Free Essays on Game Day

My senses are elevated as the front door opens. The mob waiting outside begins pouring in. The sounds of laughter and inquiries of, â€Å"Is anyone home,† began to fill the hollow house. I have no difficulty determining what the mob desires. Hugs, kisses, and, â€Å"How are yous,† are expressed between myself, and the mob. That’s right, the Posey’s have arrived unexpectedly to surprise my two brothers and me for a day of food and football. Nephews and nieces jump down from the arms that hold then to run through the house looking for the horse size dogs, Diesel and Vegas, which are now at the top of the basement steps, just waiting for one of the little ones to open the door and set them free. Free to knock down as many little people as possible and greet them with snorts and slobber. Diesel and Vegas are my two boxers that are well behaved after they have the chance to run and greet every new comer in the house, which could take awhile. After all the love and affection subside, it is time to prepare the great feast that mom and granny have brought with them. The rest of the cooking will take place in the kitchen were only granny is allowed. No one is to bother granny while she cooks, it’s the law were she comes from. Meanwhile, the rest of the family heads downstairs into the twelve hundred square foot basement. There we have set up a game room with a pool table, ping-pong, and air hockey. The room would not be complete without a selection of TV’s for sporting events. The basement itself looks like a traditional basement, lined with cylinder blocks, and an unfinished ceiling, that has exposed pipes and wiring. As the TV’s are turned on and many games commence for a Saturday of college football, games begin between competitive siblings as well. Many different discussions that lead to arguments, which are resolved by a firm tome from my dad, â€Å"If you don’t play nice, you won’t play at all!† The basemen... Free Essays on Game Day Free Essays on Game Day My senses are elevated as the front door opens. The mob waiting outside begins pouring in. The sounds of laughter and inquiries of, â€Å"Is anyone home,† began to fill the hollow house. I have no difficulty determining what the mob desires. Hugs, kisses, and, â€Å"How are yous,† are expressed between myself, and the mob. That’s right, the Posey’s have arrived unexpectedly to surprise my two brothers and me for a day of food and football. Nephews and nieces jump down from the arms that hold then to run through the house looking for the horse size dogs, Diesel and Vegas, which are now at the top of the basement steps, just waiting for one of the little ones to open the door and set them free. Free to knock down as many little people as possible and greet them with snorts and slobber. Diesel and Vegas are my two boxers that are well behaved after they have the chance to run and greet every new comer in the house, which could take awhile. After all the love and affection subside, it is time to prepare the great feast that mom and granny have brought with them. The rest of the cooking will take place in the kitchen were only granny is allowed. No one is to bother granny while she cooks, it’s the law were she comes from. Meanwhile, the rest of the family heads downstairs into the twelve hundred square foot basement. There we have set up a game room with a pool table, ping-pong, and air hockey. The room would not be complete without a selection of TV’s for sporting events. The basement itself looks like a traditional basement, lined with cylinder blocks, and an unfinished ceiling, that has exposed pipes and wiring. As the TV’s are turned on and many games commence for a Saturday of college football, games begin between competitive siblings as well. Many different discussions that lead to arguments, which are resolved by a firm tome from my dad, â€Å"If you don’t play nice, you won’t play at all!† The basemen...

Positive Degree of Adjectives and Adverbs in English

Positive Degree of Adjectives and Adverbs in English In English  grammar, the positive degree is the basic, uncompared form of an adjective or adverb, as opposed to either the comparative or superlative. Also called the base form  or the absolute degree. The concept of positive degree in the English language is one of the simplest to grasp.    For example, in the phrase the big prize, the adjective big is in the positive degree (the form that appears in a dictionary). The comparative form of big is bigger; the superlative form is biggest. C. Edward Good notes that the raw adjectivein its positive statemerely describes the noun modified; it doesnt care about how this particular person or thing stacks up against other members of the same noun class (Whose Grammar Book Is This Anyway? 2002) Etymology From the Latin, to place Examples and Observations Yertle the turtle was king of the pond.A nice little pond. It was clean. It was neat.The water was warm. There was plenty to eat.(Dr. Seuss,  Yertle the Turtle. Random House, 1958)There were three nice, fat little pigs.  The first was  small, the second was smaller, and the third was the smallest of all.(Howard Pyle, The Three Little Pigs and the Ogre. The Wonder Clock, 1988)It was a large heart with lots of hearts growing smaller inside, and piercing from the outside rim to the smallest heart was an arrow.(Maya Angelou,  I Know Why the Caged Bird Sings. Random House, 1969)Few  things are harder to put up with than the annoyance of a  good  example.(Mark Twain,  Puddnhead Wilson, 1894)The tone of the trombone is allied in quality to that of the French horn. It also possesses a noble and  majestic sound, one that is even larger and rounder than the horns tone.(Aaron Copland,  What to Listen For in Music, 1939)Humanity has advanced, when it has advanced, not because it has been  sober, responsible, and  cautious, but because it has been  playful, rebellious, and  immature.(Tom Robbins, Still Life with Woodpecker. Random House, 1980) Marys parents  traveled far  to trade and to search for food.(Shannon Lowry, Natives of the Far North. Stackpole, 1994)The inspirational value of the space program is probably of far greater importance to education than any input of dollars.(Arthur C. Clarke,  Profiles of the Future: An Inquiry into the Limits of the Possible,1962) Three Degrees to Consider   Adjectives change form to show degree of comparison. There are  three degrees of comparison: positive, comparative, and superlative. . . .The  positive degree  describes one item or one group of items. The positive form is the form used in dictionary definitions. (A.C. Krizan et al., Business Communication, 8th ed. South-Western, Cengage, 2011)Adjectives change form or add more or most to show comparison. Almost all one-syllable adjectives- as well as many of two syllables- add er to their positive (noncomparative) form to show comparison with one thing; this form is called the comparative form. To show  comparison  with two or more things, these adjectives add est; this is called the superlative form. Some two-syllable adjectives and almost all adjectives with three or more syllables show comparison with one item by placing the word more before the adjective; they show comparison with two or more items by placing the word most before the adjective.(Peder Jones and Jay Farness, College Writing Skills, 5th ed. Collegiate Press, 2002) Pronunciation: POZ-i-tiv

