nuclear reactions essays

nuclear reactions essays Chemical reactions are the heart of chemistry. People have always known that they exist. The Ancient Greeks were the first to speculate on the composition of matter. They thought that it was possible that individual particles made up matter. Later, in the Seventeenth Century, a German chemist named George Ernst Stahl was the first to postulate on chemical reaction. He said that a substance called phlogiston escaped into the air from all substances during combustion. He explained that a burning candle would go out if a candle snuffer was put over it because the air inside the snuffer became saturated with phlogiston. Stahl also said that phlogiston will take away from a substance's mass or that it had a negative mass, which contradicted his original theories. In the Eighteenth Century Antoine-Laurent Lavoisier, in France, discovered an important detail in the understanding of the chemical reaction combustion, oxigine (oxygen). He said that combustion was a chemical reaction involving oxygen and another combustible substance, such as wood. John Dalton, in the early Nineteenth Century, discovered the atom. It led to the idea that a chemical reaction was actually the rearrangement of groups of atoms called molecules. Dalton also said that the appearance and disappearance of properties meant that the atomic composition dictated the appearance of different properties. He also came up with idea that a molecule of one substance is exactly the same as any other molecule of the same substance. People like Joseph-Lois Gay-Lussac added to Dalton's ideas with the postulate that the volumes of gasses that react with each other are related. Amedeo Avogadro also added to the understanding of chemical reactions. He said that all gasses at the same pressure, volume and temperature contain the same number of particles. This idea took a long time to be accepted. His ideas lead to the subsc ...

Friedrich and German Romanticism essays

Friedrich and German Romanticism essays The period of German Romanticism broke the individualist and rationalistic thinking of the Autklarung, advancing aesthetic ideals that transcended reason and exalted art. The flourishing of this period can be characterized in numerous ways, one of which is through a glimpse in the life of German Romantic artists such as the famous landscape painter Caspar David Friedrich (see appendix 1). To a large extent, the content and abstraction of Friedrich's works mirror the Romanticist idealism in Germany during his time, as reflected in his compositions such as the allegorical oil paintings Wanderer Above the Sea of Fog (1818) and Stages of Life (1835) (see appendix 2 and 3). In these works, the artist took a great deal in transforming landscape paintings from objectivism to an intense and emotional depiction of man, nature and the metaphysical. Meanwhile, the dynamism of his life as an artist is as intense as his works of art. On one hand, he suffered from considerable criticisms and during his time, he was not able to gain the wide approval the public. On the other hand, he was also praised by many of his contemporaries in the Romantic Era due to his artistic, philosophical and aesthetic treatment of his works. In any case, he still remained as one of the most staple and distinguished figures of the Romantic Movement in Germany. This paper further examines on these contexts in the subsequent sections. A discussion on the artistry of Friedrich can begin no less than through a brief discussion on his biography. In essence, Friedrich had a life replete with both triumphs and adversities; his early life began in a series of tragedies and it ended with him being half-mad. Born on September 5, 1774, in Greifswald, Swedish Pomerania, on Germany's Baltic coast, Friedrich was the sixth out of the ten children, raised in a strictly Lutheran family (Collins). Unlike the trouble-free childhood experi...

E-Waste Environmental and Workers issues Essay Example | Topics and Well Written Essays - 1000 words

E-Waste Environmental and Workers issues - Essay Example It also presents the brighter side of upgrading e-waste or called e-cycling. Jim Puckett et al (2002) define electronic waste or e-waste as the increasing scope of electronic devices ranging from huge appliances in different households such as refrigerators, air conditioners, mobile hand-held cellular phones, personal stereos, and consumer electronics up to computers. E-waste is dangerous. E-waste consists of 1,000 various substances in which most of these are toxic and contributes to the gravity of pollution when disposed. Some of these toxic chemicals are (1) lead and cadmium found in circuit boards, (2) lead oxide and cadmium in cathode ray tube (CRTs) of monitors, (3) mercury in switches and flat screen monitors, (4) cadmium in computer batteries, (5) polychlorinated biphenyls (PCBs) in old capacitors and transformers, and (6) brominated flame retardants on printed circuit boards, plastic casings, cables and polyvinyl chloride (PVC) cable insulations. (Puckett et al, 2002) E-waste is produced at alarming rates due to obsolescence. The fast paced development of technology resulted to for many gadgets, hardware systems, computers to be replaced in a short span of time. For example, a computer system which can last for five years or so is replaced in a year or two because of increasing technological developments that produced new and updated products. Also when electronics and other devices break down, the cost of repair can be higher than buying new ones. The high rates of obsolescence increase the volume of waste as compared to consumer goods like food. (Puckett et al, 2002) Puckett et al (2002) discuss that e-waste is produced by three (3) major sectors in the United States: (1) individuals and businesses, (2) large businesses, institutions, and governments, and (3) original equipment manufacturers. For the first sector, the equipments most frequently disposed by households and businesses are computers. The primary reason for this is not because of

