: a town in Pelasgian Argos.Alos: a town in Pelasgian Argos.Alpheius: a river in the Peloponnese: near Thryoessa.Alybe: a town of the Halizoni.Amphigenea: a town ruled by Nestor.Amydon: a town of the Pae onians (in north-eastern Greece). Amyclae: a town of Lacedaemon, ruled by Menelaus.Anemorea: a town in Phocis (in central Greece).Anthedon: a town in Boeotia.Antheia: a city ruled by Agamemnon.Antrum: a town in Thessaly.Apaesus: a town to the north of Troy.Araethyrea: a town ruled by Agamemnon.Arcadia: a region in central Peloponnese.Arcadians: inhabitants of Arcadia.Arene: a town ruled by Nestor.Argissa: a town in Thessaly.Argives: see Achaeans.Argolid: area in the north-west Peloponnese.Argos : town in northern Peloponnese ruled by Diomedes.Argos: a large area ruled by Agamemnon.Argos: a general term for the homeland of Achaeans generally (i.e., mainland Greece and Peloponnese).Argos: a region in north-east Greece, part of the kingdom of Peleus (sometimes called Pelasgian Argos).Arimi: people living in theregion where the monster Typhoeus lies underground.Arisbe: a town on the Hellespont, north of Troy.Arne: a town in Boeotia; home of Menesthius.Ascania: a region in Phrygia.Asine: a town in the Argolid.Asopus: a ri ver in Boeotia. Aspledon: a city of the Minyans.Asterius: a town in Thessaly.Athens: a town in Attica.Athos: promontory in northern Greece.Augeiae: a town in Locris (in central Greece).Augeiae: a town in Lacedaemon, ruled by Menelaus.Aulis: the place in Boeotia where the Achaean fleet assembled for the Trojan expedition.Axius: a river in Paeonia (in north-eastern Greece).Batieia: a mound in the plain in front of Troy (also called tomb of Myrine).Bear: constellation (also called the Wain): depicted on Achilles shield.Bessa: a town in Locris (in central Greece) (2.608).Boagrius: a river in Locris (in central Greece).Boebea: name of a lake andtown in Thessaly.Boeotia: a region of central Greece whose men are part of Achaean forces.Boudeum: original home of Epeigeus (Achaean warrior).Bouprasium: a region in Epeia, in northern Peloponnese.Bryseae: a town in Lacedaemon, ruled by Menelaus.Cadmeians: citizens of Thebes in Boeotia.Calliarus: a town in Locris (in central Greece).Callicolone: a hill near Troy. Calydnian Islands: islands in the Aegean Sea. Calydon: a town in Aetolia.Cameirus: a town in Rhodes.Cardamyle: a city ruled by Agamemnon.Caresus: a river from Mount Ida to the sea.Carians: inhabitants ofCaria (a region of Asia Minor), allies of the Trojans.Carystus: a town in Euboea.Casus: an island in the Aegean Sea.Caucones: people of Asia Minor, Trojan allies.Caystrios: a river in Asia Minor.Celadon: a river on the borders of Pylos.Cephallenians: troops in Odysseus contingent (part of Achaean army).Cephisia: lake in Boeotia.Cephissus: a river in Phocis.Cerinthus: a town in Euboea.Chalcis : town in Euboea.Chalcis: a town in Aetolia.Chryse: a town near Troy.Cicones: Trojan allies from Thrace.Cilicians: people ruled by Eà «tion.Cilla: a town near Troy.Cleonae: a town ruled by Agamemnon.Cnossus: large city in Crete.Copae: a town in Boeotia.Corinth: a city on the isthmus dividing mainland Greece and the Peloponnese, part of Agamemnons kingdom, also called Ephyre.Coronea: a town in Boeotia.Cos: an island in the Aegean Sea.Cranae: an island where Paris took Helen after abducting her from Sparta. Crapathus: an island in the Aegean Sea.Cretans: inhabitants of the island of Crete, led by Idomeneus.Cromna: a town in PaphlagoniaCrisa: a town in Phocis (in central Greece).Crocylea: a region of Ithaca.Curetes: people living in Aetolia.Cyllene: a mountain in Arcadia (in central Peloponnese); home of Otus.Cynus: a town in Locris (in central Greece).Cyparisseis: a town ruled by Nestor.Cyparissus: a town in Phocis.Cyphus: a town in northern Greece.Cythera: the place of origin of Amphidamas; original home of Lycophron.Cytorus: a town in Paphlagonia.Danaans: see Achaeans.Dardanians: people from around Troy, led by Aeneas.Daulis: a town in Phocis (in central Greece).Dium: a town in Euboea.Dodona: a town in north west Greece.Dolopes: people given to Phoenix to rule by Peleus.Dorium: a town ruled by Nestor.Doulichion: an island off the west coast of mainland Greece.Echinean