James Joyce's The Dead Essay Example | Topics and Well Written Essays - 500 words

James Joyce's The Dead - Essay Example n in the following lines: â€Å"A light fringe of snow lay like a cape on the shoulders of his overcoat and like toecaps on the toes of his goloshes; and, as the buttons of his overcoat slipped with a squeaking noise through the snow- stiffened frieze, a cold fragrant air from out-of-doors escaped from crevices and folds†. There are other common allusions to the near freezing Dublin weather in which the story is set. The instance when Gretta Conroy, Gabriel’s wife caught cold infection is again a literal citing of the word â€Å"cold†. The sole occasion when â€Å"cold† was used in the metaphorical sense is when Gabriel replies unenthusiastically to Gretta that â€Å"You can go if you like, said Gabriel coldly†. Talking of the dark aspects of the story, in the context of Gabriel’s address to the gathering, he mentions how â€Å"our path through life is strewn with many sad memories† and continues in a morbid tone, how â€Å"were we to brood upon them always we could not find the heart to go on bravely with our work among the living" and further in the narrative he says â€Å"His soul had approached that region where dwelt the vast hosts of the dead†. This poignant remembrance of his own past had shaken up his composure. Gabriel had now been overwhelmed by a sense of losing his love and the pain associated with it. Joyce depicts the state he is in with the following dark imagery: â€Å"into a grey impalpable world", "all the living and the dead". As for the â€Å"light† in The Dead, there are again two interpretations – one is light as in humor and frivolity the other is insight or revelation. There are plenty of instances of both cases. Phrases such as â€Å"laughing very heartily†, â€Å"There was a great deal of confusion and laughter and noise†, â€Å"The table burst into applause and laughter at this sally†, â€Å"She laughed herself this time good-humouredly†, etc represent the light-hearted elements in the narrative. Light as brightness can be seen in

The Social, Ethical, and Economic Implications of the Human Genome Term Paper - 1

The Social, Ethical, and Economic Implications of the Human Genome Project for Society - Term Paper Example Social implications include major advances in medical treatments, but also changes in people’s attitudes and behavior due to new procedures like testing when symptoms arise or screening before any disease symptoms are apparent. Ethical issues include balancing individual interests against the interests of others, and such considerations as potentially racist applications and unforeseen consequences of information which gene-related activities can produce. Some of the most critical issues such as privacy and the desire not to know are highlighted. Financial implications for society at large, private companies and for individuals are explored. Finally, there is the assessment of the extent to which the Frankenstein metaphor applies to this project. The paper concludes that the Human Genome Project is an extremely powerful resource which can be used for good or evil purposes and that we have resolved some but by no means all, of the major ethical issues that it brings. The Human Genome Project promises a revolutionary insight into the genetic â€Å"blueprint† of the human body. Consider the social, ethical, and economic implications of this project for society and the potential for applications of this research. Genetic engineering is a relatively new science, which rests on the pioneering work of Gregor Mendel on the garden pea, leading to the formulation of Mendel’s laws in 1866. (Thomas, 2003 pp. 1-3). It was only some fifty years later that the true significance of his discoveries was realized.  