Film Review Movie Example | Topics and Well Written Essays - 1250 words

Film - Movie Review Example The theory of social exchange is well demonstrated in the movie the color purple. It is a movie with different characters and demonstrates love, hatred, racism, poverty and sexism. There is a direct link between the theory and the movie as explained below. Social Exchange Theory In-depth Major reason for business set up to any entrepreneur is to make profit. In order to make profits one need to reduce costs and maximize returns. Thus the concept of cost benefit analysis emerges. One need to weigh the cost incurred in relation to benefits derived. In case the cost exceeds the benefits a loss occurs and thus the business is no longer profitable. The same concept applies in social exchange theory. The benefit derived in a relationship is a reward. A reward may be in form of closer ties, promotion at the work place, enhanced relationship and support. In a bid to benefit from these virtues one need to cultivate a culture acceptable with a view of morerewards. An idea that depicts approval is the one that ends up being repeated and vice versa. Aclient who returns for more service is the one has been satisfied with the service provided before. Thus it can be demonstrated whether a particular behavior is bound to be repeated by analyzing degree of returns (approval level) or punishment (disapproval level) as a result of the interaction. In order to demonstrate this following formula is applicable: Profits = interaction rewards –interaction costs. ... The Color Purple This movie took place in the early 1900s. It was acted in South –United States on America. It is a movie that’s demonstrates intense struggle faced by a young African American girl known as Celie Harris. The girl was abused by her father when she was young. By the time she was fourteen she had two children by her ‘dad’ (Leonard Jackson). Leonard forced her daughter Celie to be married by a young wealthy widower known as Albert Johnson. This clip shows how Albert treats Celie like a slave demonstrating how he loathed her. Despite the beating that she received Celie was forced by Albert to make a clean up of his household and look after his disobedient children. A sister to Celie (Nettie) at one time gives them a visit and the movie shows a brief change of environment as the sisters happily conversed.Celie is thrilled as her sister offers to teach her how to write. But the experience is short-lived as Albert tries to make immediate affectiona te moves to Nettie who declined and was thrown out. Celie is promised by Nettie to constantly be receiving letters from her and saying that only death can keep them from it. In another scene a friend to Albert known as Shug Avery comes to live with Albert's family. Shug describes Celie as an ugly woman but despite this their relationship is cordial. At once instance Celie and Shug engage in sexual intimacy. Apart from strength gained from ShugCelie’s life is strengthened by Sofia who is Albert's daughter in law. Sofia is married by Albert's son Harpo. Just like Celie Sofia had faced a hard life with men. But this woman demonstrates her high hearted nature a move taken by surprise by Celie. Sofia's high spirit resulted to her failure in life. At one time she is beaten and

Japanese Art Essay Example for Free

Japanese Art Essay For the GOY* project, I chose to visit The Pavilion of Japanese Art in the Los Angeles County Museum of Art (LACMA) and look at Japanese artworks, especially from the Jomon to Heian period. There were no event focusing on Japanese Art on LACMA, so I opted to join a Sunday tour of the Japanese art collection instead. Knowing at once that it would only last for 50 minutes, I wondered at first how the guide would condense the lecture of thousands of years of Japanese history and Japanese art, especially that it entails a lot of explaining and translating to do. But the explanations as we went along the way were brief and concise and focused on the artworks, but were enough for us to take note of. What I intended to focus on were paintings from the Jomon to Heian period of Japanese Art, but instead I took note of different forms of Japanese artworks which I found interesting. There were several pieces that caught my attention, but those that I focused on were a ceramic vessel from the middle Jomon period, Jizo Bosatsu, which is carved wood sculpture from the late Heian period, and Seated Warrior, a sculpture from the Kofun period. Japanese art on the Jomon period are mostly earthenware vessels, mostly deep pots made of clay. Potteries made from the Jomon period are characterized by rope markings, incised lines and applied coils of clay (Kleiner 91). These vessels, however psychedelically figured, have a variety of uses. They serve different purposes, from storage to burial (Kleiner 91). The vessels on the Japanese Art Tour on the LACMA mostly have textured bases, the incised rope markings very apparent, and have castellated rims. Japanese art on the Kofun period is completely different. According to the Minneapolis Institute of Arts Website, the art on this period is characterized by tombs furnished haniwa, or cylinders which are used as adornment for tombs on the era. The forms of the haniwa later evolved to simple geometric forms of houses, animals, birds, and other figures. The sculpture on the LACMA, however, resembles a Seated Warior form, hence, its title. The Heian period is characterized with artworks representing or illustrating Esoteric Buddhism (Kleiner, 2010). Most of the artworks are Buddhist deities sculptures carved from wood, to which people worship. The sculpture of deities were characterized by a wardrobe of a monks, and all of them stood on top of a lotus, which symbolizes rebirth, according to the tour guide. I have expected Japanese art to be intricate, except maybe those from the Jomon period. But it turned out that even from the Neolithic period, the Japanese already had a sense of aesthetics that their vessels are adorned with rope markings. For me, the abstract form of Jomon period art is its strength. The Kofun period art was indeed very interesting for me because the artworks were used to decorate tombs, and the decorations symbolizes the person in that tomb. Meanwhile, as expected, Heian art is deeply rooted on Buddhism, and has Chinese influences. At the end of the day, I realized that the evolution of Japanese art relied on what happened in Japan at the time these artworks were constructed. The colorful events strongly influences the frame of mind of the artists. History is what shapes art.

