The Language of Gender, Race, and Class Sustains Power :: Linguistics politics

The Language of Gender, Race, and Class Sustains Power Born into the world, Homo Sapiens inherit a mythology through language and ideas unslopedifying their place in that world. Mythology is an invisible mental world that supports the physical world. Language may be an apparatus for surviving experience, but it only gives the individual mental analogies of reality. Language is not value free language has political power implications genic from its popular mythology. These political power implications are most accentuated in a society by race, class, and gender archetypes. Though gender shares no apparent attributes with race and class, in mythological call the archetypes are interrelated. Gender, race, and class archetypes are inherited mythological terms that define an individual?s political relationships. Political relationships are the masterminds initiating the slave minds into operation. Mythology changes the apparent binary master slave relationship into the three different paradigms of gender, race, and class, from each one archetype having peculiar identifiers for the master slave relationship in the popular American Mythology. A philosopher should examine the language of master slave relationship archetypes, the set up of this language on mythology, and describe how these archetypes effect society, to ascertain why gender is interrelated with race and class. ?In the beginning (arche beginning, power, rule) was the word (logos word, speech, story, argument, reasoning).? John 11 Language (logos) has constructed a reality based on master slave relationship. In American Mythology the use of the word ?God? signifies a male creator. In this ontology, the female is considered temporal and emotional, and the male is considered divine and rational. Color takes the similar value system, dark is night and is irrational, light is day and rational. Property is a realm of God, more(prenominal) property cumulated, more po wer of God the individual possesses. In a world that bases power on technology, reason becomes power transferred into property, which survives the individual existence. Language articulates an inherited patriarchal and racial hierarchy based on sex and skin color, with light skin mastering dark skin in social relations, just as an individual masters property or God masters the earth. Hence, the language that builds mythology justifies the master slave relationship.

The Death Penalty Essay -- essays research papers

When you first think of the words conclusion penalty, you cant help but henchman that with the words capitol punishment. However, is the death penalty really the ultimate, and therefore capital punishment. I believe that capitol punishment is the right punishment for those who commit heinous crimes similar pre-meditated murder or rape. However, the death penalty would non satisfy me as a family member of the victim. What would satisfy me is to know that the murderer or rapist is hapless in prison until he dies and receives their true punishment in eternal life. I believe that life in prison, in solitary confinement, and without the possibility of parole, is the closely moderate punishment and the punishment that will put the person in the most pain and suffering until they die. But how did I come up with this impression and argument against the death penalty as a capital punishment? How and based on what did I come up with these beliefs. First of all, I am a very religious pe rson who follows the church in just about everything it does. If you are a religious person as well, you would know that on the subject of the death penalty for crimes, the account book seems to have a clear points of view about it in the old testament. In one part, the bible asks for an essence for an eyeand a life for a life. This is clearly stated in the old testament in exodus 2122-25. However, if you look closely, the bible asks for the death penalty for several different crimes that by right aways standards would not even be crimes at all. In the article Executions Are to a fault Costly---Morally by Helen Prejean, published in the book Contemporary and Classic Arguments A portable Anthology, the areas where the bible asks for the death penalty are clearly outlined. Prejean outlines theses areas in a list like this Contempt of parents (Exodus 2115, 17 Leviticus 2417)Trespass upon sacred ground (Exodus 1912-13 Numbers 151 187) black art (Exodus 2218 Leviticus 20207)Bestialit y (Exodus 2219 Leviticus 2015-16)Sacrifice to foreign gods (Exodus 2220 Deuteronomy 131-9)Profaning the Sabbath (Exodus 3114)Adultery (Leviticus 2010 Deuteronomy 2222-24)Incest (Leviticus 2011-13)Homosexuality (Leviticus 2013)And prostitution (Leviticus 2119 Deuteronomy 2213-21).I believe in the bible whole heartedly. However, when it comes to the death penalty yo... ...e he was hit by a giant stone and was absolutely floored. Later, because of the surviving brother who knew the people who killed his brothers, the murderers were caught and sentenced to death. Till this day, I dont know if they have been put to death or not, but what I do know is thats not what their brother or my father treasured. What they wanted was to have them suffer in prison for the rest of their lives as they are now still suffering from the loss of their brothers. My father and their brother believed that it was the only fit punishment, because they believed in what Gandhi said which is if we lived eye for an eye the whole world would be blind. In the end it must be understood that killing someone who has killed is not going to solve our problems. Making those who end the lives of others suffer until their own death is the my personal answer to the problem. I know and understand fully that I may be alone in my beliefs, but I still stand by them strongly. Killing in the name of punishment is a shame, especially today when we should all understand that our worst punishment, as humans, is to live our lives thinking and regretting our mistakes.

Creating Tension and Presenting the Themes in A View from the Bridge Es

Creating Tension and Presenting the Themes in A View from the Bridge moth miller uses the climax of act 1 to create tension for the audiencethrough the acting and the situation the characters are in, and topresent the key write ups of the play to the audience. Firstly, he uses hammy irony to give the audience an insight into how the story isgoing to end, which creates frustration and tension for them, asalthough they can see how the story is developing, the characterscant, this ties in with the theme of a Greek tragedy where there is apredestined conclusion. He uses the fact that in the 1950s andespecially in dockside and urban households, masculinity and universe theman of the house was a huge straggle of family life. He combines thiswith Eddies desire to control and obsession with authority, to put theaudience on a knife-edge, as to when ace of the characters will losecontrol and lash out. Miller also expands on the situation ofrelationships in the play, both within the family, and outside. Thisties in with Eddies apparently incestuous feelings for Catherine, andthis creates suspense and tension throughout the audience, as theydont know what is going to happen about it. Stage Directions, play alarge part of A View From The Bridge, as they give it the finaltouches which create tension for both the characters and the audience,they help show what a character is feeling, which allows the audienceto sympathise with the character, making it all the more believable andtherefore creating more tension as they want to know what will happen.Alfieris monologue is also a main contri justing factor to the tension,which slowly builds throughout the entire scene. The audience shareAlfieris perspectiv... ...the play, just over there to send money home, except now it seems like he is taking an active part, and defendingRodolfo against Eddies slanderous onslaught.In conclusion, I feel that Arthur Miller creates tension in the climaxto behave 1 in A View From The Bridge, in many different ways. Theseinclude the exploration and presentation of many of the key themesthat Miller has sewn throughout the play, comprising mainly ofmasculinity, incest, Greek tragedy, jealousy, pride and obsession. Heuses surprise, and a factor of the unknown to prevail the audience insuspense as to when Eddie will lose control, but never in doubt to thefact that he will. All in all Miller uses a variety of techniques andthemes to create tension for the audience and keep them in suspensefor the whole play, and successfully draws on this to build hugeclimaxes at many points.

Free YGB Essay: Deciphering a Passage of Hawthornes Young Goodman Brown :: Free Essays on Young Goodman Brown

Deciphering a Passage from Young Goodman chocolate-brown   Lo There ye stand, my children    In the first line of this passage, the figure is seek to gain the trust of the nation congregated around the alter. This figure, Satan, is standing before the citizens of Salem addressing them as my children in order to lure them into a false belief in him as their savior. His deep, solemn, and almost sad t one and only(a) commands sincerity and, seemingly, his feelings of sadness that their belief in God did not work out. His once angelic nature is used to exhibit that he too was once a follower of God but also chose the road to evil in an effort to empathize with the people of Salem. Depending upon one anothers hearts, ye had still hoped, that virtue were not all a dream, was said by Satan to suggested he knew that some of the people of Salem desperately tried to entrust that they could be saved and that there were another way other than through evil. Satan then cries, N ow are ye undeceived Evil is the nature of mankind. This is to imply that he is wiping the sleep from peoples eyes and it uncovering the truth- that evil is the only way- the natural way. Only through evil can the masses can be happy sooner of through any other belief. He again welcomes the people standing before him into his evil kingdom through the communion of your race             Young Goodman chocolate-brown is a portrayal of one man who bids farewell to his wife, Faith, to undertake a secret journey into the night. He sets off on his way at sundown into a thick forest to rendez-vous with an old man who is to lead him to this secret deep in the woods, the secret being a meeting to welcome the people of Salem to Satans evil kingdom. Goodman Brown, throughout the story, is in conflict with himself as to why he is doing this. He tries to turn back many times but is once again drawn to this inevitable journey by the old traveler. Onc e he arrives near the meeting, he hears Faith succumb to Satan and rushes to be with her. Goodman Brown then awakes in the forest and returns to Salem. He sees the people who had attended the fiend-worship and can only think evil thoughts of them and their hippocratic ways.

Lab Report Investigating the Rate of Reaction Between Marble Chips and Acid when Variables are Changed :: essays research papers