Greed of Capitalists Essay Example for Free

Greed of Capitalists Essay In The Grapes of Wrath, the author, John Steinbeck utilizes intercalary chapters to portray the calamity and desolation that wandering farmers faced in Oklahoma during the Great Depression. Steinbeck employs chronic symbols, motifs, and specific narrative intervals to connect each intercalary chapter with its neighboring narrative counterparts in order to unify and strengthen the dominant themes of the novel. The intercalary episodes highlight perseverance of the Okies, the greed of capitalists, and the inhumanity of many who belittle the displaced families from Oklahoma. Despite the predicament of the meager farmers, Steinbeck provides his readers with a sense of hope through the respect for survivors and the tough pioneer spirit. Steinbeck highlights the perseverance of the Okies, in Chapters One and Three, through the turtle’s continuous struggle across the highway and the men’s resilient attitudes following tragedy. The turtle represents all the migrant workers that are evicted from their homes and fall victim to the hostile environment yet continue to persist through their journey, especially the Joads. The turtle in its attempt to make it through life â€Å"[boosts] and [drags] his shell along† representing the slow but determined traveling of the workers. In the same way that life becomes more difficult for the Okies, the hills get steeper for the turtle and â€Å"more frantic† grow its efforts (15). The Joads’ strong willed determination to make it to California provides a sense of hope that although it will be difficult and some person seeking the enjoyment of mocking one who is worse off than he is, may â€Å"[swerve] to hit [them]† their fortitude will result in triumph. In Chapter One the winds come and dust covers the lands demolishing all the crops. The women and children looked to see if the men would â€Å"break† knowing that as long as he stood firm â€Å"no misfortune was too great to bear.† The men remained relentless revealing the persistent nature of the Okies. Steinbeck demonstrates the injustice done unto the Okies, in Chapters Five and Seven, through the property owners and used car salesmen. In Chapter Five the owner men came to the Okies land to tell them they had to leave, the land was getting to be poor and they were unable to pay their taxes. The farmers protest, claiming that they have been on this land for generations and that they will have nowhere to go; they are told to go to California where there are many opportunities to make money. These families represent the Joads being kicked off their land by â€Å"the bank—the monster [who] has to have profits all the time†¦ When the monster stops growing, it dies. It can’t stay one size† (92). Steinbeck describes the greed and injustice of the â€Å"monster† with a tone of complete and utter antipathy revealing the lack of feelings and desensitization towards the suffering the farmers were being subject to. Later when the farmers choose to stay, the bank sends a man with a tractor to force the Okies off their land. The heartless man controlling the tractor seems to become a part of the machine, destroying any human sensitivity becoming incapable of intercession he does not even â€Å"look like a man† but rather he looks like â€Å"a robot in the seat† (94). The man blinded by greed chooses to forget his friends and convince himself that there is â€Å"no call to worry about anybody’s kids but [one’s] own.† The young man is willing to betray his community for a comfortable life, explaining to the tenant that he must knock down the tenant’s house, â€Å"got to keep the lines straight.† Tommy discovers, upon arriving home, that the same thing has happened to his old house. The connection between the two stories transfers a sense of sympathy towards the tenant farmers, and anger towards the inhumanity of the driver, to the story of the Joads. In chapter seven Steinbeck highlights the injustice done to the Okies by describing the used car salesman and the way he tricked tenant farmers out of excessive amounts of money. The tenant farmers, new to the world of salesmen, don’t have a choice to be without a car and are forced to ignore the fact that they are being sold a run down car for a price that far exceeds the amount it is worth. The chapter is written in a singsong melodic format in order to symbolize the bounce of a car rolling down the road, quick-paced and crude. Throughout the chapter a car salesman and his assistant utilize the lack of knowledge and desperation of the evacuees to force them into deals by complaining that they’re â€Å"taking up [their] time then walking out† on the deal. The disrespect and blasphemy of the salesmen creates more sympathy for the Okies and anger towards those who choose to exploit them. When the Joads go to sell they’re whole lives they are only give eighteen dollars, a very low price compared to what they deserved. The appalling situations that the Okies are found in combined with the malicious manner with which those who are better off treat them causes the readers to feel compassion for the ex-tenants. The ninth chapter of the book describes a family being forced to leave, and take with them only that which they can carry. Another family comes to buy the house and begins to pick through the once precious belongings of the owners. They sell what they can of the tenant’s past and burn the rest. All the while the tenant’s are crying out â€Å"How can we live without our lives? How will we know it’s us without our past? No. Leave it. Burn it.† After watching their belongings go up in flames the Okies no longer have a desire to stay and choose to leave their old life behind and drive on. Being forced to watch their personal belongings burn without a morsel of understanding from the buyers causes the readers to feel sorrow for the Okies. The Okies encounter many people on their journey to California, some who work to improve life for everyone. The Joads however tend to come across people who are greedy and only seek to better themselves, not caring who they hurt in the process. Steinbeck writes his novel in this way to develop his main point that greed and capitalism is causing the dehumanization in America. He is creating a passion in his readers to stand up against the longing for wealth and ease and start helping others even when it may not be best for you. Steinbeck hopes to awaken humanity in America and fight against the black whole of greed. Americans must heed to his novel and apply it to today’s society as much as they would have in Steinbeck’s period.

Essay --

â€Å"Vision without hard work is just dreaming. Hard work without vision is just wasting time but hard work along with vision creates wonders.† This famous saying has been the ‘Divine Force’ throughout my life, helping me to lead the way to a successful track. Right from my childhood I was captivated by the power of electronics that has been influencing human life. I always thought of its possibility and this curiosity motivated me to learn more about the functioning of the electronic devices. The all time fascinating cell phones attracted and created interest in me towards learning the possible ways of communication that takes place with the help of Satellites. The enthusiastic I was eager to know about the concept behind their functioning and in due course of time the basic questions were answered but many new complex questions started haunting me and so is the reason for me to take up Electronics as my stream during the term of under graduation. During my schooling, I had special interest towards Mathematics and Science. The first sense of my achievement came when I stood among the top two students of my school in the Secondary School Examination (10th standard). I secured 92.16 percentage (%) and scored 97 on a scale of 100 in Mathematics. My predilection for Mathematics prompted me to opt Physics, Chemistry and Math, as my major subjects in the Higher Secondary Examination (10+2) where I worked even harder and could complete it with an aggregate of 89.6 Percentage (%) . I always felt that Engineering would be the right area for me to survey, learn and understand the fundamentals of science in order to create and enhance even the petty aspects of technology and sue for its application both in practical and real purposes. So I had... ...truly shape myself into a professional to reach your standards. It is my desire rather than coincidence that I apply to your university and I believe that I would be a suitable applicant for Research work in the university since I’ve always been inclined towards practical tasks and also exhibits the everlasting quest to learn more all the time. In return, I assure that the university will find me a student, who would contribute to the excellent track record. My admission to your university will provide me to move towards my career objectives. I can perform to my best and meet the high standards set by your university. I request you kindly to consider me for any form of financial assistance, as it would be of great help to me. In an anticipation that you would consider my request so as to pursue my higher education in a well equipped and reputed University as yours.