Essay --

The Connection Between Malaria and Deforestation Deforestation is the clearing of forests where the land is then converted for other uses. Deforestation happens globally on a massive scale as humans expand and cultivate the land. Examples of deforestation include the clearing of forests for cattle farming, mining and of course logging operations as well as a multitude of other uses. In the Amazon deforestation has been a problem for hundreds of years, ever since the Europeans ventured to the new world the Amazon has suffered from human settlement and the development of land. Because of these changes to the rainforest the ecosystem has been changed indefinitely. Malaria is an infectious disease born from mosquitoes that is caused by parasitic protozoa that reside inside the mosquito. In most cases the disease is transmitted through getting bitten by an infected female anopheles mosquito. the protozoa is transferred to the victim from the mosquitoes saliva into their circulatory system. Malaria symptoms usually include headaches as well as fever. In dire cases this can progress into a coma or can be fatal (CDC 2014). Malaria is typically found in warmer regions of the world mostly tropical and sub tropical countries. The reason for this is the Anopheles mosquito thrives in higher temperatures. Malaria parasites grow and develop inside the mosquito and needs warmth to complete its growth before they are mature enough to be transmitted to humans.. Some examples of areas that malaria is present include South America, Asia and Sub-Saharan Africa (CDC 2014). I believe that deforestations leads to an increase in the occurrence of malaria because of the increased survivability of the Anopheles darlingi mosquito in disturbed areas... ... improved due to land cultivation, all leading to an increase in malaria cases because of the upsurge of the Anopheles darlingi population. References †¢ Vittor, Amy Yomiko, et al. "The effect of deforestation on the human-biting rate of Anopheles darlingi, the primary vector of falciparum malaria in the Peruvian Amazon." The American Journal of Tropical Medicine and Hygiene 74.1 (2006): 3-11. †¢ Yasuoka, Junko, and Richard Levins. "Impact of deforestation and agricultural development on anopheline ecology and malaria epidemiology." American Journal of Tropical Medicine and Hygiene 76.3 (2007): 450. †¢ Olson, Sarah H., et al. "Deforestation and malaria in Mancio Lima county, Brazil." Emerging infectious diseases 16.7 (2010): 1108. †¢ "Malaria." Centers for Disease Control and Prevention. Centers for Disease Control and Prevention, 05 Feb. 2014. Web. 11 Feb. 2014.