Investigating the rate of reaction between marble chips and hot when variables atomic number 18 changedAim to find come on how changing the concentration of acid by diluting it affects the rate of reaction.Planning I allow use marble chips and different concentrations of hydrochloric acid and water to see how it affects the rate of reaction. I will use 30ml of liquid made up of different concentrations of acid diluted with water.Introduction I gull decided to vary the concentration of the acid as my variable I could hold back chosen other variables to change such as changing the warmth of the acid, the size of the marble chips and many others variables. The newsworthiness equation for this reaction is stain + Hydrochloric , Carbon + wet + Calcium Chips Acid Dioxide Chloride and the symbol equation for this is CaCl + CO2 + water supply so CaCO + HCl , CaCl + CO2 + H2O.Apparatus A Stop Clock - To determine how long it takes to collect enough gas to satiate the beat cyli nder.A Water Bath - To stop the water escaping from the measuring cylinder. A Measuring cylinder - To measure the amount of gas that is given off. A Chronicle Flask - Contains the marble chips, hydrochloric acid and the water that will limit the reaction.A Tube - To connect the conical flask to the measuring cylinder. Method Firstly, I will measure out 0.5 grams of pulverised marble chips. Next I will measure out different concentrations of acid, these concentrations are, 30ml acid no water, 25ml acid 5ml water, 20ml acid 10ml water and 15ml acid 15ml water. I will then put the powdered marbled chips in the chronicle flask along with the acid and put the stopper on top. I will then record how long it takes for it to fill the measuring cylinder up. I will repeat each experiment 4 times so I can work out an justPrediction I predict that when I have a higher concentration I will have a faster rate of reaction. I believe this is so because as you increase the concentration of the aci d, there are more acid particles in the very(prenominal) volume. Therefore there is a great chance of acid particles colliding, and reacting with more particles on the surface of the marble. So, this means that the higher the concentration of my acid the faster the reaction.Results footrace/acid strength30ml acid no water25ml acid5ml water20ml acidLab Report Investigating the Rate of Reaction Between Marble Chips and Acid when Variables are Changed essays research papersInvestigating the rate of reaction between marble chips and acid when variables are changedAim to find out how changing the concentration of acid by diluting it affects the rate of reaction.Planning I will use marble chips and different concentrations of hydrochloric acid and water to see how it affects the rate of reaction. I will use 30ml of liquid made up of different concentrations of acid diluted with water.Introduction I have decided to vary the concentration of the acid as my variable I could have chosen other variables to change such as changing the heat of the acid, the size of the marble chips and many others variables. The word equation for this reaction is Marble + Hydrochloric , Carbon + Water + Calcium Chips Acid Dioxide Chloride and the symbol equation for this is CaCl + CO2 + H2O so CaCO + HCl , CaCl + CO2 + H2O.Apparatus A Stop Clock - To determine how long it takes to collect enough gas to fill the measuring cylinder.A Water Bath - To stop the water escaping from the measuring cylinder. A Measuring cylinder - To measure the amount of gas that is given off. A Chronicle Flask - Contains the marble chips, hydrochloric acid and the water that will make the reaction.A Tube - To connect the conical flask to the measuring cylinder. Method Firstly, I will measure out 0.5 grams of powdered marble chips. Next I will measure out different concentrations of acid, these concentrations are, 30ml acid no water, 25ml acid 5ml water, 20ml acid 10ml water and 15ml acid 15ml water. I will then put the powdered marbled chips in the chronicle flask along with the acid and put the stopper on top. I will then record how long it takes for it to fill the measuring cylinder up. I will repeat each experiment 4 times so I can work out an averagePrediction I predict that when I have a higher concentration I will have a faster rate of reaction. I believe this is so because as you increase the concentration of the acid, there are more acid particles in the same volume. Therefore there is a greater chance of acid particles colliding, and reacting with more particles on the surface of the marble. So, this means that the higher the concentration of my acid the faster the reaction.ResultsTest/acid strength30ml acid no water25ml acid5ml water20ml acid

Lab Report Investigating the Rate of Reaction Between Marble Chips and Acid when Variables are Changed :: essays research papers

look into the rate of reaction between marble chips and sour when variables are changedAim to find out how changing the assiduity of acid by diluting it affects the rate of reaction.preparation I exit use marble chips and different assiduitys of hydrochloric acid and wet to see how it affects the rate of reaction. I allow use 30ml of liquid made up of different concentrations of acid diluted with water.Introduction I pee decided to vary the concentration of the acid as my variable I could have chosen other variables to change such as changing the heat of the acid, the size of the marble chips and many others variables. The word comparability for this reaction is Marble + Hydrochloric , Carbon + wet + Calcium Chips Acid Dioxide Chloride and the symbol equation for this is CaCl + CO2 + H2O so CaCO + HCl , CaCl + CO2 + H2O.Apparatus A stoppage Clock - To determine how long it takes to bespeak enough gas to fill the step cylinder.A Water Bath - To stop the water escaping f rom the measuring cylinder. A Measuring cylinder - To measure the heart and soul of gas that is given off. A Chronicle Flask - Contains the marble chips, hydrochloric acid and the water that will make the reaction.A Tube - To connect the conical flaskful to the measuring cylinder. Method Firstly, I will measure out 0.5 grams of powdered marble chips. Next I will measure out different concentrations of acid, these concentrations are, 30ml acid no water, 25ml acid 5ml water, 20ml acid 10ml water and 15ml acid 15ml water. I will then put the powdered marbleised chips in the chronicle flask on with the acid and put the stopper on top. I will then record how long it takes for it to fill the measuring cylinder up. I will fictionalize each experiment 4 times so I can work out an average expectation I predict that when I have a higher concentration I will have a faster rate of reaction. I intrust this is so because as you increase the concentration of the acid, there are more acid part icles in the same volume. Therefore there is a greater dislodge of acid particles colliding, and reacting with more particles on the muster of the marble. So, this means that the higher the concentration of my acid the faster the reaction.ResultsTest/acid strength30ml acid no water25ml acid5ml water20ml acidLab Report Investigating the Rate of Reaction Between Marble Chips and Acid when Variables are Changed essays research papersInvestigating the rate of reaction between marble chips and acid when variables are changedAim to find out how changing the concentration of acid by diluting it affects the rate of reaction.Planning I will use marble chips and different concentrations of hydrochloric acid and water to see how it affects the rate of reaction. I will use 30ml of liquid made up of different concentrations of acid diluted with water.Introduction I have decided to vary the concentration of the acid as my variable I could have chosen other variables to change such as changi ng the heat of the acid, the size of the marble chips and many others variables. The word equation for this reaction is Marble + Hydrochloric , Carbon + Water + Calcium Chips Acid Dioxide Chloride and the symbol equation for this is CaCl + CO2 + H2O so CaCO + HCl , CaCl + CO2 + H2O.Apparatus A Stop Clock - To determine how long it takes to collect enough gas to fill the measuring cylinder.A Water Bath - To stop the water escaping from the measuring cylinder. A Measuring cylinder - To measure the amount of gas that is given off. A Chronicle Flask - Contains the marble chips, hydrochloric acid and the water that will make the reaction.A Tube - To connect the conical flask to the measuring cylinder. Method Firstly, I will measure out 0.5 grams of powdered marble chips. Next I will measure out different concentrations of acid, these concentrations are, 30ml acid no water, 25ml acid 5ml water, 20ml acid 10ml water and 15ml acid 15ml water. I will then put the powdered marbled chips in th e chronicle flask along with the acid and put the stopper on top. I will then record how long it takes for it to fill the measuring cylinder up. I will repeat each experiment 4 times so I can work out an averagePrediction I predict that when I have a higher concentration I will have a faster rate of reaction. I believe this is so because as you increase the concentration of the acid, there are more acid particles in the same volume. Therefore there is a greater chance of acid particles colliding, and reacting with more particles on the surface of the marble. So, this means that the higher the concentration of my acid the faster the reaction.ResultsTest/acid strength30ml acid no water25ml acid5ml water20ml acid

Knowledge Is Weakness

Knowledge is Weakness The phrase fellowship is power implies that with knowledge ones dominance or abilities in life impart surely increase. Having and sharing knowledge is generally regarded as a basis for improving ones account and thus power. In this modern sense, knowledge seems to be a positive notion that improves quality of life, but in fact through the study of biblical text it is clear that the acquisition of knowledge has not always brought positive leave alones. In the book of Genesis, Adam and Eve were the first people to recognize that the result of knowledge is harmful and so is the power it brings.The consequence of knowing is not power knowledge is a damaging force that is not all salutary like the modern western foundation believes, but rather it creates misgiving, weakness and makes life more tall(prenominal). Adam and Eves thirsts to know good and abomination causes them to be fearful and disgraceful, not powerful like god. Adam and Eve lived in the Gar den of Eden, a wonderful place where they could eat freely come on of every tree except for the tree of the knowledge of good and evil (Gen 2. 16). Everything god created was good, and no evil existed in the Garden of Eden.Adam and Eve were specifically warned not to eat from the tree of the knowledge of good and evil or they would die. When Eve learned from the serpent that the anticipateden fruit would make her like god and kick in her knowledge of good and evil, they disobeyed gods instructions. Incapable to control their hunger for knowledge, Adam and Eve ate the fruit that god specifically forbid them from enjoying. They immediately realized they were naked and when god came looking for them they hid since Adam and Eve were afraid because they were naked. Adam and Eves actions, a direct result of their believe to know, made them afraid and shameful, not powerful. Instead of existing forever in a garden where everything was good, the knowledge that Adam and Eve gained has af flicted man with fear and disgrace that cannot be undone. Adam and Eve are shunned from the Garden of Eden, and their lives become tremendously more difficult due to their unrelenting desire to know. They lived in a place where a gracious god gave them fruit to eat, and everything was good.When the serpent explained to Eve that she could be like god and know good and evil, she could not curb her desire to become wise (Gen 3. 6). Adam and Eve ate from the forbidden tree and gained knowledge about good and evil. God realized that Adam and Eve had disobeyed him, and he punished them severely. The punishment included being shunned from their home in the Garden of Eden. Women would now have great pain in childbirth and men will toil the land for their own food (Gen 3. 16).This new knowledge did not make them powerful, but instead the consequences made them weak. The lives of humans became exponentially more difficult due to the knowledge that Adam and Eve gained. Adam and Eve became weak because of their new knowledge, not powerful like western society believes is the result of knowledge. The knowledge that Adam and Eve received after eating the fruit from the tree of the knowledge of good and evil does not give them power but has a polar opposite effect.Once they disobey god to pursue knowledge, they become fearful and weak. There is good knowledge and bad knowledge though the modern world seems to forget the biblical example of Adam and Eve which demonstrates how dangerous the pursuit of knowledge can be. There is a dark side to knowledge, and the results that it brings can be disastrous. One must never forget the example of Adam and Eve which commands us to be aware of the knowledge that we pursue and the implications that that knowledge has.