The Evident Existence of Races

Many sociologists believe that ‘races† do not exist therefore have to find alternative groupings to study racism or patterns of racial disadvantage in the United Kingdom. There exist many differing theories but no finite method of determining the true cause of racism. This dissertation will outline the different theories used by sociologists and attempt to show the patterns of ethnic disadvantage present in Britain. Racism is thought by many to be the notion that some ethnic groups are naturally superior to others. The Oxford Dictionary†s definition of the word ‘race† is ‘ A group of persons of common stock† ‘Human abilities are determined by â€Å"race†Ã¢â‚¬ . Although ‘Race† and Racism are defined in the oxford dictionary sociologists claim that ‘races† do not exist. They have considered the work of human biologists who in turn have studied the genes of many individuals that are said to be associated with different ‘races†. The results of these studies show that there is no distinctive gene that defines which ‘race† a person belongs to. Blood groups have been examined and results show that while some ‘races† have higher tendencies to certain blood types, no one ‘race† has been found to have one particular blood type unique to their origin. Due to there being no conclusive biological evidence biologists refer to different ‘races† as different populations. Any cultural differences are said to be ethnic differences, not differences in race. There is a belief that if ‘race† does not exist then sociologists can†t rightfully use the term in their study of different populations. It is due to this belief that they must find alternative ways of analysing population differences. The history of ‘race† is important to examine in the attempt to show why ordinary people, known as actors, still think that ‘race† exists. Racism is thought to have always existed. The Romans considered slaves as being inferior to themselves, but there has been no scientific evidence to support claims of superiority. In the early 18th century until early in the 19th century there was a progressive belief that there was basic similarity between all men, that social differences were due to the environment. This view was overridden by the rise of scientific racism where all social differences found previously were labelled and explained as ‘natural†. But again ‘race† has never been a scientific concept. It was due to this that in the 20th century political/moral reasons forced scientific racism into decline and was eventually replaced by cultural racism, which shares the same beliefs. Racism is thought to be a set of beliefs and racial discrimination the set of practices that are synonymous with these beliefs. There are several contrasting views of racism and racial discrimination. The functionalist model looks upon it via the perspective of ‘race† relations, that racism exists due to the creation of bad relations between ‘races†. Due to ‘race† not existing, functionalists study situations that are apparent in society. They look at events which actors define as racial, and by this expedient they examine the processes of racialism. John Rex a radical weberian believes in the conflictional view that competition over scarce resources in different markets is the cause of conflict between Afro-Caribbean†s, Asians and whites in relation to employment and housing (Bulmer et al, 1999:335). He say†s that it is not due to the lower wages which ethnic minorities receive. The Marxist perspective focuses on labour relations. An ideology masking contradiction of capital between capitals† need for free labour and nationalism. Robert Miles, a hard line Marxist believes that class is the determining factor and all inequalities derive from class inequalities. Miles is very much alone in his claim but gives the example of the white working class fearing immigrants due to a rise in unemployment levels and a decline in standard of living. However, Miles states that the immigrants were not the cause of this. He claims that capitalism was. He states many find this hard to see because: ‘We are offered definitions and theories of racism which are so specific to the history of overseas colonisation (that is specific to the domination of ‘white† over ‘black† as so many writers express it) that they are of little value in explaining any other non-colonial) context† (Miles, R (Bulmer et al, 1999:344)) Another Marxist theory focuses on wider relations. ‘Race† has no reality but can be used in analysis, this theory is concerned with racial politics and how they may be independent of class. Marxists who follow this belief say that groupings and conflicts intersect, and may not actually be connected with class. With the term ‘race† being seen as invalid by many people the question has arisen. Are we better to talk about ethnicity rather that ‘race†? Ethnicity is a sense of identity to a group that shares a common history. Ethnic groups are also held together by ties of language, culture and group spirit that are now referred to as nationalism. There are also territorial ties, although many ethnic groups had previously left their homeland they still share a common geographical link. The term ethnicity is often confused with ‘race†, again when talking about ethnicity there have never been boundaries whether cultural or geographical that clearly states the limits of ethnic groups, even though many believe ethnicity is naturally determined. The idea that ethnicity is ‘natural† is said to be ‘wrong†. Ethnic differences are cultural, we all have an identity, though we may not always be conscious of it. There has recently been a revival of ethnic differences followed by reactions to discrimination and racial disadvantage. An example of this is Afro-Caribbean†s beliefs of what Britain would be able to offer them, these beliefs have changed due to certain types of discrimination and disadvantage. Cultural and religious issues can now be seen as more significant than economic inequalities. There are however some problems with ethnicity. Emphasis is placed on difference and cultural issues of power and inequality, therefore, ethnic groups may be seen to be fixed racial groups with another identity. Racial disadvantage in the United Kingdom is visible in many different areas of the community. Employment, education and crime are just a few examples. Throughout employment, horizontal segmentation can be seen to be apparent via clustering. Ethnic minorities are more likely to work for themselves, graduates from these backgrounds tend to do relatively badly, many Asians are self-employed and Afro-Caribbean†s are largely recruited to the private sector. This shows that ethnic or racial factors are involved in stratification in Britain. Within the generalisation that, ethnic minorities are treated less