Deception Point Page 107

Rachel fell onto her back against the cockpit's rear wall. Half submerged in sloshing water, she stared straight up at the leaking dome, hovering over her like a giant skylight. Outside was only night†¦ and thousands of tons of ocean pressing down. Rachel willed herself to get up, but her body felt dead and heavy. Again her mind reeled backward in time to the icy grip of a frozen river. â€Å"Fight, Rachel!† her mother was shouting, reaching down to pull her out of the water. â€Å"Grab on!† Rachel closed her eyes. I'm sinking. Her skates felt like lead weights, dragging her down. She could see her mother lying spread-eagle on the ice to disperse her own weight, reaching out. â€Å"Kick, Rachel! Kick with your feet!† Rachel kicked as best as she could. Her body rose slightly in the icy hole. A spark of hope. Her mother grabbed on. â€Å"Yes!† her mother shouted. â€Å"Help me lift you! Kick with your feet!† With her mother pulling from above, Rachel used the last of her energy to kick with her skates. It was just enough, and her mother dragged Rachel up to safety. She dragged the soaking Rachel all the way to the snowy bank before collapsing in tears. Now, inside the growing humidity and heat of the sub, Rachel opened her eyes to the blackness around her. She heard her mother whispering from the grave, her voice clear even here in the sinking Triton. Kick with your feet. Rachel looked up at the dome overhead. Mustering the last of her courage, Rachel clambered up onto the cockpit chair, which was oriented almost horizontally now, like a dental chair. Lying on her back, Rachel bent her knees, pulled her legs back as far as she could, aimed her feet upward, and exploded forward. With a wild scream of desperation and force, she drove her feet into the center of the acrylic dome. Spikes of pain shot into her shins, sending her brain reeling. Her ears thundered suddenly, and she felt the pressure equalize with a violent rush. The seal on the left side of the dome gave way, and the huge lens partially dislodged, swinging open like a barn door. A torrent of water crashed into the sub and drove Rachel back into her chair. The ocean thundered in around her, swirling up under her back, lifting her now off the chair, tossing her upside down like a sock in a washing machine. Rachel groped blindly for something to hold on to, but she was spinning wildly. As the cockpit filled, she could feel the sub begin a rapid free fall for the bottom. Her body rammed upward in the cockpit, and she felt herself pinned. A rush of bubbles erupted around her, twisting her, dragging her to the left and upward. A flap of hard acrylic smashed into her hip. All at once she was free. Twisting and tumbling into the endless warmth and watery blackness, Rachel felt her lungs already aching for air. Get to the surface! She looked for light but saw nothing. Her world looked the same in all directions. Blackness. No gravity. No sense of up or down. In that terrifying instant, Rachel realized she had no idea which way to swim. Thousands of feet beneath her, the sinking Kiowa chopper crumpled beneath the relentlessly increasing pressure. The fifteen high-explosive, antitank AGM-114 Hellfire missiles still aboard strained against the compression, their copper liner cones and spring-detonation heads inching perilously inward. A hundred feet above the ocean floor, the powerful shaft of the megaplume grabbed the remains of the chopper and sucked it downward, hurling it against the red-hot crust of the magma dome. Like a box of matches igniting in series, the Hellfire missiles exploded, tearing a gaping hole through the top of the magma dome. Having surfaced for air, and then dove again in desperation, Michael Tolland was suspended fifteen feet underwater scanning the blackness when the Hellfire missiles exploded. The white flash billowed upward, illuminating an astonishing image-a freeze-frame he would remember forever. Rachel Sexton hung ten feet below him like a tangled marionette in the water. Beneath her, the Triton sub fell away fast, its dome hanging loose. The sharks in the area scattered for the open sea, clearly sensing the danger this area was about to unleash. Tolland's exhilaration at seeing Rachel out of the sub was instantly vanquished by the realization of what was about to follow. Memorizing her position as the light disappeared, Tolland dove hard, clawing his way toward her. Thousands of feet down, the shattered crust of the magma dome exploded apart, and the underwater volcano erupted, spewing twelve-hundred-degree-Celsius magma up into the sea. The scorching lava vaporized all the water it touched, sending a massive pillar of steam rocketing toward the surface up the central axis of the megaplume. Driven by the same kinematic properties of fluid dynamics that powered tornadoes, the steam's vertical transfer of energy was counterbalanced by an anticyclonic vorticity spiral that circled the shaft, carrying energy in the opposite direction. Spiraling around this column of rising gas, the ocean currents started intensifying, twisting downward. The fleeing steam created an enormous vacuum that sucked millions of gallons of seawater downward into contact with the magma. As the new water hit bottom, it too turned into steam and needed a way to escape, joining the growing column of exhaust steam and shooting upward, pulling more water in beneath it. As more water rushed in to take its place, the vortex intensified. The hydrothermal plume elongated, and the towering whirlpool grew stronger with every passing second, its upper rim moving steadily toward the surface. An oceanic black hole had just been born. Rachel felt like a child in a womb. Hot, wet darkness all engulfing her. Her thoughts were muddled in the inky warmth. Breathe. She fought the reflex. The flash of light she had seen could only have come from the surface, and yet it seemed so far away. An illusion. Get to the surface. Weakly, Rachel began swimming in the direction where she had seen the light. She saw more light now†¦ an eerie red glow in the distance. Daylight? She swam harder. A hand caught her by the ankle. Rachel half-screamed underwater, almost exhaling the last of her air. The hand pulled her backward, twisting her, pointing her back in the opposite direction. Rachel felt a familiar hand grasp hers. Michael Tolland was there, pulling her along with him the other way. Rachel's mind said he was taking her down. Her heart said he knew what he was doing. Kick with your feet, her mother's voice whispered. Rachel kicked as hard as she could. 130 Even as Tolland and Rachel broke the surface, he knew it was over. The magma dome erupted. As soon as the top of the vortex reached the surface, the giant underwater tornado would begin pulling everything down. Strangely, the world above the surface was not the quiet dawn he had left only moments ago. The noise was deafening. Wind slashed at him as if some kind of storm had hit while he was underwater. Tolland felt delirious from lack of oxygen. He tried to support Rachel in the water, but she was being pulled from his arms. The current! Tolland tried to hold on, but the invisible force pulled harder, threatening to tear her from him. Suddenly, his grip slipped, and Rachel's body slid through his arms-but upward. Bewildered, Tolland watched Rachel's body rise out of the water. Overhead, the Coast Guard Osprey tilt-rotor airplane hovered and winched Rachel in. Twenty minutes ago, the Coast Guard had gotten a report of an explosion out at sea. Having lost track of the Dolphin helicopter that was supposed to be in the area, they feared an accident. They typed the chopper's last known coordinates into their navigation system and hoped for the best. About a half mile from the illuminated Goya, they saw a field of burning wreckage drifting on the current. It looked like a speedboat. Nearby, a man was in the water, waving his arms wildly. They winched him in. He was stark naked-all except for one leg, which was covered with duct tape.