Islands: islands off west coast of mainland Greece.Eilesion: a town in Boeotia.Eionae: a town in the Argolid.Eleans: p eople inhabiting the Peloponnese. Eleon: a town in Boeotia.Elis: a region in Epeia, in northern Peloponnese.Elone: a town in Thessaly.Emathia: Hera goes there on the way to visit Sleep.Enetae: a town in Paphlagonia.Enienes: the inhabitants of a region in northern Greece.Enispe: a town in Arcadia (in central Peloponnese).Enope: a city ruled by Agamemnon.Epeians: part of the Achaean contingent, inhabitants of northern Peloponnese.Ephyra : a town in north-west Greece.Ephyra: alternate name for Corinth: home of Sisyphus.Ephyrians: people in Thessaly.Epidaurus: a town in the Argolid.Eretria: a town in Euboea.Erithini: a town in Paphlagonia.Erythrae: a town in Boeotia.Eteonus: a town in Boeotia.Ethiopians: Zeus visits them .Euboea: a large island close to mainland of Greece on the east:.Eutresis: a town in Boeotia.Gargaros: a peak on Mount Ida.Glaphyrae: a town in Thessaly.Glisas: a town in Boeotia.Gonoessa: a town ruled by Agamemnon.Graea: a town in Boeotia.Granicus: a river flowing from Mount Ida to the sea.Gygean Lake: a lake in Asia Minor: birth region of Iphition. Gyrtone: a town in Thessaly.Haliartus: a town in Boeotia.Halizoni: Trojan allies.Harma: a town in Boeotia.Helice: a town ruled by Agamemnon; site of worship of Poseidon.Hellas: a region of Thessaly ruled by Peleus (Achilles father).Hellenes: the inhabitants of Hellas.Hellespont: narrow stretch of water between Thrace and the Troad (separating Europe from Asia).Helos: a town in Lacedaemon, ruled by Menelaus.Helos: a town ruled by Nestor.Heptaporus: a river flowing from Mount Ida to the sea.Hermione: a town in the Argolid.Hermus: a river in Maeonia, birthplace of Iphition.Hippemolgi: distant tribe.Hire: a city ruled by Agamemnon.Histiaea: a town in Euboea.Hyades: heavenly constellation: depicted on Achilles shield.Hyampolis: a town in Phocis (in central Greece).Hyde: birthplace of Iphition (Trojan warrior).Hyle: a town in Boeotia; home of Oresbius and Tychius.Hyllus: a river in Asia Minor near the birthplace of Iphition.Hyperea: site of a spring in Thessaly.Hyperesia: a town ruled by A gamemnon. Hyria: a town in Boeotia.Hyrmine: a town in Epeia, in northern Peloponnese.Ialysus: a town in Rhodes.Iardanus: a river in the Peloponnese.Icaria: an island in the Aegean Sea.Ida: a mountain near Troy.Ilion: another name for Troy.Imbros: an island in the Aegean Sea.Iolcus: a town in Thessaly.Ionians: people of Ionia.Ithaca: an island off westcoast of Greece, home of Odysseus.Ithome: a town in Thessaly.Iton: a town in Thessaly.Las: a town in Lacedaemon, ruled by Menelaus.Lacedaemon: the area ruled by Menelaus (in south Peloponnese).Lapith: the inhabitants of a region of Thessaly.Larissa: a town near Troy.Leleges: the inhabitants of a region in northern Asia Minor.Lemnos: an island in the north-eastern Aegean Sea.Lesbos: an island in the Aegean.Lilaea: a town in Phocis (in central Greece).Lindus: a city in Rhodes.Locrians: men from Locris in central Greece.Lycastus: a town in Crete.Lycia/Lycians: a region of Asia Minor.Lyctus: a city in Crete.Lyrnessus: a city captured by Achilles, wher e he took Briseis captive. Macar: king of islands south of Lesbos.Maeander: a river in Caria (in Asia Minor).Maeonia: a region of Asia Minor south of Troy.Maeonians: inhabitants of a region of Asia Minor, Trojan allies.Magnetes: inhabitants of Magnesia in northern Greece.Mantinea: a town in Arcadia.Mases: a town in the Argolid.Medeon: a town in Boeotia.Meliboea: a town in Thessaly.Messe: a town in Lacedaemon ruled by Menelaus.Messeis: a spring in Greece.Methone: a town in Thessaly.Midea: a town in Boeotia.Miletus : a city in Crete.Miletus: a city in Asia Minor.Minyeà ¯us: a river in Peloponnese.Mycale: a mountain in Caria,in Asia Minor.Mycalessus: a town in Boeotia.Mycenae: a city in the Argolid ruled by Agamemnon.Myrine: see Batieia.Myrmidons: troops from Thessaly under command of Achilles.Myrsinus: a town in Epeia, in northern Peloponnese.Mysians: Trojan allies.Neritum: a mountain in Ithaca.Nisa: a town in Boeotia.Nisyrus: an island in the Aegean Sea.Nysa: a mountain associated with Dionysus.Ocalea: a town