equally, individual successes and inter-group variations are present. This is shown by vertical segmentation, Afro-Caribbean†s being placed at lower levels of employment than Asians. When the ‘The Race Relations Act ‘ was amended in 1976 The Commission for Racial Equality was established to promote racial harmony. This was to try to counter the acts which had been enforced prior to the Race Relations Act of 1965. Such acts, for instance, as the British Nationality Act 1948 and the Commonwealth Act 1962 which where more concerned with restricting immigration than trying to promote good ‘race† relations. In the context of the recruitment of employees, the Race Relations Act 1976 stated that it is unlawful to discriminate: By a company giving racial instructions to a personnel officer or an employment agency. In relation to terms of pay. By rejecting an applicant or refusing to consider him for the post on the basis of race. These laws were enacted in order to try to increase equality in employment. As a mechanism to bring about change to employment rights the Commission for Racial Equality has made extensive recommendations to successive governments including a move to make ethnic monitoring compulsory for all employers with an excess workforce of 250. In the belief that ethnic monitoring is essential for progressing to racial equality. Racial disadvantage has also been found to be present in the theatre of education. Before 1973 it was known that white pupils topped the performance list with Asians and Afro Caribbean†s coming further down. The differences in levels of performance were considered to be related to the duration of the pupils† stay in the UK. Newcomers would have experienced problems adapting to a new way of living and may even have encounter communication problems. Moving on to early 1970†³s – 1980†³s the focus of discrimination in education moved to examine the effects of class and the school at which they enrolled. It was found that ethnic minorities are more likely to go to an underachieving school than their white counterparts due to their class framework, lower income and location. Curriculum was also thought to be a cause of the poor academic findings relating to ethnic minorities. The syllabus that the schools were offering was not relevant to children from ethnic backgrounds, a ‘white curriculum† concentrated on ‘white history† and the history of Britain. This was modified to give a wider education on the history of ethnic countries in an attempt to make studies more relative for ethnic minorities. With these problems tackled, education monitoring in the 1980†³s showed children from ethnic backgrounds to be improving at a faster rate than white children of the same age. Schools support the right of all children to receive quality education and fair treatment. The governing body of education aims to ensure that no one receives less favourable treatment on the grounds of race or any other social/cultural labels. It is believed that racism can be learned from an early age but to control this unwanted learning the children must be taught respect for other people in-order that they might learn ‘rights from wrongs† ‘If segregation of the sexes or races prevails, if authoritarianism and hierarchy dominate the system the child cannot help but learn that power and status are dominant factors in human relationships†¦.If the teacher and the children are each respected units, the lesson for respect for the person will easily register† The Race Relations Act of 1976 again places barriers on education by stating that; ‘By excluding a pupil from the establishment or by treating him unfavourably in any other way† is unlawful. Now in higher education a higher percentage of ethnic children stay on after 16 years old. This is encouraging but fewer now enrol at university, on academic courses and more drop out. This however can no longer be explained due to lack of adjustment since most were born here and therefore need no time to adjust to the a new community or learn a new language. Within the Criminal Justice System racial discrimination also exists. It is understood that black people are far worse off at every stage of law enforcement. They are more likely to be stopped by Police, charged with serious offence, prosecuted, convicted, and imprisoned. They are less likely to be given lenient treatment for example, fined, put on probation, or allowed bail. It has been declared that in 1997 the United Kingdom had one of the highest levels of racist orientated attacks in Europe, and that 1 in 3 British citizens classed themselves as racist (Thompson B., Roots of poison). Racial hatred and prejudice is an example of extremism, when cultural differences start being connected to ‘race† a persistent hatred can occur. Racism, it is argued, is a specific form of discrimination usually associated with skin colour and ethnicity. It involves the use of power of one group over another. When this power is unequal it enables those that share a particular culture to deny others access to opportunities, hence treat them in a racist way. As well as being more inclined to be the perpetrators of crimes, ethnic minorities are also prone to be the victims. These crimes are not however due to ethnic background but are due to the social background of their class. Despite this, people are sometimes ignorant to this fact and state that ethnic crimes are more apparent because they are of an inferior race. A Report by Sir William Macpherson that examined the Lawrence case (in which it was claimed that the police neglected their job because the victim was ‘black†), was published on 24th February 1999. In the report, which was presented to the Government and to the Home Office, McPherson revealed that the problems, which occurred during the case, were the result of Institutional Racism defined as; ‘The collective failure of an organization to provide an appropriate and professional service to people because of their colour, culture or ethnic origin† It was said that institutional racism can not be used in the labeling of individuals but must be a label that is associated with the organization as a whole. It is due to the finding of racial disadvantage, that the police have set up ‘Operation Athena† to tackle the problems outlined in the report. The operation aims to improve prevention, awareness, communication, response and the identification of needs in the context of ethnic minorities. The three examples of employment, education and crime are only a selection of the sectors of the community that show racial disadvantage. Although there is no finite definition of ‘race† there has been continual work to improve the social conditions for ethnic minorities. It is hoped that in the future there will be racial harmony between all populations and that ‘true† equality will be gained.