Developmental Assets in Education

The rate of growing awareness and evident usefulness of the developmental assets leaves the thinking human with only one option, to explore it. This piece tries to select from the forty listed three, which include: Caring School Climate, School Engagement and Achievement Motivation. Most of these pose as a form of indirect though highly effective helping. According to Dewey and Tufts (1908, 390), the best kind of help to others, whenever possible, is indirect, and consists in such modifications of the conditions of life, of the general level of subsistence, as enables them independently to help themselves. Most of these assets empower people to help themselves. We will carefully throw more light on these in this informative essay.Caring School Climate — The School makes a caring and encouraging learning and playing environment available. An atmosphere that considers others above oneself, where each person takes responsibility for the good of others, reduces emotional clutters as it fosters free flow of constructive positive emotion. This asset is needed by both pupils and teachers because it builds a climate of trust, which serves as the foundation of good leadership. The essence of a good learning environment, however, is making useful contribution to society.Education derives its full meaning when we are able to give of the much we have received back to others to make living easier thereby. A caring school climate is a potent tool that fosters sharing and good nurturing while scripting good habits into the being of all the people immersed in such a culture. It provides forgiving and giving to pupils and teachers alike, which is at the core of all form of significant lifestyle.Lack of self-esteem is a product of learned helplessness. Introduction of a caring school climate will help build the proper estimation in pupils of themselves thereby curbing the occurrence of harmful practices.The school can commit to building this caring climate by nurturing a culture that recognizes people on assembly grounds and in public places by their names and praises pupils’ positive performance. Treat the negative practices as non existent and speak highly of the positive ones. These will give rise to more of what is verbalized.School Engagement — The School engages each young person actively in the endeavor to pass across knowledge. This often requires a deliberate exerting of influence. David Korten (1983, 220) terms it the â€Å"central paradox of social development: the need to exert influence over people for the purpose of building their capacity to control their own lives.† The art of learning involves moving from the known familiar terrain to the unknown remote knowledge issues. In the bid to bridge the gap, the school makes use of varying useful alternatives that make use of the human input zones i.e. the five senses.The more actively information is passed across through multiple channels the better for the learning pu pils. Some students learn better through what they see while many others through their experiences. The more options a teacher engages in actively passing across message in creative ways the more the likelihood of delivering information in sustainable excellent ways. Schools should make use of words, pictures, videos, texts and animations in passing across knowledge to her pupils. Since the whole essence of learning is understanding school teachers need to be more focused on creative techniques that actively engage the mind of the concerned pupils. Active learning holds the human attention span for longer periods.A risk factor that could be strengthened is the encouragement of secrecy. Ill behavioral patterns grow in secrecy. Should a school encourage proper engagement of each pupil, openness will be fostered as each student gains the confidence to share their heart burdens with others who are ready to help. Education is a total sum that must not be isolated.A useful activity that w ill promote the school engagement is the introduction of instructive games in the explanation of complex course modules. This may be a little tough but will help a lot of pupils see the fun side of learning as they reach new levels of understanding thereby.Achievement Motivation — Schools will need to help their pupils create and meet goals that give them a sense of fulfillment on realization. The use of class positions is not entirely bad in itself; however, some more motivations need to be built into the learning system. Learning ought to be fun and that all the time. It will be observed that young people in the kindergarten enjoy learning more than those in the higher classes. This could be traced to the fact that they look forward to the fun of learning as each day approaches. Simple gift items and awards could be introduced to the normal school systems.This, where used, makes learning worth the effort to those who receive them and others who yearn to have such. The direc tion of learning also should be made to traverse the major life skills, not just academics, so as to enhance robust success. Schools need to introduce rewards first on a general level and then for special performances and behavioral patterns. The general reaffirms the confidence of each pupil, while the special places demand on their ability development. Rewarding good behavior will likely promote more of its occurrences.Students who under-perform do so primarily because of their levels of confidence. Pupils need to be helped to believe in themselves when it relates to learning new things. Helping students have a sense of drive towards achievement reduces the risk of failing with low grades for such students. Under-performance is not the core challenge but knowing how to combat it is more pertinent. Student who under-perform fall into one of several categories. Some have given up trying while others are not enjoying the fact that there is only one goal everyone strives to get. Incre asing the opportunities for a sense of achievement for students will definitely promote better grades on end, but good grades should not be the sole motivation for all students in a class.To foster achievement motivation the school can provide plaques and certificates to reward punctuality, students’ attempt to answer teachers’ question and cleanliness. People who try and fail in life are better of than those who never make an attempt. Hence schools should find creative ways to encourage and reward attempts.My personal philosophy of education is â€Å"Adding Value to Others†. I believe strongly that education cannot be said to be complete until the student has been guided to give back – contribute. From its Latin origin, ‘educos’ the root word from which education flowed out stands for ‘outflow’. Hawkins (2000, 44) says that if we ask how the teacher- learner roles differ from those of master and slave, the answer is that the pro per aim of teaching is precisely to affect those inner processes that†¦cannot in principle be made subject to external control, for they are just, in essence, the processes germane to independence, to autonomy, to self-control. These virtues: independence, self-control and freedom are at the core of every truly educated mind and foster the habit of giving. This in essence means that the intrinsic purpose of learning is giving. Hence the developmental assets contribute thus:Developmental assets take on a holistic perspective to learning while it seeks to integrate learning as a societal cultural value; and the interest of others as of higher priority than ours.These assets will contribute in enormous ways at all levels of the human development. These levels include primary, secondary and tertiary education levels. Each of the asset shows a continued two-way contributory flow of support i.e. the society adds value to pupil and vice versa.Developmental Assets are natural and not s ome high-sounding artificial concoctions. If implemented consciously, they will transform the educational systems while turning our societal environment into conscious positively charged value adding cultures.Developmental assets will bring more meaning to pupils learning and education as it places others above self, and in retrospect true meaningful living.Developmental assets flow with intrinsic positive energies, which if carefully imbibed returns great dividends to all who experience its effects. In all developmental assets enrich the pupil, family, school, neighborhood and the larger community. If learned consciously with close attention, these assets have the intrinsic potential to revolutionize education through the creation of a holistic and integrated system.REFERENCESDewey, J. and Tufts, J. (1908). Ethics. New York: Henry Holt.Hawkins, D. (2000). The Roots of Literacy. Boulder: University Press of Colorado.Korten, David C. (1983). Social Development: putting people first. In Bureaucracy and the Poor: Closing the Gap. David Korten and Felipe Alfonso Eds. West Hartford CN: Kumarian Press: 201-21.