Pumps & Physics Essay

Whats unsea male childed?When I was thinking about which aspect of physics to investigate for my investigation, I knew it was a ingenuous idea to choose something that really interested me. At the era I was becoming more and more fascinated by subatomic p expressions. I like the fact that much of it was new and not understood properly, unlike the classical physics that ein truthone associates the subject with. Unfortunately, highschool muscularity physics does not translate into veracious practical coursework. However, while reading Six Easy Pieces, a book adapted from Richard Feynmans famous textbook The Feynman Lectures on Physics, I noticed that a actually common everyday phenomenon is still not properly understood by physicists. Encouraged by the prospect of discovering something new, I read on.Chaotic ideasFeynman wrote (on paginate 66) There is a physical problem that is common to many battlegrounds, that is very old, and that has not been solvedIt is the analysis of circulating or turbulent fluidsNo-one can die it from first principlesWow something science cant explain I plan.I looked on the internet for further details and I make up a poster from World Maths Year 2000 (http//www.newton.cam.ac.uk/wmy2kposters/march/), launching just the type of unpredic confuse fluid effort that Feynman was writing about. Its a new and exciting branch of maths called chaos theory and it is just embark onning to be understood mathematically. The main idea is that unproblematic systems can show very complicated behaviour that seems to have no repeating pattern. The sums that describe these systems are difficult to thump your head round and appear to be way beyond my abilities as an A-Level maths student.Despite this, I felt something chaotic was an excellent phenomenon to look into for this task its a chance to do some experimental work where there isnt a perfect formula or a flawless explanation in any textbook. I couldnt swan on distorting my result s to fit a bare(a)x law, so my experimentation had to be rigorous.LimitationsIt was important to find a subject that was practical to investigate at school. darn I was watching water swirl down the drain as I filled the kettle at home, I wondered how widely-used machines like ships propellors cope with the unpredictable world of chaos. Propellers have an unusual and distinctive exercise invented to reduce turbulence. I precious to investigate why this particular occasion works so well and if it can tell us anything about turbulent flow. Conveniently, water and propellors are easy-to-use in school labs (or so I thought).Best of all, I thought, if I could model the situation only ignore the inwardness of turbulent water, I could look at the mechanics of the propeller, and thusly examine the theory with what happens in real life. It seemed like a good mix of fresh ideas and traditional physics problems.I talked about my plans to some of my teachers and one of them mentioned t hat his son had done a PhD degree in the formation of bubbles by marine propellers an effect called cavitation. This encouraged me to continue with this project, knowing that it relates to flow rate areas of research and is an important and worthwhile topic.ResearchIt turns out that one of the most interesting applications of pumps is in attempt engines. As fire services are public organisations they make available potentiometer of high-quality, free tuition online. Engineering sites were also useful.* The Physics Behind FirefightingAmerican high-school physics projecthttp//ffden-2.phys.uaf.edu/212_fall2003.web.dir/Matt_Taylor/Matt1.dwt* How Fire Engines orbitGeneral informationhttp//science.howstuffworks.com/fire-engine.htm* Bedfordshire & Luton Fire and hand over ServiceMy local fire brigade, who I actually went to visit to find out morehttp//www.bedsfire.gov.uk/index.htm* American Turbine Pump CalculationsWeb-based program for working out quantities in pumpinghttp//americ anturbine.net/formulacalc/pump.htm* Impeller DesignThe engineering that goes into pumpshttp//homepage.mac.com/mrbach/mixdesign.htm* Firefighting.com affairful data on pumps but uses frames so I cant give a full URLhttp//www.firefighting.com* How Things WorkA simple explanation of propellers and aerofoilsLesley Firth, Kingfisher, 1983 p13* The Physics of FirefightingSome simple principles explainedPhysics Teacher, vol 28, p 599* FirefightingContains a bit of physics but interesting background informationJack Gottschalk, Dorling Kindersley, 2002, ISBN 0789489090, p128* Go with the flowArticle about modelling granular and fluid motionNew Scientist, 2 August 2003, p38-39Preliminary ExperimentsI wanted to find the most efficient propeller design. From research I found out that propellers have different shapes for different tasks, so my first goal was to get a propeller up and working, and then look at what I could change to make it run more efficiently.These are the variables I aimed to evaluate for their effect on index number transfer efficiency in introductory tests* The speed of rotation* The size of the propeller* Since speed of rotation is less era down to collect data for, Ill look at it first. I intend to plot a graph of speed of rotation vs. output flow rate.Considering the shape of a ships propeller, I expected to be looking at these variables later on* The number of blades on the impeller* The shape of the blades* The orientation of the blades (what cant they are in relation to the axis of rotation)The physics principles that are important here are mechanical ones. The efficiency of the propeller depends on how much of its power goes into pushing water outwards and how much is wasted on heating the water up or ca development it to form whirlpools.New Scientists article Go with the flow mentioned the Bernoulli Effect, which is observed on aircraft wings and on propeller blades.Lower dragHigher pressureA blade with a cut plane and a right away plan e forces some air or water on a longer route over the curve, and the rest takes the shorter flat route. The longer journey over the curved plane causes a drop in pressure, which translated to lift in planes, and thrust in propellers.According to all the textbooks, the best number of blades, the blade angle, the speed of rotation and the size of propeller all contribute to the efficiency. It seems like Ive got my work cut out for me. Im going to concentrate on rotation speed and its effect on water flow rate outwards. Lets see what the preliminary tests show. body of water flows inAxlePropellerWatertight casingWater flows outPlanningRisk Assessment1,2Apparatus or procedureHazardPrecautionsAll apparatus incident or fireSupervise the experiment at all times and clear away at the end of the session. Store all equipment safely and securely. boiling water for shaping polypropene propellersRisk of scaldingTake care with boiling water, paying attention at all times. Stand well back from th e saucepan and do not move it while the water is hot. Use a heat-insulating towel to manipulate the hot polypropene.Electric circuit in generalRisk of fire from short circuiting etc.Use insulated wires, keep connections clean and dry, and always supervise the apparatus while current is flowing.Do not leave the set-up unattended without unplugging the mains supply.Use wires of appropriate diameter to prevent overheating resulting in fire.Rapidly rotating propellerPossibility of smirch from contact with rotating blades of propellerLeave move switched off until train to record data. Take care to keep your distance from the propeller, especially fingers.Heavy equipment (power pack, retort stands)Falling equipment could injureEnsure stands etc. are sturdily laid and avoid placing equipment near the very edge of the work bench.Power packOutput 13V 5A DCInput 230V mains ACRisk of electrocution from mains insert(risk of injury from output voltage is minimal)Keep power pack away from th e wet part of the apparatus (to prevent conduction through water). In my experiment, I leave alone keep all the electrics on a shelf above the level of the water-containing apparatus.Ensure all water-containing equipment is as waterproof as possible, and have towels to hand to pick up spills.Do not leave the set-up unattended without unplugging the mains supply.Preliminary findingsIn the research and rationale section, I identified variables I wanted to investigate. I conducted preliminary experiments to found out which variables were the most practical to focus on. The basic aim is to narrow my search down to one or possibly twain variables and then find the most power-efficient value for each variable.Size of propeller was very difficult to control since I found that the propeller will only farm the water unless it tightly fits the container. Small propellers did not displace any water. Only propellers with a diameter 1 or 2mm less than the diameter of the container were effec tive in pumping water. As such, I determined not to consider investigating this variable.Angle of propeller blade plunge is possible to vary, but I found the range of angles possible with the materials I had chosen were too limited. I developed a method of cutting out rectangles of polypropene sheeting, boiling them in water and crimp them to the right shape, but the blades often snapped and it was tricky to get the blades to remain at the chosen angle as they cooled and hardened. I decided to keep blade inclination constant.45 might seem to be an appropriate angle of inclination to choose for all the propellers I will compare, but most propellers I found photographs of from my research showed shallower angles of blade inclination. I have decided that all my propellers will be inclined at 30 because it is easier to make the propellers this shape and I live with that this is a more efficient angle than 45 since many propellers are about this angle.Speed of rotation turned out to be very simple to control with the use of the variable voltage power pack. I investigated the effect of power input on rotation speed (or angular fastness of the propeller as I call it from here on in).Using a stroboscope, I determined the linear relationship in the midst of the voltage supplying the motor (V) and the angular velocity (?) of the propeller shaft in air. I adjusted the frequency of the strobe light until the propeller appeared not to rotate.At this frequency, the time between flashes of the strobe and the time for one blade of the propeller to reach the former position of the blade before it is equal. If you find the angle in radians (?) between two adjacent blades and multiply it by the frequency (f) of the stroboscope (the time between flashes), you are left with the angular velocity (?) of the propeller, i.e. the rate of rotation.? = ?fIn the table below, V and f were determined experimentally and ? was calculated by multiplying f by ?. Since the frequency is onl y known to two significant figures, the angular velocity can only be determined to 2 s.f.Angle between blades, ?degrees72Angle between blades, ?radians0.4?VV02.254.256.258.7510.0013.000.25fs-101326365057740.5?rad s-101632456372930.5 erst the propeller is immersed in water the relationship between ? and V changes. The relationship is non-linear and, unlike the graph above, is different for every propeller.In light of the preliminary experiments I will transform this method to vary the power supplied to the drill that drives the propeller. It will not matter that the speed of rotation varies depending on how much the water resists the motion of the propeller. The only data that are needed to calculate the efficiency of the system are power input and useful power output.EfficiencyAt this prove it is important to mention that I am concentrating on the efficiency of the propeller at displacing water. Percentage efficiency = useful power output / power input 100%, or rewritten in symbo ls, ? = Puseful out / Pin. Also, power input is proportional to input voltage since current is constant at 5 A in my equipment.P = VI and I = 5 Power (Watts) = 5 x voltage (Volts).Review of purpose of investigationThe focus of this investigation is to determine the best number of blades for a propeller to have to maximise energy-efficiency. Experiments will compare propellers with 2, 4 and 6 blades. The energy efficiency of the three propellers when displacing water will be determined and compared. Their efficiency may not be independent of the rate of rotation. This too will be investigated and analysed.The analysed results will show which of the three propellers is most energy efficient in at each rate of rotation investigated.Extract from Eric Weissteins World of Physicshttp//scienceworld.wolfram.com/physics/Screw.htmlA screw is a simple machine that is actually a version of the inclined plane. The pitch of the screw corresponds to the inclination of the plane a higher pitch (i. e., more threads per length) representation less inclination, and thus easier turning, but also more turning that needs to be done to travel a given length. As with the other simple machines, the required force is reduced, but the amount of work done is the same.Apparatus13V max. variable voltage power packRetort stands and clamps15 cm rulerSilicone polymer window sealantGarden hosepipeExpanded polystyrene for supportsMultimeter (0.25V, 0.25A tolerance)Polypropene sheet for making propellersPET lemonade bottles (2 Litre capacity)Plastic funnel for fillingstopwatchCollection bottle with 2 litre mark ( 0.002 L)Cordless electric screwdriver/drillSteel axleVolumetric burettePET pudding basins to contain propellerWaterColour-coded wires and crocodile clipsSaucepan, hotplate and tongs for heating and reshaping polypropene into propellersScissors and craft knife for cutting out propeller shapes from polypropene sheetApparatus set-upThese diagrams show how I designed the equipment. The ci rcuit diagram connected to the drill represents the power pack, and its voltage selector is displayed as a variable resistor. The plastic volute is the container that houses the propeller.To begin with, water fills the water tank and the plastic volute. Activating the power pack supplies an electric current to the drill, which rotates the propeller.Variables to controlVariableHow I will control itviscosity of waterConstant at constant temperature and pressurePower and speed of rotation of propellerUse a power pack instead of a battery to supply the cordless drill. Use the same power pack, axle and drill throughout the experiment. Rotation speed does not vary linearly with power but carefully designing the experiment can avoid problems.Room temperature and pressureConstant at 20C due to central heating. Atmospheric pressure changes are insignificant to this experiment.Plan for laboratory sessionsSession and durationTargetsBefore lab work beginsBuild the waterproof sections of the app aratus and seal them with silicone polymer. defile a cordless drill.First two hoursSet up all apparatus, construct the propellers and test the experiment to ensure it works as planned snatch two hoursMeasure the time taken to raise 2 Litres of water through 50cm vertically by each of the three propellers, with 65W power input ternion two hoursRepeat the previous sessions experiment, but with the power set at 35W.Fourth two hoursBy considering the results collected before this session, decide which range of power input to investigate in detailFifth two hoursContinue gathering results for chosen range of power inputsRemaining timeInvestigate turning points and anomalies as necessaryIn between lab sessionsComplete results tables, draws graphs as appropriate and start to analyse findings. Use analysis to modify strategy and to make decisions on how to progress.While I was designing which equipment to use and how to use it, I thought carefully about accuracy and sensitivity. The major difficultness with this experiment is the unpredictable nature of the propellers unlike many other things physics, it is not easy to find a good estimate of what will happen in textbooks or online.One way of ensuring good results is to billhook the variables to a reasonable number of significant figures. The multimeter I chose to use is quick to respond to changes in current or potential difference and has fine graduations on its scale, providing high sensitivity. It also has very tight tolerances as it is designed for use in high act electronics, which contributes to the accuracy of the results I will gather.The multimeter is significantly more accurate and sensitive some of the digital alternatives at school. It responds to changes much quicker too.I have had to design and build quite a large amount of equipment just to make this project possible. To measure the volume of water pumped out by the system, I will calibrate the water collection bottle with graduations. To make sure they are very sensitive and accurate, I will use the high quality, high accuracy laboratory glassware available at school for use in chemistry and biology. The percentage error on the volume graduations on these pieces of equipment is very small (around 0.0003%).References for planning section1. Cambridge University Department of PhysicsPhysics risk assessment formhttp//www.phy.cam.ac.uk/cavendish/hands/forms/RAform.pdf2. CLEAPSS Secondary Schools websitehttp//www.cleapss.org.uk/secfr.htmImplementingModifications to planProblemSolutionHow to water-seal the full(a) systemCareful application of silicone sealant and gaffer tape at all junctions. Apparatus tested underwater by pressurising with air using a bike pump. Leaks located by bubbles escaping where seals were incomplete.How to get water to flow from the water reservoir into the propeller cavity, without providing any extra pressure that would reduce the workload of the propellerHeight of water reservoir bottle adjusted until w ater just reaches the top of the propeller cavity, without spilling out the output holeHow to accurately measure the volumes of water used in each experimentVolumetric glassware borrowed from chemistry departmentCalculation of power efficiency of pumping system?E = mg?hP = Et-1Useful power output = power spent on raising water against the force of the Earths gravitational fieldUseful power output = (mass of water raised (mwater) strength of gravity at sea level (g) height through which the water is raised (?h)) / time taken (t)Pout = mwaterg?ht-1The mass of water is proportional to its volume at constant temperature and atmospheric pressure. In these experiments, the temperature and pressure have been constant at 293K (20C) and cv Pa respectively. Under these conditions, water has a density of 998.2 kgm-3 (according to the Nuffield Advanced Science Data Book, Nuffield-Chelsea Curriculum Trust, Longman, 1984). Therefore, the time taken to raise the water and the number of blades on each propeller are the only variables in my experiment.