City or Countryside

In my opinion, one has not experienced life until one has lived in the city. There is so much to see and experience in the bright lights of the city that you cannot get in the countryside. Here in the city, you can learn about how to get along with people of different types, encounter varied situations and solve problems. All these help a person to grow in maturity. After all, experience is the best teacher. In the countryside, however, you only move around people you are used to. So, you seldom encounter strangers or new and demanding situations.Life is more mundane and routine-like. Staying in a secure, safe place does not allow for one to gain new experiences and grow in maturity. Furthermore, young people need a life that is exciting and pleasurable. It is the city that offers you entertainment- cinemas, parks and eating places. Here you can hang out with friends and family members. Life as fast-paced and this keeps you active and alert all times. And when it comes to educational opportunities, the city abounds in this. There are good school and libraries that are necessary for your mental development.Furthermore, there are places like museums and educational centres where you can go, to increase your knowledge. Such places that offer you entertainment or learning opportunities are of course not available in the countryside. For entertainment, there is only the occasional festive celebration or marriage feast or fishing outing. Some may find this appealing but not me. Moreover, opportunities to widen your knowledge are limited in the countryside. Another point in support of living in the city is the available of jobs.In the city, you can find a job that suits your qualification or interest. If you find a job unsuitable, you can always move to another. This, naturally, increases your earning power and you have better chances of a more comfortable life. Of course, one may argue that one can live in the countryside and work in the city but this will only incur extra expenses and unnecessary inconveniences. Thus, for all the reasons mentioned above, I think that life in the city is better than living in the countryside. After all, you are young only once.

The Role of Bells Theorem in Quantum Physics

The Role of Bells Theorem in Quantum Physics Bells Theorem was devised by Irish physicist John Stewart Bell (1928-1990) as a means of testing whether or not particles connected through quantum entanglement communicate information faster than the speed of light. Specifically, the theorem says that no theory of local hidden variables can account for all of the predictions of quantum mechanics. Bell proves this theorem through the creation of Bell inequalities, which are shown by experiment to be violated in quantum physics systems, thus proving that some idea at the heart of local hidden variables theories has to be false. The property which usually takes the fall is locality - the idea that no physical effects move faster than the ​speed of light. Quantum Entanglement In a situation where you have two particles, A and B, which are connected through quantum entanglement, then the properties of A and B are correlated. For example, the spin of A may be 1/2 and the spin of B may be -1/2, or vice versa. Quantum physics tells us that until a measurement is made, these particles are in a superposition of possible states. The spin of A is both 1/2 and -1/2. (See our article on the Schroedingers Cat thought experiment for more on this idea. This particular example with particles A and B is a variant of the Einstein-Podolsky-Rosen paradox, often called the EPR Paradox.) However, once you measure the spin of A, you know for sure the value of Bs spin without ever having to measure it directly. (If A has spin 1/2, then Bs spin has to be -1/2. If A has spin -1/2, then Bs spin has to be 1/2. There are no other alternatives.) The riddle at the heart of Bells Theorem is how that information gets communicated from particle A to particle B. Bells Theorem at Work John Stewart Bell originally proposed the idea for Bells Theorem in his 1964 paper On the Einstein Podolsky Rosen paradox. In his analysis, he derived formulas called the Bell inequalities, which are probabilistic statements about how often the spin of particle A and particle B should correlate with each other if normal probability (as opposed to quantum entanglement) were working. These Bell inequalities are violated by quantum physics experiments, which means that one of his basic assumptions had to be false, and there were only two assumptions that fit the bill - either physical reality or locality was failing. To understand what this means, go back to the experiment described above. You measure particle As spin. There are two situations that could be the result - either particle B immediately has the opposite spin, or particle B is still in a superposition of states. If particle B is affected immediately by the measurement of particle A, then this means that the assumption of locality is violated. In other words, somehow a message got from particle A to particle B instantaneously, even though they can be separated by a great distance. This would mean that quantum mechanics displays the property of non-locality. If this instantaneous message (i.e., non-locality) doesnt take place, then the only other option is that particle B is still in a superposition of states. The measurement of particle Bs spin should, therefore, be completely independent of the measurement of particle A, and the Bell inequalities represent the percent of the time when the spins of A and B should be correlated in this situation. Experiments have overwhelmingly shown that the Bell inequalities are violated. The most common interpretation of this result is that the message between A and B is instantaneous. (The alternative would be to invalidate the physical reality of Bs spin.) Therefore, quantum mechanics seems to display non-locality. Note: This non-locality in quantum mechanics only relates to the specific information that is entangled between the two particles - the spin in the above example. The measurement of A cannot be used to instantly transmit any sort of other information to B at great distances, and no one observing B will be able to tell independently whether or not A was measured. Under the vast majority of interpretations by respected physicists, this does not allow communication faster than the speed of light.