Modern society and Traditional soceity essays

Modern society and Traditional soceity essays There is a very simple way to define the difference between Traditional and Modern societies. The fundamental difference is that of the personal and the impersonal society. The personal or traditional society is quite formal. Peoples names are indicators of social status. The community is aware of who belongs in their given space and who doesnt. There is a strong sense of morality that is generally shared by members of the community. Even time is kept by a concrete system governed by harvests, solar or lunar cycles. The impersonal or modern society is much more abstract and informal. Names are arbitrary and can be changed at will without any significant social effect. Individuals rarely know their next door neighbors let alone who belongs in their community. Morality is left more or less to the individual although the individual must behave in accordance with agreed upon laws established by communal morality. Time is also arbitrary yet extremely important. Peoples lives, careers and even mental health are greatly affected by a system of time that has no solid basis for existence. These examples show the clear difference between Traditional and Modern societies. As we read in lecture no pure example of either exists anywhere in the world. Each example is something any given society strives for based on which example more closely represents their current social organization. 3. Puzos The Godfather reflects a traditional outlook on society and politics. Amerigo Bonasera an apparent immigrant to the United States put a great deal of faith in the American political system, in particular the judicial system when his daughter was severely beaten. Amerigo was disappointed in the ruling of the court to essentially free his daughters attackers citing their young age, clean records and fine families as reason for light punishment. If the law had more of a modern approach none of the previously ...