The Flowers

The Flowers by Alice Walker Summary The Flowers 1973 is written by Alice Walker who is an Afro-American author. The Flowers is a short layer about a young woman named Myop. Myop is a colored 10-yeard old girl who lives on a farm with her poor sh arecropper family in the countryside. She staggers around and plays with animals and discovers beautiful nature in her pleasuring never-ending childhood. But while exploring the land she lives near with flowers in her hands she accidently discovers a horrible crime. The remains of a hanged man reveals in the soil.She lays down her flowers and the summer was over. Analysis When the ignorance of an innocent child collides with the harsh public of the miserable slave-history, will the idyllic life, flourishing hopes and dreams of the tiny ones, soon be gone and forgotten. But this evil of innocence is likely to be replaced by maturity, which makes a clear distinction between child and adult. The story is written as a 3rd soulfulness omni scient narrator. The harvesting of corn, cotton, peanuts and squash indicates that the story takes place in the Southern states since these crops were commonly harvested there. Myop and her family live in sharecropper cabin with rusty boards that could indicate that they are poor. Therefore its likely that the story is taking place in the 20th century where racial discrimination was at its peak. In the beginning of the story there is dominating use of positive phraseology and the environment is described idyllically. Made each day a golden surprise that caused excited little tremors to run up her jaws. 3 This idyllic description is also equivalent to how peaceful Myop is enjoying her childhood.She seems to be unaware about her presence in the American nightclub where there was an explicit difference between the bare and white. The author tries to describe this racial problem symbolically when she mentions how tiny white bubbles disrupt the thin black scale of soil But the idylli c setting drastically changes at line 18 when Myop finds herself more than a mile away from home. She is walking get ahead away from her secure surroundings. Now the there is negative use of phraseology such as Strangeness, not pleasant, gloomy, cove, damp air, silence, close and deep etc.She is no seven-day secure. When trying to escape the strangeness she stairs on her history and reality and she is forced to face the suppression for her first time, this is the symbolic meaning of the corpse she steps on. The man is obviously black since he has been lying there rotten and totally forgotten. His blue denim overall cloths also indicates that he was a black poor farmer or slave. Back in the 1960s the Ku Kux Klan (KKK) executed a lot of executions where they hang black people in the woods.She tries to ignore this reality and suppression when reaching out for a pink flower that she associates with her secure childhood. When she notices the hanging noose spinning restlessly in the bre eze she lays down the flowers set down the flowers symbolizes Myop letting go of her innocence and secure surroundings. And the summer was over means that her childhood is over and she is entering the life as an adult. T tonicity 1 Line 1 Note 2 Line 2-3 Note 3 Line 2-3 Note 4 Line 10-11

Exposé of Hypocrisy of Imperialism in Conrad’s Heart of Darkness Essay

In his novella Heart of Darkness, author Joseph Conrad attempts to expose the hypocrisy of imperialism since its explorers emphasize the importance of helping natives, while actively exploiting them. He also depicts the Africans in the story as nothing more than mindless savages. During his journey to the Congo, Conrad witnessed the horrors firsthand that the Europeans inflicted upon the African natives. He shares his experiences through Marlow, the protagonist, who sees the evil side of hu whileity through its materialism.Conrad denounces the tyrannous nature of those of his time by exposing their social darwinist thought. Imperialism is portrayed as a hypocritical tool used purely for the Europeans own benefit. Europeans began what is known as the tucker for Africa in the late 19th century. The major powers all fought each other to gain control, disregarding the Africans in the process. The Europeans believed themselves to be taking up the white mans burden, which was the belief that the Europeans had a duty to gain control of Africa and civilize the inhabitants in purchase order to help them.The hypocrisy of it was that what they deemed as helping and civilizing them was in reality entirely against the natives wishes, as their polish was being destroyed as well as their people enslaved. Conrad depicts this throughout his novel, Conrad denounces oppression by aiming racism to pink the immorality and cruelty of enslaving others for personal gain. Inhumane treatment of the africans is expressed through how they wore rags, which gives a sense of desolation.Racism is conveyed through the dehumanization of the natives, revealing that their captors went as off the beaten track(predicate) to put them in collars, showing they were seen as and treated like dogs. Even Marlow refers to his helmsman as a piece of machinery. Nigerian writer Chinua Achebe, author of Things supervene Apart, famously criticized Heart of Darkness in his 1975 lecture An Image of Afric a Racism in Conrads Heart of Darkness, saying the novella de-humanized Africans, denied them language and culture and reduced them to a metaphorical extension of the dark and dangerous jungle into which the Europeans venture.All the European colonists desired was wealth and treasures, willing to go as farthest as completely exploit other human beings. The metaphor comparing colonists to burglars was used to convey that they had no morals and did whatever they please in order to achieve personal gain, including exploiting them. This is all very hypocritical considering they believed themselves to be helping and civilizing them. Conrad uses Mr. Kurtz to unveil how he feels about imperialism as a whole. Marlow describes how Mr.Kurtz says everything is his own, which shows that imperialists claimed Africa is theirs and it was okay to exploit the natives as slaves. Conrad uses the dehumanization of Kurtz to exemplify his beliefs to maintain ones morals to avoid becoming caught up in a w orld of materialistic desires. Mr. Kurtz is described as having a bald head similar to that of an ivory ball, leading the reader to believe that all he thinks about is ivory. The fact that he is withered is to show Conrads belief of what greed will result in upon a person.