Biography of Moses, Leader of the Abrahamic Religions

Biography of Moses, Leader of the Abrahamic Religions Moses, if he existed, likely lived in Egypt during the dynastic New Kingdom, and he was an early leader of the Hebrews and one of the most important figures in Judaism. He is a significant patriarch of all the Abrahamic religions, those who use the Torah, Christian Old Testament, or Quran as sacred texts. Fast Facts: Moses Known For: Patriarch of the Torah, Christian Old Testament, and QuranBorn: Land of Goshen, New Kingdom, EgyptParents: Yocheved and AmramDied: Mount Nebo, MoabSpouse(s): Adoniah or Tharbis, an Ethiopian princess; Tzipporah the MidianiteChildren: From Tzipporah, Gershom and Eliezer. Early Life If there was a historical man named Moses, he would most likely have been born in Egypt (the Land of Goshen) during the reign of Ramses II (ruled 1279–1213 BCE), the pharaoh of the New Kingdoms 19th dynasty. According to the Torah, Moses was the youngest of three children born to Yocheved (sometimes spelled Jochebed) and Avram. Yocheved was the daughter of Levi; she married Avram, a grandson of Levi, which means Yocheved was also Avrams aunt. Moses siblings were Aaron (the founder of the Hebraic priestly dynasty) and Miriam (an important prophetess). Pharaohs Curse Not much else is available on Avram or Yocheved in the Torah itself, but Midrashim records- ancient rabbinical commentaries on the Torah- say that Yocheved was 130 years old when Moses was born and that Avram divorced Yocheved while she was pregnant, so that their son Moses would escape the pharaohs decree. According to Exodus, the pharaoh of Egypt decreed that all Hebrew boy babies were to be drowned at birth. Yocheved hid her newborn son for 3 months and then placed her baby in a wicker basket in the Nile River reeds. The baby cried and was rescued by one of the pharaohs daughters, who kept the baby. This legend is similar to one in the Mesopotamian story of Gilgamesh, when the Sumerian king Sargon I was placed in a reed basket and floated down the Euphrates river. In the Court of the Pharaoh Moses sister, the prophetess Miriam, knew what would occur and was watching when the daughter of the pharaoh took the baby. Miriam came forward to ask the princess if she would like a Hebrew wet nurse for the infant. When the princess agreed, Miriam fetched Yocheved. Moses grew up in the palace as an adopted son of the pharaohs daughter (identified the Midrash as Queen Bithia), but he went to see his own people when he grew up, and as an adult he may have been a governor working for Ramses II. During Ramses IIs reign, Ethiopia was an Egyptian province with an Egyptian governor named Mesui, who some scholars suggest was Moses. While in Ethiopia, Moses married an Ethiopian princess named Tharbis or Adonais. When he witnessed an overseer beating a Hebrew, Moses struck the Egyptian and killed him, with the beaten Hebrew as a witness. The pharaoh learned that Moses was the murderer and ordered his execution. Moses fled to the land of Midian, where he married Tzipporah, daughter of Jethro. Their sons were Gershom and Eliezer. A Burning Bush In the land of Midian, Moses was tending a flock of sheep for his father-in-law when he saw a bush that was burning but not being consumed by the flames. He approached the bush and first an angel and then God (or more properly Yahweh) himself spoke to him, telling him that he must return to Egypt and shepherd the Israelites out to Canaan, their promised land of milk and honey. Moses was convinced when Yahweh changed his staff to a snake, then gave him a new staff with which to lead his people. Moses returned to Egypt to seek the release of the Hebrews and to bring them to Canaan, but when he approached the pharaoh, Ramses refused to release the Hebrews. In retaliation, Yahweh imposed a series of 10 plagues, the last being the killing the firstborn of every Egyptian. Only after suffering through the beginning of the tenth plague did the pharaoh relent, telling Moses he could take the Hebrews out of Egypt. However, after Moses and the Hebrews left, the pharaoh reversed his decision and had his men follow them. When they reached the Red Sea, Moses used his staff to part the waters and allow the Israelites to pass through the seabed. The Egyptian soldiers also entered the dry seabed, but once the Israelites had safely crossed Moses lifted his arms: the sea closed, and the Egyptian army was drowned. The Biblical Exodus During the 40-year journey of the Hebrews from Egypt to Canaan, Moses went to Mount Sinai to fast and commune with Yahweh for 40 days. There, he received the 10 Commandments from Yahweh. While Moses was gone, his followers including Aaron became nervous that he would not return and built a golden calf. Moses told Yahweh that his followers had begun to leave and Yahweh wanted to kill them, but Moses dissuaded him. But, when Moses saw the actual calf and altar he was so angry he hurled and shattered the two tablets holding the 10 Commandments; Moses made two more tablets and Yahweh inscribed them again. When the people complained they needed food in the desert, Yahweh fed the Israelites with manna, a substance white like coriander seed and tasted like wafers made with honey that rained down from the heavens, and quail. Death Near the end of the 40 years, Yahweh informed Moses that only the new generation of Israelites would enter Canaan, and for that reason, Moses would never see the Promised Land. Moses climbed Mt. Abarim and saw Canaan on the horizon, but that was as close as he would come. Moses chose Joshua as the successor, and, at the ripe old age of 120, Moses climbed Mt. Nebo and died. Who was Moses? Much of this tale is legendary and full of miracles, the stuff of ancient religion. But the role of Moses in the Bible, to Jews, Christians, and Moslems, is rich and complex beyond the miracles. He is seen by all three as the leader of the Israelite people who shepherded them out of Egypt. He is the embodiment of Mosaic law- the one who interceded with Yahweh on behalf of his people, and the one who acted as a judge on behalf of the sacred. He was a teacher and the founder of the cult and sanctuary of the ancient Hebraic religion. The last four books of the Torah- Exodus, Leviticus, Numbers, and Deuteronomy- are primarily dedicated to the life and activities of Moses and his people. Exodus starts with the birth of Moses and Deuteronomy ends with his death and burial by Yahweh. Early interpretations of that circumstance suggested that Moses himself wrote the books of the Torah (or received them direct from Yahweh). Modern biblical scholars mostly agree that the five books were redacted from four independently written documents written long after Moses would have died. The Ptolemaic-era Egyptian historian Manetho mentions Moses- again, long after Mosess death. There are other late historical references in the writings of the Roman historians Josephus, Philo, Apion, Strabo, Tacitus, and Porphyry. His story is told in the Bible in the book of Exodus and the ancient commentaries on the biblical text known as the midrashim. As Musa, he is also is a significant prophet in the Quran. Biblical scholar J. Van Seters, said it best, The quest for the historical Moses is a futile exercise. He now belongs only to legend. Sources Feldman, Louis H. Josephus Portrait of Moses. The Jewish Quarterly Review 82.3/4 (1992): 285–328.Josephus Portrait of Moses: Part Two. The Jewish Quarterly Review 83.1/2 (1992): 7–50.Nigosian, S. A. Moses as They Saw Him. Vetus Testamentum 43.3 (1993): 339–50.Robinson, Marilynne. Moses. Salmagundi 121/122 (1999): 23-46.RÃ ¶mer, Thomas. Moses Outside the Torah and the Construction of a Diaspora Identity. The Journal of Hebrew Scriptures 8.15 (2008): 1–12.Van Seters, John. Moses. The Encyclopedia of Religion. Ed. Eliade, Mircea. New York: Macmillan, 1987. 116.Wineman, Aryeh. Between Person and Metaphor: Moses in the Hasidic Homily-Literature. Hebrew Studies 59 (2018): 209–20.