Solid Geometry on SAT Math The Complete Guide

Solid Geometry on SAT Math The Complete Guide SAT / ACT Prep Online Guides and Tips Geometry is the branch of mathematics that deals with points, lines, shapes, and angles. SAT geometry questions will test your knowledge of the shapes, sizes, and volumes of different figures, as well as their positions in space. 25-30% of SAT Math problemswill involve geometry, depending on the particular test. Because geometry as a wholecovers so many different mathematical concepts, there are several different subsections of geometry (including planar, solid, and coordinate). We will cover each branch of geometryin separate guides, complete with a step-by-step approach to questions and sample problems. This articlewill be your comprehensive guide to solid geometry on the SAT. We’ll take you through the meaning of solid geometry, the formulas and understandings you’ll need to know, and how to tackle some of the most difficult solid geometry problems involving cubes, spheres, and cylinders on the SAT. Before you continue, keep in mind that there will usually only be 1-2 solid geometry questions on any given SAT, so you should prioritize studying planar (flat) geometry and coordinate geometry first. Save learning this guide for last in terms of your SAT math prep. Before you descend into the realm of solid geometry, make sure you are well versed in plane geometry and coordinate geometry! What is Solid Geometry? Solid geometry is the name for geometry performed in three dimensions. It means that another dimension- volume- is added to planar (flat) geometry, which only uses height and length. Instead of flat shapes like circles, squares, and triangles, solid geometry deals with spheres, cubes, and pyramids (along with any other three dimensional shapes).And instead of using perimeter and area to measure flat shapes, solid geometry uses surface area and volume to measure its three dimensional shapes. A circleis a flat object. This is plane geometry. A sphere is a three-dimensional object. This is solid geometry. On the SAT, most of the solid geometry problems are located at the end of each section. This means solid geometry problemsare considered some of the more challenging questions (or ones that will take the longest amount of time, as they often need to be completed in multiple pieces).Use this knowledgeto direct your study-focus to the most productive avenues. If you are getting several questions wrong in the beginning and middle sections of each math section, it might be more productive for you to take the time to first refresh your overall understanding of the math concepts covered by the SAT. You can alsocheck out how to improve your math scoreor refresh your understanding of all the formulas you’ll need. Note: most of the solid geometry SAT Math formulas are given to you on the test, either in the formulas box or on the question itself. If you are unsure which formulas are given or not given in the math section, refresh your formulas knowledge. This is the formula box you'll be given on all SAT math sections. You are given the formulas for both the volume of a rectangular solid and the volume of a cylinder. Other formulas will often be given to you in the question itself. But whilemany of the formulas are given, it is still important for you to understand how they work and why. So don’t worry too much about memorizing them, but do pay attention to them in order to deepen your understanding of the principles behind solid geometry on the SAT. In this guide, I’ve divided the approach to SAT solid geometry into three categories: #1: Typical SAT solid geometry questions #2: Types of geometric solids and their formulas #3: How to solve an SAT solid geometry problem with our SAT math strategies Solid geometry adventure here we come! Typical Solid Geometry Questions on the SAT Before we go through the formulas you'll need to tacklesolid geometry, it's important to familiarize yourself with the kinds of questions the SAT will ask you about solids. SAT solid geometry questions will appear in two formats: questions in which you are given adiagram, and word problem questions. No matter the format, each type of SAT solid geometry questionexiststotestyour understanding of the volume and/or surface area of a figure. You will be asked how to find the volume or surface area of a figure or you'll be asked to identify how a shape's dimensions shift and change. Diagram Problems A solid geometry diagram problem will provide you with a drawingof a geometrical solid and ask you to find a missing element of the picture. Sometimes they will ask you to find the volume of the figure, the surface area of the figure, or the distance between two points on the figure. They may alsoask you to compare the volumes, surface areas, or distances of several different figures. This is a typical "comparing solids" SAT question. We'll go through how to solve it later in the guide. Word Problems Solid geometry word problemswill usually ask you tocomparethe surface areas or volumes of two shapes. They will often giveyou the dimensions of one solid and then tell youto compare its volume or surface area to a solid with different dimensions. By how many cubic feet is a box with a height of 2inches, a width of 6 inches, and a depth of 1 inch greater than a cylinder with a height of 4 inches and a diameter of 6 inches? This is a typical word problem question that might appear in the grid-in section of the SAT math Other word problems mightask you to contain one shape within another. This is just another way of getting you to think about a shape's volume and ways to measure it. What is the minimum possible volume of acube, in cubic inches,thatcouldinscribe a sphere with a radius of 3 inches? A) $12√3$ (approximately $20.78$) B) $24√3$ (approximately $41.57$) C) $36√3$ (approximately $62.35$) D) $216$ E)$1728$ This is a typical inscribing solids word problem. We'll go through how to solve it later in the guide. Solid geometry word problemscan be confusing to many people, because it can be difficult to visualize the question without apicture. As always with word problems that describe shapes or angles, make the drawing yourself! Simplybeing able to seewhat a question is describing can do wonders to help clarify the question. Overall Style of Solid Geometry Questions Every solid geometry question on the SAT is concerned with either the volume or surface area of a figure, or the distance between two points on a figure. Sometimes you'll have to combine surface area and volume, sometimes you'll have to compare two solids to one another, but ultimately all solid geometry questions boil down to these concepts. So now let's go through how to find volumes, surface areas, and distances of all the different geometric solids on the SAT. A perfect example of geometric solidsin the wild Prisms A prism is a three dimensional shape that has (at least) two congruent, parallel bases. Basically, you could pick up a prism and carry it with its opposite sides lying flat against your palms. A few of the many different kinds of prisms. Rectangular Solids A rectangular solid is essentially a box. It has three pairs of opposite sides that are congruent and parallel. Volume $\Volume = lwh$ The volume of a figure is the measure of its interior space. $l$ is the length of the figure $w$ is the width of the figure $h$ is the height of the figure Notice how this formula is the same as findingthe area of the square ($A = lw$) with the added dimension of height, as this is a three dimensional figure First, identify the type of question- is it asking for volume or surface area? The question asks about the interior space of