in Boeotia. Oceanus (Ocean): god of the river surrounding the earth.Oechalia: a city in Thessaly.Oetylus: a town in Lacedaemon, ruled by Menelaus.Olene: a large rock in Elis.Olenus: a town in Aetolia.Olizon: a town in Thessaly.Oloà ¶sson: a town in Thessaly.Olympus: a mountain where the major gods (the Olympians) live.Onchestus: a town in Boeotia.Opoeis: the place where Menoetius and Patroclus came from.Orchomenus: a city in central Greece.Orchomenus: a city in Acadia.Orion: a heavenly constellation: depicted on Achilles shield.Ormenius: a town in Thessaly.Orneae: a town ruled by Agamemnon.Orthe: a town in Thessaly.Paeonia: a region in northern Greece.Panopeus: a town in Phocis (in central Greece); home of Schedius.Paphlagonians: Trojan allies.Parrhasia: a town in Arcadia.Parthenius: a river in Paphlagonia.Pedaeum: the home of Imbrius.Pedasus: a town near Troy: home of Elatos.Pedasus: a city ruled by Agamemnon.Pelasgia: a region near Troy.Pelion: a mountain in mainland Greece: home of the centa urs. Pellene: a town ruled by Agamemnon.Peneus: a river in northern Greece.Peraebians: inhabitants of a region in north-west Greece.Percote: a town north of Troy; home of Pidytes.Perea: the place where Apollo bred horses of Admetus.Pergamus: the high citadel of Troy.Peteon: a town in Boeotia.Phaestus : town in Crete.Pharis: a town in Peloponnese.Pheia: a town in the Peloponnese.Pheneus: a town in Arcadia.Pherae : city in Thessaly.Pherae: a city in southern Peloponnese.Phlegyans: fighting against Ephyreans.Phocis: territory of Phoceans (part of the Achaean contingent), in central Greece.Phrygia: a region of Asia Minor inhabited by Phrygians, allies of the Trojans.Phthia: a region in south Thessaly (in northern Greece), home of Achilles and his father Peleus.Phthires: a region in Carian Asia Minor.Phylace: a town in Thessaly; home of Medon.Pieria: Hera goes there on the way to Sleep.Pityeia: a town to the north of Troy.Placus: a mountain by Thebe, city near Troy.Plataea: a town in Boeotia.P leiades: a heavenly constellation: depicted on Achilles shield. Pleuron: a town in Aetolia; home of Andraemon, Portheus, and Ancaeus.Practius: a town to the north of Troy.Pteleum: a town ruled by Nestor.Pteleum: a town in Thessaly.Pylene: a town in Aetolia.Pylians: residents of Pylos.Pylos: area in south Peloponnese, and central city in that area, ruled by Nestor.Pyrasus: a town in Thessaly.Pytho: a town in Phocis (in central Greece).Rhesus: a river flowing from Mount Ida to the sea.Rhipe:  ¨town in Arcadia.Rhodes: a large island in the eastern Mediterranean.Rhodius: a river from Mount Ida to the sea: stirred up by Poseidon and Apollo to destroy the wall.Rhytium: a town in Crete.Salamis: an island off mainland Greece, home of Telamonian Ajax.Samos: an island off west coast of mainland Greece, ruled by Odysseus.Samos: an island in northern Aegean Sea.Samothrace: an island in the Aegean Sea: Poseidons view point on the battle.Sangarius: a river in Phyrgia; home of Asius.Satnioeis: a river near Troy; home of Altes.Scaean Gates: the major gates thr ough the Trojan walls. Scamander: a river outside Troy (also called the Xanthus).Scandia: the home of Amphidamas.Scarphe: a town in Locris (in central Greece).Schoenus: a town in Boeotia.Scolus: a town in Boeotia.Scyros: an island in the Aegean: Achilles son being raised there.Selleà ¯s: a river in north-west Greece.Selleà ¯s: a river north of Troy.Sesamus: a town in Paphlagonia.Sestos: a town on the north side of the Hellespont.Sicyon: a town ruled by Agamemnon; home of Echepolus.Sidon: a city in Phoenicia.Simoeis: a river near Troy.Sipylus: a mountain area where Niobe still exists.Solymi: a tribe in Lycia: attacked by Bellerophon.Sparta: a city in Lacedaemon, home of Menelaus and (originally) Helen.Spercheus: a river, father of Menesthius, after copulating with Polydora.Stratie: a town in Arcadia.Stymphelus: a town in Arcadia.Styra: a town in Euboea.Styx: a special underground river on which gods swear their oaths: Titaressus a branch of the Styx.Syme: an island in the Aegean Sea.Tarne: a city in Maeon ia.Tarphe: a town in Locris (in central Greece). Tartarus: a deep pit below the earth.Tegea: a town in Arcadia.Tenedos: an island a short distance