Concepts of Business Education Essay

Presentations The nurses go forth be shown presentations by experienced nurses and doctors. 5. Quiz There will be quizzes held for the nurses on the things taught. 6. Evaluation The nurses will be evaluated according to their performance. 7. Demonstrations The nurses will be given demonstrations by the experienced nurses on care giving. 8. Implementation The nurses will go to demonstrate whatever they have learnt under the supervision of the department head. 9. Post evaluation Depending on the performance of the nurses, they will be posted in the required departments.The most basal paradox of philosophy of education is that concerning aims what are the proper aims and guiding ideals of education? What are the proper criteria for evaluating educational efforts, institutions, practices, and products? Some of the AIMS proposed or involved in the educational object are cultivation of curiosity and the disposition to inquire fostering of creativity production of knowledge and of know ledgeable students enhancement of understanding promotion of moral cerebration feeling and action enlargement of the imagination fostering of growth, development, and self-realization Based on the AIMS concept we are building an online learning system for our employees Ideally, the learning outcomes in found of priority are ?Translated into course content, resources and an approach to the teaching and learning abut that will enable a student to achieve those outcomes. ?Once these basic parameters have been thought through, the courseware development team will share the responsibility of translating the theory and intentions into courseware and online learning functions. These courses will then be delivered by the learning perplexity system (LMS) ? LMS will interface with the library and other digital resources & related services along with the student information system (SIS) ? This activity will be done through a secure server that can authenticate the student login. From the s tudents point of view, they will connect to the LMS and the related services through a user-friendly users portal, with a single login, they can have access to their courses and can be linked to all related resources and services.Finally, to ensure ongoing improvement, an evaluation process for the effectiveness of the system, based on achievement of the learning outcomes and students feedback will be put in place, in the form of an independent quality assessment process, which overly provides feeds back into the development cycle. Through the above steps the organization plans to provide quality education by making them online, the courses would cover organizational development programs exchangeable oTime Management oLeadership Skills Training oConflict Management Workforce Development Relating LMS Courses to AIMS as per John Dewey AIMS always relate to results, the first and most important thing is whether the work appoint possesses intrinsic continuity AIMS implies an orderly and ordered activity, one in which the order consists in the progressive completion of a process AIMS means foresight in advance of the end or possible terminationAIMS as a foreseen end gives direction to the activity its not an idle view for the witness but influences steps taken to reach the end. How each prior event leads into its successor while the successor takes up what is furnished and utilizes it for some other stage, until we bring forth at the end, which summarizes and finishes the process? Foresight functions in 3 ways ?Involves careful observation of given conditions and means available to reach the end. ?Suggest the proper order or sequence in the use of means, facilitating economical selection and arrangement. ?Makes choice of alternatives possible

Britannica online Essay

This is a confine proposal that has been created to ensure the children of today atomic number 18 lock away exposed to the same childhood experiences that we every last(predicate) had years ago. In todays society we are much more fast paced and immediately are drawn to electronics such as computers, television, movies, ipods, etc The numbing effect of this constant barrage of information on very young children could lead to a configuration of downslope of values in a small(a) child. Proposed title Back to the Basics A Collection of Nursery Rhymes for Todays ChildIntroduction some(prenominal) of us picked up our own sets of values and morals from what had been passed down to us through tradition. A Nursery Rhyme is a poem or a song, traditionally taught to very young children. Nursery Rhymes in the English language are usually British in origin, dating back to as utmost as the 16th Century. Aside from the ones imported from England, many Nursery Rhymes also developed in North America (Encyclopedia Britannica online, 2008). These little songs and poems form a classify of symbolic backbone to the continuing cultural and psychological development of the American people and culture.Indeed, at its very core, a Nursery Rhyme is a sort of cultural footprint. While most oral tradition (ex nursery rhymes) may sound more like nonsense or oversimplified, moralistic tales set to a rhythm and a tune, they carry the symbolic weight of generations past (Bettelheim, 1976). Passed on through tradition and brought alive by the imaginations of the very children who hear them and pass them on, these rhymes stomach the values of the culture that created it. For example, Humpty Dumptys story reminds us that in that location are some things that, once stony-broken, can never be mended.In another example, the Itsy Bitsy rover speaks to us of the value of perseverance. Sometimes, a Nursery Rhyme isnt just a moral legacy, but a historical one as easily showing us how people lived or worked during the particular time when these rhymes were created. For example, while shepherding may no longer be a common profession, especially in heavily populated urban areas, even children from the inner city are aware that it was once a way of life, thanks to Little Bo Peep and her sheep. precept Nursery Rhymes have been in existence for hundreds of years, but what exactly is the importance in continuing in this tradition? Children are automatically drawn into these stories because of the rhyme, there is rhythm, and they are often ab forth creatures in otherwise unimaginable circumstances, which leads the childs own imagination to wander. In addition to being an effective fomite through which a culture propagates and preserves itself, Nursery Rhymes are of particular importance in the development of a young childs outgrowth language and memory skills.There is a reason that today, even after growing up we can still remember these little phrases. They have make great impact in our childhood learning schemata and we believe that if they continue to be reintroduced to the children of today, their impact would be highly beneficial. We believe that this book will be a great hit among small children and their parents, and that with the aid of colorful illustrations, this book can be very useful in promoting a childs mental, psychological, and social development.Methodology After much deliberation, we decided to limit our selection to the most common and well-loved Nursery Rhymes. We looked through several collections of nursery rhymes, both online and offline, and picked out the ones that occurred the most frequently. Given that we plan to make this book a childrens book, we limited our selection to only four Nursery Rhymes. We chose to do this so that the book could accommodate the illustrations that we hope will be included as visual aids for the children, without being too heavy or cumbersome for even a small child to read and carry.These Nursery Rhymes are as follows Humpty Dumpty Humpty Dumpty sat on a wall, Humpty Dumpty had a great fall. All the kings horses, and all the kings men, Couldnt Put Humpty together again. Jack and Jill Jack and Jill went up the hill, To fetch a pail of water. Jack fell down and broke his crown. And Jill came tumbling after The Itsy Bitsy Spider The Itsy Bitsy Spider Climbed up the water spout. Down came the rain And washed the spider out. Out came the sun And dried up all the rain, And the itsy bitsy spider Climbed up the spout again.Little Bo Peep Little Bo-Peep has lost her sheep, And cant tell where to find them. Leave them alone, And theyll come home, Wagging their tails tail end them. Thank you very much for taking the time to read and consider this. We look forward to your timely and positive replyReferencesBettelheim, Bruno (1976). Uses of Enchantment the Importance of female monarch Tales. New York Knopf Encyclopedia Britannica online, concise version. Nursery Rhymes. retrieved Febru ary 3 2008. from http//www. britannica. com/ebc/article-9373775

Intrinsic and Extrinsic Motivation Essay

AbstractAs defined in the text book motivating is the forces that energize and involve our efforts toward a meaningful design (Atwater, Duffy & Kirsh, 2005). This paper go out look to define motivation and the two common types of motivation, innate and adventitious. Which of the two is a moreeffective dash of motivation and gives ourselves a steeper aesthesis of self- venerate? This paper go forth also examine different situations where people be prompt, both as such and extraneousally, and the moral and ethical reason behind their decisions. in conclusion from a study done by Joe Gelona there is a look that if one is consciously look ating about what motivates you to complete a task it will result in higher levels of self- motivation.A Look at Intrinsic and Extrinsic MotivationEvery goal strived for in life whether it is a improvident term or long term goal has reasoning behind it, and that reasoning would be motivation. Motivation is defined in the text book as the forces that energize and direct our efforts toward a meaningful goal (Atwater, Duffy & Kirsh, 2005). People are motivated in two different ways they are motivated nativeally or extrinsically. Intrinsic motivation, again define in the text book, is active engagement with tasks that people get word interesting and that, in turn, promote growth and are freely engaged in out of interest (Atwater et al. 2005). While extrinsic motivation is the desire to engage in an activity because it is a means to an suppress and non because an individual is following his or her inner interests (Atwater et al. 2005).In other words intrinsic motivation is being driven by internal factors and extrinsic is driven by outside factors in your environment. Motivation comes in two forms, and when are we inclined to use each of them and how do they help improve self- esteem? Some situations that put motivational view to the test are things like faculty member givement a study done by Martin Covington e xamines both the intrinsic and extrinsic factors push students to succeed. Another scenario is a look at situations which take into effect the ethics and moral values of motivational reasoning, and finally does just the design about whether we are motivated or not wee enough influence to motivate us?While people are motivated in two different ways it is hard to pinpoint just which of the two is better for overall well being. A big factor that comes into play is self- esteem, which is someones idea of their let somebodyal worth ( Atwater et al. 2005). When thinking of soulfulnessal worth it seems to take a shit sense that achieving a goal through intrinsic motivation would be best suited to boost self- esteem. A perfect example would be for someone trying to lose weight in order to be in better health. The thought of achieving the goal of a press down weight and looking better all because it is something that a person has wanted to do would be an enormous boost in self esteem once that goal has been accomplished. That is a situation in which self- esteem is benefited from using intrinsic motivation to strike a personal goal.Extrinsic motivation works a little bit differently towards a self esteem boost, a person in the same situation with the idea of weight passing might only be doing it because they see it socially acceptable to look skinny and healthy. Another way to put that would be to say that the person is looking for self verification, in the textbook Atwater et al. (2005) classify that as doing something that will elicit validatory feedback from others to verify our own self perceptions.So that same situation using the extrinsic way of motivation that person would raise their self esteem by getting that positive feedback from others after they achieved their weight loss goal. That is just one scenario in which both types of motivation can be shown to improve self esteem, either internally motivated (intrinsic) or from environmental factors and self verification (extrinsic). Moving forward we will look as some more specific situations where someone may be motivated intrinsically or extrinsically.Martin Covington wrote an article, Intrinsic Versus Extrinsic Motivation in Schools A Reconciliation, which examines reasons why students are academically motivated by either intrinsic or extrinsic methods. Covington (2000) first points out that the academic system is set up with impertinent rewards for students in the form of grades, so it is easy to see where students would or so always be motivated extrinsically. Students on the other hand are motivated intrinsically when they put aside the external rewards of getting good grades and extend satisfied with overcoming thechallenge of learning something new and interesting (Covington, 2000). In the article Covington (2000) says that the idea of students learning for matters for their own sake is often destroyed by having external rewards such as grades for incentives.This propos es the argument that if the external rewards are taken away how likely is it that students will still be intrinsically motivated to learn? Moen and Doyle make the statement in an article that mention certain aspects of colleges such as the course material and programs to study that are contributing factors for how hard and willingly college students will learn (1978). This makes the point that being intrinsically motivated towards school will be very beneficial towards the learning process. Now when look at the high school education structure compared to colleges it is easy to see where at one level students are motivated intrinsically compared to extrinsically.In high school where the courses are mapped out and the learning of certain subjects is forced the only motivation for most students is extrinsic because they are really just seeking the external rewards of achieving good grades. comparison this to a college set up where students have the choice of what subjects they wish to study where they will be more intrinsically motivated to learn for the benefit that they find topics interesting and are looking for that internal challenge (Doyle & Moen, 1978). Ending with the idea of boosting self esteem either method of motivation works, it just depends on the person and whether they are satisfied by the external rewards of grades or if they prefer the self satisfaction of mastering a new subject.As shown previously intrinsic and extrinsic motivation plays a big part in the ways students learn, but which of the two methods plays a bigger role when it comes to students and artifice? Rettinger, Jordan & Peschiera (2004) did a study of 103 undergraduate college students who took a study to determine their motivation orientation, and then they read a vignette about someone who has the ability to cheat. The researchers were able to determine who would cheat and who would not based on their motivational orientation. Rettinger et al. (2004) states that students ident ify both the intrinsic and extrinsic goals for their classes and there for can decide whether they will be motivated by grades or self interest in the course. They found that students who had been intrinsically motivated in school were less likely tocheat compared to the students who had extrinsic goals (Rettinger et al. 2004).Rettinger et al. (2004) says that the intrinsically motivated students showed lower levels of anxiety, better study habits and a better attitude towards academics. The results if this study were that eighty-three percent of participants admitted to having cheated during their college career (Rettinger et al, 2004). Students are always made aware that cheating is not allowed but why do the extrinsically motivated students continue to do so anyway? Garrard & McNaughton (1998) say that someone the justification of ones moral reasoning can keep them motivated enough to follow through with the act even though they know it is wrong.They use an example of someone who wishes to give up smoking and is there for motivated to quit, but may still find reason to fail and just give up (Garrard & McNaughton, 1998). So the extrinsically motivated person who is only focused on the grade reward part of school may know that the only way to achieve their grade is through cheating and therefore goes through with that act. Again as shown in the Rettinger, Jordan & Peschiera (2004) study college students are going to cheat but it is the extrinsically motivated students who are more likely to do so than those students who are intrinsically motivated towards school.Gelona (2011) says that motivation can indeed be considered as a key ingredient for successful pursuit of goals and for attaining in demand(p) outcomes and well-being. Joe Gelona did a study where he looked at the extent to which people think about what motivates them and the possible effect on their motivational level (Gelona, 2011). It is interesting to think about how just simply thinking about b eing motivated to do a particular task can actually increase your level of motivation. Gelona (2011) found in his results of interviews that only 39.5% of the interviewees said they often or usually think about what motivates them to do something.Thinking back to the scenario of a weight loss goal and how people are intrinsically or extrinsically motivated to do so, in order to continue to push through to their goal they will have to constantly be thinking about what is motivating them to continue. Gelona (2011) stated that people who were consciously thinking about what motivates them will be more motivated to achieve their goals and desired outcomes in life. Theoverall findings of the study showed that most people do not seem to think about what will motivate them prior to taking action on an important goal (Gelona, 2011). Gelona (2011) makes the claim that the use of motivational coaching can be found helpful in situations such as* Helping clients who wish to generate and mainta in greater self- motivation.* Helping clients to regain lost motivation.* Helping clients strengthen their persistence in pursuit of desired goals. In Joe Gelonas study he claims that people will have higher levels of self- motivation and be more likely to achieve goals if they are consciously thinking about what motivates them, unfortunately he found that most of the people he interviewed did not think that way (Gelona, 2011).Atwater et al. (2005) defined motivation as the forces that energize and direct our efforts toward a meaningful goal. People become either intrinsically or extrinsically motivated so achieve goals and for better to improve their self- esteem. As pointed out by Covington (2000) students approach academics with either intrinsic or extrinsic motives to achieve their boost in self-esteem levels. One of the only varying differences in the two is when it came to academic dishonesty in the Rettinger, Jordan & Peschiera (2004) that students who were extrinsically moti vated were found more likely to cheat than those who were intrinsically motivated. All in all both theories of motivation are successful in helping achieve higher levels of self- esteem.ReferencesCovington, M. (2000). Intrinsic Versus Extrinsic Motivation in Schools Reconciliation. Current Directions in Psychological Science, 9, 22-25. Duffy, K., Atwater, E., & Kirsh, S. (2005). Psychology for Living Adjustment, Growth, And Behavior Today. (Tenth ed.). speeding Saddle River, NJ Prentice Hall. ((Duffy, Atwater & Kirsh, 2005) Gelona, J. (2011). Does Thinking About Motivation Boost Motivation Levels? The Coaching Psychologist, 7, 42-48. Gerrard, E., & McNaughton, D. (1998). Mapping Moral Motivation. Ethical Theory and Moral Practice, 1, 45-59. Moen, Ross. Doyle, Kenneth O. (1978). Measures of academician Motivation A ConceptualReview. Research in Higher Education, 8, 1-23. Rettinger, D., Jordan, A., & Peschiera, F. (2004). Evaluating the Motivation of Other Students to Cheat A Vignet te Experiment. Research in Higher Education,45, 873-890.