Los Angeles lab report Essay Example | Topics and Well Written Essays - 1000 words

Los Angeles lab report - Essay Example The test of reference is done on the fraction size 10/14mm. In order to understand the operation of the Los Angeles test, an experiment was set to determine the resistance to fragmentation. Apparatus The apparatus that would be used in this experiment include: Los Angeles Machine Recycled Concrete Aggregate Scale Tray Sieve Method. A 5kg of Recycled Concrete Aggregate was introduced in the cylinder via a hatch. The thecharge of eleven steel balls, with each ranging between 45mm and 49mm in diameter, while weighing in totallity between 4690g to 4860g was also added. The hatch lid was bolted in place with the cylinder being rotated about 500 revolutions at a given rate of 31 to 33 RPM (Revolution Per Minute). The machine was operated in a soundproofed cabinet. A built-in counter stopped the machine after 500 revolutions. The hatch was opened, and the contents of the cylinder were emptied into trays set underneath the opening. The balls were removed and the aggregate was sieved using a 1.6mm sieve. For the fraction that was retained on the sieve, was weighed. The result, the Los Angeles Coefficient, was calculated using . All the data collected was recorded in table 1. Table 1: Data collected. Type of aggregate Recycled Concrete Aggregate Initial mass of sample (g) 5000 Mass retained on the 1.6mm sieve (g) 3790 g Type of aggregate Thames Aggregate Initial mass of sample (g) 5000 Mass retained on the 1.6mm sieve (g) 3943 Calculations The Los Angeles Coefficient, LA, was calculated as follows: Aggregate with a LA value of less than 30 (LA30) is considered strong enough for use in coating and road surface treatments (i.e. surface dressing). For example, a faulty scale or a faulty Los Angeles machine may automatically affect the readings of the experiment. It is recommended that for experimental errors to be reduced the following steps should be followed. During the experiment one should ensure that at least three readings for a particular step are taken then an avera ge of the reading obtained to minimize the errors of parallax. The experiment needs to be done at least twice to confirm the recorded values and minimize the errors. The Los Angeles Machine and all the apparatus used for the experiment should always be checked before the start of the experiment to ascertain their efficiency (BS 1377-4, 1990). The experiment could also be done in an area with vacuum conditions in order to minimize the interferences in obtaining the readings demonstrated to air resistance. Whenever the capacitor is by-passed by an emitter, and capacitance of the coupled capacitor is large in regards to the AC frequency signal, the capacitors would be approximated as a circuit that is short (BS EN 1097-2, 1998). Whenever the input signal or voltage is increased the output voltage and the signal would be further vary around the dc bias point that has been established (Highways Agency , 2009). This effect would continue up to when the limiting condition of the voltage is reached. For the current in the circuit, the limiting condition would be VCC/RC, at the end, considered to be high, and a zero at the end considered to be low of the swing. The voltage of the emitter collector and the supply limit reaches a limit when they have a zero and VCC. Additionally, the voltage output and the varying current around the point of bias gives out ac power towards the load (Highways Agency, 2009). The delivered ac power is made to go through the load referred to as RC. AC signal, on