off the coast from Troy.Tereia: a mountain to the north of Troy.Thaumachia: a town in Thessaly.Thebe: a city near Troy.Thebes: a city in Boeotia.Thebes: a city in Egypt.Thespeia: a town in Boeotia.Thisbe: a town in Boeotia.Thrace: a region north of the Hellespont.Thronion: a town in Locris (in central Greece).Thryoessa: a city in war between Pylians and Epeians.Thryum: a town ruled by Nestor.Thymbre: a town near Troy.Timolus: a mountain in Asia Minor, near Hyde.Tiryns: a city in the Argolid.Titanus: a town in Thessaly.Titaressus: a river in north-western Greece, a branch of the river Styx.Tmolus: a mountain in Meonia.Trachis: a town in Pelasgian Argos.Tricca: a town in Thessaly.Troezene: a town in the Argolid.Xanthus: a river in Lycia (Asia Minor).Xanthus: a river outside Troy, also called the Scamander, also the god of the river.Zacynthus: an island off the west coast of Greece, part of the area ruled by Odysseus. Zeleia: a town close to Troy, on lower slopes of Mt. Ida. Source: Glossary for the Iliad, by Ian Johnston

Kirchhoffs Laws for Current and Voltage

Kirchhoff's Laws for Current and Voltage In 1845, German physicist Gustav Kirchhoff first described two laws that became central to electrical engineering. Kirchhoffs Current Law, also known as Kirchhoffs Junction Law, and Kirchhoffs First Law, define the way that electrical current is distributed when it crosses through a junction- a point where three or more conductors meet. Put another way, Kirchhoffs Laws state that the sum of all currents leaving a node in an electrical network is always equal to zero, notes Resistor Guide. These laws are extremely useful in real life because they describe the relation of values of currents that flow through a junction point and voltages in an electrical circuit loop, explains Rapid Tables. In other words, these rules describe how electrical current flows in all of the billions of electric appliances and devices, as well as throughout homes and businesses, that are in use continually on Earth. Kirchhoffs Laws: The Basics Specifically, the laws state that: The algebraic sum of current into any junction is zero. Since current is the flow of electrons through a conductor, it cannot build up at a junction, meaning that current is conserved: What goes in must come out. You can think of perhaps the most well-known example of a junction: a junction box. These boxes are installed on most houses: They are the boxes that contain the wiring through which all electricity in the home must flow. When performing calculations, then, the current flowing into and out of the junction typically has opposite signs. You can also state Kirchhoffs Current Law as: The sum of current into a junction equals the sum of current out of the junction. You can further break down the two laws more specifically. Kirchhoffs Current Law In the picture, a junction of four conductors (wires) is shown. The currents i2 and i3 are flowing into the junction, while i1 and i4 flow out of it. In this example, Kirchhoffs Junction Rule yields the following equation: i 2 i 3 i 1 i 4 Kirchhoffs Voltage Law Kirchhoffs Voltage Law describes the distribution of electrical  voltage within a loop, or closed conducting path, of an electrical circuit. Specifically, Kirchhoffs Voltage Law states that: The algebraic sum of the voltage (potential) differences in any loop must equal zero. The voltage differences include those associated with electromagnetic fields (emfs) and resistive elements, such as resistors, power sources (for example, batteries) or devices (such as lamps, televisions, and blenders) plugged into the circuit. In other words, you can picture this as the voltage rising and falling as you proceed around any of the individual loops in the circuit. Kirchhoffs Voltage Law comes about because the electrostatic field within an electric circuit is a conservative force field. In fact, the voltage represents the electrical energy in the system, so it can be thought of as a specific case of conservation of energy. As you go around a loop, when you arrive at the starting point has the same potential as it did when you began, so any increases and decreases along the loop have to cancel out for a total change of