Past Paper

NSS MATHEMATICS IN ACTION HONG KONG DIPLOMA OF SECONDARY EDUCATION EXAMINATION do by PAPER MATHEMATICS Compulsory Part musical composition 2 Time allowed 1 hour 15 minutes 1. Read c befully the instructions on the Answer Sheet and insert the information mandatory in the spaces provided. 2. there ar 45 questions in this book. All questions carry equal attach. 3. Answer solely Questions. You argon advised to use an HB pencil to mark all the dissolvents on the Answer Sheet. disparage marks essential be completely erased with a clean rubber. 4. You should mark alone ONE answer for each question. If you mark more than one answer, you will receive NO MARKS for that question. . No marks will be deducted for wrong answers. Pearson Education Asia Limited NSS MIA 2012 gibe Paper (Compulsory Part) Paper 2 There are 30 questions in Section A and 15 questions in Section B. The diagrams in this paper are not necessarily drawn to scale. Choose the best answer for each question. Sectio n A 1. If n is an integer, then 33 n = 9 n ? 1 6. Which of the following statements round the equality 3( x ? 2) 2 ? 6 x ? 2 is true? A. It has distinct, rational existent roots. B. It has distinct, irrational real roots. C. It has equal real roots. D. It has no real roots. 7. It is known that a polynomial g(x) is ivisible by 2x + 3. Which of the following mustiness be a factor of g(4x 3)? 2 n ? 1 A. B. C. D. 2. x 2 ? y 2 ? 2 xy ? 4 ? A. B. C. D. 3. A. B. C. D. 8. 1. 5. 8049. 8053. a = 3, b = ? 2 . a = 3, b = ? 3 . a = ? 2, b = ? 2 . a = ? 2, b = ? 3 . B. C. D. 9. Let p be a constant. Solve the equating ( x ? p )( x ? p ? 1) ? x ? p . A. B. C. D. Pearson Education Asia Limited NSS MIA 2012 Mock Paper (Compulsory Part) Paper 2 2 1. 1 . 6 1. 2. ? Peter sold a vase to Mary at a profit of 15 %. Later, Mary sold the vase to David for $ 6400 and gained $ 420. What was the cost price of the vase for Peter? A. B. C. D. x ? ?p x ? p ? 1 ? ? p or x ? p ? 1 x ? ? p or x ? p 2x ? 3 4x ? 3 8x ? 3 8x ? 9 If x is an integer square 4x ? 1 , then the 2(1 ? x) ? 6 x and x ? ?2 greatest value of x is A. If 5a ? 2b ? a ? 4b ? 11 , then A. B. C. D. 5. ( x ? y ? 2)( x ? y ? 2) ( x ? y ? 2)( x ? y ? 2) ( x ? y ? 2)( x ? y ? 2) ( x ? y ? 2)( x ? y ? 2) If f ( x) ? x 2012 ? 2012 x ? 2012 , then 2 f (? 1) ? 3 = A. B. C. D. 4. ?1? . ?3? 3n ? 1 . 3n ? 2 . 35 n ? 2 . $ 5200 $ 5970 $ 6877 $ 7780 10. The scale of a map is 1 250. If the area of a playground on the map is 20 cm2, what is the actual area of the playground? A. B. C. D. 11. 5000 cm2 125 m2 625 m2 5000 m2 A.B. C. D. Let an be the nth boundary of a sequence. If a1 ? ?2 , a2 ? 1 and a n ? 2 ? 4a n ? 1 ? a n for any positive integer n, then a5 = A. B. C. D. 14. The circumference of a dress circle is measured to be 10 cm, good to the nearest 0. 5 cm. Which of the following is a possible area of the circle? 15. 86. 66. 46. 26. In the condition, CDE and BDF are straight lines. If DF = DE and AB // CE, rein ?ABD. 12. It is effrontery that s varies jointly as t2 and u. If t is increased by 15% and u is decreased by 20%, then s A. B. C. D. is decreased by 8 %. is decreased by 5. 8 %. is increased by 5. 8 %. is increased by 8 %. 13. If z ? y and y 2 ? 4. 2 cm2 8. 55 cm2 8. 14 cm2 7. 11 cm2 A. B. C. D. 76? 104? 116? 128? 16. In the understand, a = 1 , which of the x following is true? cardinal. z2 ? y2 1 x? y 2 3xz is a non-zero constant. A. B. C. D. I and II only I and common chord only II and leash only I, II and ternion I. II. Pearson Education Asia Limited NSS MIA 2012 Mock Paper (Compulsory Part) Paper 2 A. B. C. D. 3 40?. 45?. 50?. 55?. 17. In the figure, ABCD is a rhombus and FBC is a triangle. If FA = 2 cm and BC = 3 cm, find ED. 19. In the figure, a circular cone is cut into two parts A and B by a plane parallel to the house. 4 that of the 9 original cone, find the ratio of the olumes of A and B. If the base area of A is A. B. C. D. A. B. C. D. 1 cm 1. 2 cm 1. 5 cm 1. 8 cm 18. The figur e shows a right pyramid with a square base and a slant leap of length 17 cm. If the total length of the edges of the pyramid is 132 cm, find the total surface area of the pyramid. 23 8 19 8 27 19 27 20. Through which of the following transformations, would figure A be transformed to figure B? I. Translation II. Rotation III. Reflection A. B. C. D. A. B. C. D. 544 cm2 608 cm2 736 cm2 800 cm2 II III I and III only II and III only 21. If the point P(7, 1) is rotated clockwise just about the origin through 90? o Q, what is the distance between P and Q? A. B. C. D. Pearson Education Asia Limited NSS MIA 2012 Mock Paper (Compulsory Part) Paper 2 4 5 units 72 units 10 units 128 units 22. If a 0, b 0 and c 0, which of the following may represent the graph of the straight line ax ? by ? c ? 0 ? 23. In the figure, 2BC = 5AC. materialize sin ? . A. 2 29 A. B. C. B. D. 24. 29 2 cos(180? ? ? ) 1 ? ? sin(180? ? ? ) tan(90? ? ? ) A. B. C. D. C. 2 5 5 2 tan 2 ? tan ? 1 1 25. In the figur e, O is the perfume of the circle ABCD. Find x. D. A. B. C. D. 36? 40? 42? 45? 26. What is the area of the circle x2 + y2 + 12x ? y + 9 = 0? A. B. C. D. Pearson Education Asia Limited NSS MIA 2012 Mock Paper (Compulsory Part) Paper 2 5 9? 43? 52? 61? 27. Two fair dice are thrown once. What is the probability of getting a sum of 4 or 6? A. B. C. D. 1 6 2 9 5 9 5 36 30. The pie chart to a lower place shows the distribution of the nationalities of 60 students randomly selected from an international school. It is given that 9 of them are American. 28. The box-and-whisker diagram below shows the distribution of the heights (in cm) of 40 students in a class. Find the number of students whose heights are between 145 cm and 150 cm. A. B. C. D. 5 10 20 30If there are 840 students in the international school, estimate the number of Australian students in the school. A. 196 B. 208 C. 216 D. 224 Section B 31. 29. a , a, a + d, a + 3d and a + 6d is a group of numbers. Which of the following must be true? A. B. I. The mean of the group of numbers is a + 2d. II. The median of the group of numbers is a + d. III. The modal value of the group of numbers is 2. A. B. C. D. C. D. I and II only I and III only II and III only I, II and III Pearson Education Asia Limited NSS MIA 2012 Mock Paper (Compulsory Part) Paper 2 1? 6 ab b ? ? 2 a ? b b? a 2 1 a2 a2 ? b2 b2 a2 ? b2 a 2 ? 2ab ? b 2 a2 ? b2 32. Which of the following best represent the graph of y ? 2 record 3 x ? x 2 x ? 1 34. Solve 16 ? 2 ? A. A. B. C. D. B. 15 ? 0. 2 5 2 5 or 3 2 5 log 8 log 5 ? log 2 log 4 35. If a and k are real numbers and a ? 11i ? (2 ? 3i )(3 ? ki) , then A. B. C. D. C. D. NSS MIA 2012 Mock Paper (Compulsory Part) Paper 2 ? ? 1 . ? 1. ? ? 1 . ? 1. 36. Find the maximum value of P = 1 x 4y subject to the following constraints. 1 ? x ? 3 2 ? y ? 4 ? ? ?2 y ? x ? 2 ? x ? 2 ? ?2 y ? 33. If ? and ? are the roots of the quadratic equation 4 x 2 ? 5 x ? 3 ? 0 , find the value 1 1 + . of 2? 2? 3 A. ? 5 2 B. ? 5 5 C. 8 5D. 6 Pearson Education Asia Limited a ? 3, k a ? 3, k a ? 9, k a ? 9, k A. B. C. D. 7 3 4 6 7 37. It is given that three positive numbers x, y and z are in nonrepresentational sequence. Which of the following must be true? I. x3, y3, z3 are in nonrepresentational sequence. II. 3x, 3y, 3z are in geometric sequence. III. log x2, log y2, log z2 are in arithmetic sequence. A. B. C. D. 40. The figure shows a circle with oculus O. BC and BA are the tangents to the circle at C and D respectively. If ? BAC = 42? , find ? BOC. I and II only I and III only II and III only I, II and III 38. Find x in the figure, correct to the nearest integer. A. B.C. D. 66? 72? 84? 90? 41. The figure shows a triangular prism ABCDEF, where both ? ABF and ?DCE are right-angled isosceles A. B. C. D. 12 13 14 15 triangles. If AB = 10 and BC = 5, find the angle between the line AE and the plane ABCD, correct to the nearest degree. 39. Solve 1 + sin? cos ? = 3sin2? for 0? ? ? ? 360?. A. B. C. D. ? = 45? or 225? ? = 135? , 207? or 225? ? = 45? , 153? , 225? or 333? ? = 135? , 153? , 315? or 333? Pearson Education Asia Limited NSS MIA 2012 Mock Paper (Compulsory Part) Paper 2 A. B. C. D. 8 14? 17? 22? 45? 42. The figure shows a circle which is symmetrical about the y-axis. A(4, 1) nd B are two end points of a diameter of the circle. If the equation of the tangent to the circle at B is 4 x ? 3 y ? 31 ? 0 , find the coordinates of the centre of the circle. A. B. C. D. 3 (0, ) 2 (0, 2) 5 (0, ) 2 1 ( ? , 2) 2 44. A box contains 50 bulbs and 8 of them are defective. Two bulbs are drawn at random from the box without replacement. Given that at least(prenominal) one bulb drawn is defective, find the probability that exactly one bulb drawn is defective. 4 A. 13 3 B. 5 4 C. 5 12 D. 13 45. In a Chinese test, the standard scores of the marks obtained by John and Mary are 1. 05 and 0. 8 respectively. Which of the following are true? I.II. III. 43. There are 2 different English boo ks and 4 different Chinese books on a table. If all the books are put onto a shelf and the two books at the two ends must be of different languages, in how many ways can the books be arranged? A. B. C. D. A. B. C. D. 32 40 192 384 Pearson Education Asia Limited NSS MIA 2012 Mock Paper (Compulsory Part) Paper 2 Mary performs better than John in the test. Compared with John, the mark obtained by Mary is closer to the mean mark of the test. The mark obtained by John is below the 16th percentile of the marks in the test. I and II only I and III only II and III only I, II and III End of test 9

Customer Lifetime Value †A Case Study Essay

A Your manager asks you what you think might formulate the differences in p, r, and AC between the tercet groups. What would you say? i stem 1s eminenter p could be due to the circumstance that this group of students doesnt flummox the repast plan that undergrad students who live on (or close to) campus have. Additionally, some(prenominal) MBA students may have longer classes than the typical undergad student, especially on weekends. The MBA students may be more(prenominal) given up to buy more fodder to save and snack on during class sessions.The retention probability by a certain time r is expected to be higher for undergrad students who live on or closer to campus and can easily walk to the sandwich memory board. MBA students still have a high retention rate, but following the completion of their MBA program, theyre less likely to drive to Ikes for food since they commute to school (especially if they have a good sandwich shop from where they commute). Regarding AC, the cost to shape up Ikes for people familiar with the area (Group 2) is expected to be lower beca hold the Bay Area natives already have some knowledge of Ikes.The AC for Groups 1 & 3 are higher because Ikes must(prenominal) promote their business to people who have most likely never heard of the sandwich shop through ads, Facebook, or coupons. b What do you think could be done to improve clv for either of the groups? Describe a specific action that can be taken by Redhead and explain how it alters the variables and CLV in the table for one or more groups. ii I expected the CLV for Group 3 to be higher considering the distance from the school. It could be so low due to the meal plan those students might have, but by decreasing the AC from 25 to 20, CLV will plus from 2. to 7. 5.The can be done by focusing their advertising efforts aimed at students to strictly on campus efforts. peradventure they could also utilize social media for free advertising and introduce a punch card whe re afterwards a certain amount of sandwiches bought, the customer can get a free one. This would possibly overhaul increase the retention rate of all groups, especially Group 1 where these MBA students dont have an on campus meal plan and often look for good food and money saving incentives discharge campus.Additionally, if the retention rate for Group 1 went from . 0 to . 825 through the use of the punch tease and level off coupons for a free drink or chips, the CLV would increase from 7 to 11. 667 almost putting Group 1 even with Group 2. And if the retention rate for Group 3 went from . 825 to . 85 through the use of the punch cards again, the CLV would increase from 2. 5 to 6. 875. I believe that by using more free social media advertising (decreasing AC) and increasing retention rate r through punch cards and coupons, the CLV for all groups will increase.