zero. If it didnt, then the potential at the start/end point would have two different values. Positive and Negative Signs in Kirchhoffs Voltage Law Using the Voltage Rule requires some sign conventions, which arent necessarily as clear as those in the Current Rule. You choose a direction (clockwise or counterclockwise) to go along the loop. When traveling from positive to negative ( to -) in an emf (power source) the voltage drops, so the value is negative. When going from negative to positive (- to ) the voltage goes up, so the value is positive. Remember that when traveling around the circuit to apply Kirchhoffs Voltage Law, be sure you are always going in the same direction (clockwise or counterclockwise) to determine whether a given element represents an increase or decrease in the voltage. If you begin jumping around, moving in different directions, your equation will be incorrect. When crossing a resistor, the voltage change is determined by the formula I*R, where I is the value of the current and R is the resistance of the resistor. Crossing in the same direction as the current means the voltage goes down, so its value is negative. When crossing a resistor in the direction opposite the current, the voltage value is positive (the voltage is increasing). Applying Kirchhoffs Voltage Law The most basic applications for Kirchhoffs Laws are in relation to electrical circuits. You may remember from middle school physics that electricity in a circuit must flow in one continuous direction. If you break the circuit- by flipping off a light switch- you are breaking the circuit, and hence turning off the light. Once you flip the switch, you re-engage the circuit, and the lights come back on. Or, think of stringing lights on your house or Christmas tree. If just one light bulb blows out, the entire string of lights goes out. This is because the electricity, stopped by the broken light, has no place to go. Its essentially the same as turning off the light switch and breaking the circuit. The other aspect of this with regard to Kirchhoffs Laws is that the sum of all electricity going into and flowing out of a junction must be zero: The electricity going into the junction (and flowing around the circuit) must equal zero because the electricity that goes in must also come out. So, next time youre working on your junction box (or observing an electrician doing so), stringing electric holiday lights, or even just turning on or off your TV or computer, remember that Kirchhoff first described how it all works, thus ushering in the age of electricity that the world now enjoys.

The Civil Rights Movement Annotated Bibliography

The Civil Rights Movement - Annotated Bibliography Example Abstract: This book, edited by Jack Davis contains twelve essays that tackle the development of the civil right s movement that is supported by primary documents. With the emphasis on the chronology of events through a detailed timeline and the geographic scope of the movement, the book introduces the foundations of the movement, followed by the fight for labor and civil rights. It then discusses the white resistance and anticommunism, anti civil rights and why they oppose the movement. It is then followed by a discussion on the participants-liberals and moderates and the role of women. The discussion continues to the local-national relationships and grassroots level. Lastly, the book concludes its discussion on the attainment of black power and culture and political power.Dierenfield, Bruce J. The Civil Rights Movement. New York: Pearson Longman, 2008.Abstract: The book tells in vivid detail the extraordinary measures of ordinary African Americans to reclaim their rights. It argues that the movement has been one of the most important, or rather, the most important transformations of the United States as a country, a process that has brought so much turmoil, civil unrest, and violence. The brutality, hostility, and aggression towards the proponents of the civil rights movement caused these people to lose their jobs, homes, and even lives. It also highlights how racism brought about by slavery has impacted the mentality of the American people that put the black community at an inferior position.