Globalisation VS regionalisation Essay

Discuss with the Introduction to part tercet (pp. 289-293) and Chapter 20 in Stubbs & Underhill as a starting point the relationship in the midst of globalisation and regionalisation. mark in continuation of this the differences between regional integration in Europe and The Far East. For instance, you may bound upon whether the upstart financial crisis has set a new agenda for regional integration (Stubbs & Underhill, Chapters 21 and 24) In the past decades, numerous profession blocs have been created throughout the world, playing a signifi movet role in the world economy and trade.However, as regionalization became of an increasing take, there has been much discussion on its effects on globalisation and their relationship, as it is the different important trend in the world economy development following(a) to regionalization. Discussion on the relationship between these two trends has been fil take with ambiguity and will be smooth through the following pages. Further m uch(prenominal) I will take a look at differences between regional integration in Europe and Far East in regards to globalization.Additionally the impact of the recent financial crisis on regional integration will be discussed incorporating my own understanding of the subjects. Historically, before 1980, globalization was sensed rather negatively, leading to efforts of governments to protect their markets from the global competition by encouraging regional developments. Accordingly, regionalism was their repartee to the need for stressing their independence from global economy, caused by the growing force of globalization.1 later on the end of raw War, globalization started to be perceived not as the ? enemy? , but more as a phenomenon of the age that has the message to bring advantages of a signifi rumpt scale to those who can keep up with the lead and adapt to the changing enviroment, shifting the emphasis of the philosophy of regionalism into positioning a region so as to strenghten its familiarity in the global economy in terms both trade and capital flows. 2 Furthermore the stinting globalization affects the state also in politicalterms, creating a need for transition of nation-state into competition-state as the nation-state can no longer protect its market in the same way as before, due to political globalization. Due to increasing global competition changes are made. These changes affect the states in a way that reduces their domestic political effectiveness and autonomy in order to enhance international competiveness. 3 In that sense, one of the crucial factors that triggered expansion of regionalism after 1980 was the political globalization.More specifically, the speeding globalization has led to increase in sense of regional identity, resulting in great perception of common economic political and cultural interests of neighbouring countries that distingiush them from the rest of the world, enabling these countries to realize the benefit s emerging from being a part of a region,4 and wherefore the fast development of the European Union encouraged the need to counteract its increasing collective economic power.5 The comparative advantage of the regional project is that it may be more effective in governing globalization than the nation-state while at the same time potentially offering more authenticity and collective identity than globalization itself. 6 Throughout the literature, scholars argue that the trends of regionalization and globalization reflect counterproductive relationship, as they stand in opposition to one another.Such tighter connections, as provided by regionalization, can lead to greater preference for trade with countries within the region, rather than in a global scale, which can be perceived as a concerning fact in relation to globalization. However, as I perceive it , these two trends do not compete, on the contrary, they complement each other. Regional developments strive to put states on fa ir trading terms, resulting in stronger regional economies.Stronger regional economies enable states to participate in world trade more efficaciously and therefore, regionalization contributes to the overall expansion of globalization. Similarly, in order to diminish the growing regional competition, states will form regional trading blocs and therefore, globalization contributes to the deepened regional trade. New regionalism rather than being constructed in opposition to globalisation, it is, on the contrary, reenforce by a growing enmeshment while at the same time creating an institutional and political capacity to ?modify the conditions of globalisation. 7 Regional integration of European Union (UN) has a comparatively longer and more intensive tradition compared to East Asia. Europe was the first one to realize, after WW2, the interdependence between its own welfare and stability of the region they were located in, expanding the European regional organizations, which they ma naged to reboost after the end of Cold War. After the period of euro-scepticism and euro-sclerosis, the goal of relaunching of Europe became of an increasing importance.This was intented to be managed through the unification of european market. Deepening globalization led to strenghtening neo-liberal forces, which meant the commitment to global free trade, i. e. internal and external market globalisation, with the aim to become the about competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and purify jobs and greater social cohesion. 8 Different reasons for the formation of regional groupings reflect different circumstances contact the actors.The Association of South East Asiatic Nations (ASEAN), for instance, represents smaller or economically weaker countries that may seek for the regional integration in order to resist the emergence of a regionally dominant state. Conversely, as with the candidates for EU, they may ch oose to link themselves as closely as possible with the regional leaders. In case of EU, the regionalization is a result of political, institutional, and cultural factors as well as those related to transformation in corporate organization. This can be explained through the link between the region and the identity, that is most march on in Europe.Inspite of representing the most advanced form of integration, the member states of the EU, especially the larger ones, do not appear ready to give up the role that they play individually in the regional and global settings, but still, to a large termination are involved in steering both regionalization and globalization collectively, that is, through the EU and its institutions. The East Asian crises emerging in 1997-98 had two main implications for the political economy of the region. Firstly, the increase in discussions aboutregional integration as a more intensive regional co-operation became desirable, leading to expansion of ASEAN b y the participation of China, Japan and South Korea. 9 Secondly, the crisis enhanced the prospects for the continued development of an East Asian , as argue to a Pacific, understanding of the region. 10 At the same time, two significant trends arised including the growing interest in monetary co-operation and bilateral symmetry. Regarding the monetary integration, in contrast to EU, East Asia has failed to attempt to establish an Asian fiscal Fund, continuing in search for new monetary regionalism.Secondly, the growth in bilateral trading agreements can be partially explained through the growth in interregional agreements, such as between EU and MERCOSUR. EU gaining competitive advantage in the field of political agreements on market access in other regions leaves other actors in position of cathcing up with EU in this circle of bilateral competition The more Europe and other regions integrate, the more will East Asia, not the least China, turn from its traditional bilateralism towards increased emphasis on regional co-opertain as a political instrument. 11

Health Belief Model Essay

Using the health belief model, how can the nurse advertize a patient, who is status post myocardial infarction, to make immediate and permanent behavior changes in his or her eating habits and activity levels especially when the patient views these changes to be insurmountable? Provide a nursing diagnosing with interventions and outcomes to assess the patients behavior changes.First the nurse would have to determine the patients understanding of what and how behavior changes can affect his recovery. The nurse could then develop a plan found on this information. Once a teaching plan is developed, the nurse could then divide the plan into bantam steps that the patient can take and build upon in time so that the task does not overwhelm the patient. For example, the nurse addresses the need for a low coarseness diet not by carnal knowledge the patient he cannot enjoy any salty food but that he can change his diet to gradually decrease his salt intake and by replacing salt with a s alt substitute. The nurse will further need to explain the effect of salt on his damaged stub and what it could mean if action is not taken.This would use the health belief model in that it has explained to the patient what health related action needs to be taken in order to avoid a proscribe health condition (University, 2012). Nursing Diagnosis Ineffective coping related to inadequate levels of confidence in ability to cope as evidenced by patients statement I still dont know how I am going to do all of this. Client way out/Goal patient demonstrates and verbalizes the ability to cope, patient sets and achieves goal made, patient able to maintain goals regarding diet and suffice Nursing Interventions Help patient set realistic goals, bring forward patients to participate in goal setting, development, encourage family participation in patient educationAckley, MSN, EdS, RN, B. J., & Ladwig, MSN, RN CHTP, HNC, G. B. (2002). Nursing diagnosis handbook (5th ed.). St. Louis, MO Mos by. wellness belief model. (2012). Retrieved from http//www.utwente.nl/cw/theorieenowerzicht/theoryclusters/healthcommunitcation/health_belief_model.doc

Why the United States Joined the Space Race

In 1957 Russia set the bar in technological advances a assumest the fall in States when for the time ever in history Russia direct a berthcraft into orbit. While the Cold War dwindled down and the quadriceps race took off the coupled States felt the pressure. The space race demonstrated the precedence for the coupled States to take charge against the communist Russia. So with this the joined States joined the race to space with chairman Kennedy pushing is at full force. Kennedy sought verboten an inspirational goal that would surely motivate the country.The fear that the Soviet Union could launch a missile from anywhere in the populace gave Kennedy all the support he needed to join the race. character I explains why the United States joined the space race using the realism possibility Section II details how the singular take aim of analysis brought America into space using the realism theory Section III will qualify the decision making-progress Section IV will provide a climax to why the United States joined the space race. Realist Theory on the Space Race The decision of the United States to join the space can be seen through the realist theory.The realism perspective views the nation-state as the most strategic actor on the world stage. Realist view world politics as an endless repetitive, struggle for former much like the relationship sh bed between the United States and Russia. after(prenominal) the failure at the bay tree of Pigs in Cuba Kennedy wanted to link his administration to the dream of reaching the stars. 1 The United States feared that the communist Russia would shortly be, if not already, advancing past America not only in technology but in any case in missilery. Such advances brought fear of domestic spying which became a motiveful force in the American life in the postwar era. 2 These fears represent the realist perspective as America and Russia struggle for power in the desire to take the world stage. With both countrys un certainty of the others intentions the race true into a constant struggle for a lead as a new decade began. After the launch and safe return of Sputnik I the Russians were hailed as leaders of world technology the initiative had been snatched from America, and the for the offset printing time U. S. leaders were shocked to learn the conquest of outer space was not to be a one-country affair. 3 As a result it became increasily important for the United States to salvage whatever pride and prestige it could by placing a satellite into orbit as soon as possible. 4 The realist perspective of the space race instilled a fearsome implication, the nation that dominated space could dominate the Earth. 5 Feeling the affright of Russian as they advanced in technology, missilery and international prestige the United States demonstrated the realist theory as they to developed as a nation in order to exceed Russia Individual Level of compend in the Space RaceAs the Soviet Union continued to hol d the stage in the space race, President Kennedy developed a plan that would surely win the race. President Kennedy asked, How can we catch up? at that place is nothing more important. 6 With these questions in the air Kennedy sought out an inspirational goal to mass meeting the country. On May 25, 1961 Kennedy announced the nations intention to place a man on the moon before the end of the decade. 7 His plans disagreed with scientist who felt that adding a human to the spacecraft was foolish as it diverted money from more important scientific projects in order to carry out what they regarded as a public stunt. 8 Such behavior demonstrated by Kennedy represents the individual train of analysis. The individual level of analysis refers to the personality traits, experiences, and behavior of those responsible for decision-making. President Kennedy felt it necessary to send a human to the moon in order for the nation to take a clearly leading manipulation in space achievement, which in many ways may hold the key to our future on Earth. 9 For such reason the individual level of analysis supports the realist theory to explain why the United States joined in the space race.Kennedys desire to implement the importance of his predilections on the country was do so in the hopes that the United States would be able to surpass Russia and take the led on the world stage once again. The individual level of analysis balances with the realist theory because Kennedys goal of a do work lunar journey was a goal dramatic enough to capture the worlds upkeep eventually leading the United States to end the race, because in July 20, 1961 the first manned mission to the moon was a success. 0 Qualifying the Decision Making-Progress The decision for the United States to join the space race can be seen through the individual level of analysis and the realist theory. The space race put the United States in a aggressive position in the race with the Soviets for space dominance. 11 T he idea of the liberal theory and constructivist theory do not play a role in the race to space because both countries are not obtaining a mutual gain nor are there any outside organization performing a role in the race to space.It instead reflects the realist theory as the United States attempts to weaken Russians place on the work stage by obtaining a new worldwide prestige. The idea of state or systemic level of analysis both feature qualities not demonstrated in the space race. Although the space race can be represented by similar characteristics of the state level of analysis the influences of the Individual level weighs more on the outcome of decisions being made. President Kennedy was committed to load-bearing(a) a more robust space program than his predecessor, thereby allowing him greater influence over the space mission. 2 His involvement and influential decisions makes the idea of individual level of analysis more favorable. Conclusion of the United States Decision to jo in the Space Race With Russia taking the lead on the world stage in missilery, technology, and prestige, the United States began to develop a new way to compete with the communist country. While the Russians had the upper hap in the race to space President Kennedy came up with an idea that would surely inspire the country and gain back their place on the world stage.With this the United State now had the challenge to place a man on the moon by the end of the decade. The plan demonstrated to Russia that United States was still in the lead as superpower nation. The epic battle between the America and Soviet Union the brought roughly new fears and development in the use of missiles. By looking at the realist theory and the individual level of analysis the decision to join the space race developed through strong motivations by president Kennedy who wanted the nation to remain at the top of the world stage.Bibliography Cadbury, Deborah. Space Race the Epic battle between America and the Soviet Union for Dominion of Space. New York HarperCollins, 2006. Print. Hardesty, Von, and Gene Eisman. Epic Rivalry the indoors Story of the Soviet and American Space Race. Washington, D. C. National Geographic, 2007. Print. Taylor, L. B. Lift Off the Story of Americas Spaceport. New York E. P. Dutton, 1968. Print. Watts, Franklin. U. S. and Soviet Space Program. USA David E. Newton, 1988. Print. The Decision to Go to the Moon. Lunar and Planetary Institute (LPI). Web. 26 Oct. 2010. .