a solid, so it's a volume question. Now we need to finda rectangular volume, but this question is somewhat tricky. Notice that we're finding out how much water is in a particular fish tank, but the water does not fill up the entire tank. If we just focus on the water, we would find that it has a volume of: $V = lwh$ = $(4)(3)(1) = 12\cubic\feet$ (Why did we multiply the feet and width by 1 instead of 2? Because the water only comes up to 1 foot; it does not fill up the entire 2 feet of height of the tank) Nowwe are going to put that 12 cubic feet of water into a second tank. This second tank has a total volume of: $V = lwh$ = $(3)(2)(4) = 24\cubic\feet$ Although the second tank can hold 24 cubic feet of water, we are only putting in 12. So $12/24 = 1/2$. The water will come up at exactly half the height of the second tank, which means the answer is D, 2 feet. Either way, those fish won't be very happy in half a tank of water Surface Area $\Surface\area = 2lw + 2lh + 2wh$ In order to find the surface area of a rectangular prism, you are finding the areas for all the flat rectangles on the surface of the figure (the faces) and then adding those areas together. In a rectangular solid, there are six faces on the outside of the figure. They are divided into three congruent pairs of opposite sides. If you find it difficult to picture surface area, remember that a die has six sides. So you are finding the areas of the three combinations of length, width, and height (lw, lh, and wh), which you then multiply by two because there are two sides for each of these combinations.The resulting areas are then all added together to getthe surface area. Diagonal Length $\Diagonal = √[l^2 + w^2 + h^2]$ The diagonal of a rectangular solid is the longest interior line ofthe solid. It touches from the corner of one side of the prismto the opposite corner on the other. You can find this diagonal by either using the above formula or by breaking up the figure into two flat triangles and using the Pythagorean Theorem for both. You can always do this is you do not want to memorize the formula or if you're afraid of mis-remembering the formula on test day. First, find the length of the diagonal (hypotenuse) of the base of the solid using the Pythagorean Theorem. $c^2 = l^2 + w^2$ Next, use that length as one of the smaller sides of a new triangle with the diagonal of the rectangular solid as the new hypotenuse. $d^2 = c^2 + h^2$ And solve for the diagonal using the Pythagorean Theorem again. Cubes Cubes are a special type of rectangular solid, just like squares are a special type of rectangle A cubehasa height, length, and width that are all equal. The six faces on a cube's surface are also all congruent. Volume $\Volume = s^3$ $s$ is the length of the side of a cube (any side of the cube, as they are all the same). This is the same thing as finding the volume of a rectangular solid ($v = lwh$), but, because their sides are all equal, you can simplify it by saying $s^3$. First, identify what the question is asking you to do. You're trying to fit smallerrectangles into a larger rectangle, so you're dealing with volume, not surface area. Find the volume of the larger rectangle (which in this case is a cube): So you can use the formula for the volume of a cube: $\Volume = s^3$ = $6^3 = 216$ Or you can use the formula to find the volume of any rectangular solid: $\Volume = lwh$ = $(6)(6)(6) = 216$ Now find the volume of one of the smaller rectangular solids: $\Volume = lwh$ = $(3)(2)(1) = 6$ And divide the larger rectangular solid by the smaller to find out how many of the smaller rectangular solids can fit inside the larger: $216/6 = 36$ So your final answer is D, 36 SurfaceArea $\Surface\area = 6s^2$ This is the same formulas as the surface area for a rectangular solid ($SA = 2lw + 2lh + 2hw$). Because all the sides are the same in a cube, you can see how $6s^2$ was derived: $2lw + 2lh + 2hw$ = $2ss + 2ss + 2ss$ = $2s^2 + 2s^2 + 2s^2$ = $6s^2$ Diagonal Length $\Diagonal= s√3$ Just as with the rectangular solid, you can break up the cube into two flat triangles and use the Pythagorean Theorem for both as an alternative to the formula. This is the exact same process as finding the diagonal of a rectangular solid. First, find the length of the diagonal (hypotenuse) of the base of the solid using the Pythagorean Theorem. Next, use that length as one of the smaller sides of a new triangle with the diagonal of the rectangular solid as the new hypotenuse. Solve for the diagonal using the Pythagorean Theorem again. Cylinders A cylinder is a prism with two circular bases on its opposite sides Notice how this problem only requires you to know that thebasic shape of a cylinder.Draw out the figure they are describing. If the diameter of its circular bases are 4, that means its radius is 2. Now we have two side lengths of a right triangle. Use the Pythagorean Theorem to find the length of the hypotenuse. $2^2 + 5^2 = c^2$ = $29 = c^2$ = $c = √29$, or answer C Volume $\Volume = πr^2h$ $π$ is the universal constant, also represented as 3.14(159) $r$ is the radius of the circular base. It is any straight line drawn from the center of the circle to the circumference of the circle. $h$ is the height of the circle. It is the straight line drawn connecting the two circular bases. This problem requires you to understand how to get both the volume of a rectangular solid and the volume of a cylinder in order to compare them. A right circular cylinder with a radius of 2 and a height of 4 will have a volume of: $V = πr^2h$ = $π(2^2)(4) = 16π$ or $50.27$ The volumes for the rectuangular solids are found by: $V = lwh$ So solid A has a volume of $(3)(3)(3) = 27$ Solid B has a volume of $(4)(3)(3) = 36$ Solid C has a volume of $(5)(4)(3) = 60$ Solid D has a volume of $(4)(4)(4) = 64$ And solid E has a volume of $(4)(4)(3) = 48$ So the answer is E, 48 Surface Area $\Surface\area = 2πr^2 +2πrh$ To find the surface area of a cylinder, you are adding the volume of the two circular bases ($2πr^2$), plus the surface of the tube as if it were unrolled ($2πrh$). The surface of the tube can also be written as $SA = πdh$, because the diameter is twice the radius. In other words, the surface of the tube is the formula for the circumference of a circle with the additional dimension of height. Non-Prism Solids Non-prism solids are shapes in three dimensions that do not have any parallel, congruent sides. If you picked these shapes up with your hand, a maximum ofone side (if any) would lie flat against your palm. Cones A cone is similar to a cylinder, but has only one circular base instead of two. Its opposite end terminates in a point, rather than a circle. There are two kind of cones- right cones and oblique cones. For the purposes of the SAT, you only have to concern yourself with right cones. Oblique cones are restricted to the math I and II subject tests. A right cone has an apex (the terminating point on top) that sits directly above the center of the cone’s circular base. When a height ($h$) is dropped from the apex to the center of the circle, it makes a right angle with the circular base. Volume $\Volume = 1/3πr^2h$ $π$ is a constant, written as 3.14(159) $r$ is the radius of the circular base $h$ is the height, drawn at a right angle from the cone’s apex to the center of the circular base The volume of a cone is $1/3$ the volume of a cylinder. This makes sense logically, as a cone is basically a cylinder with one base collapsed into a point. So a cone’s volume will be less than that of a cylinder. Surface Area $\Surface\area = πr^2 + pirl$ $l$ is the length of the side of the cone extending from the apex to the circumference of the circular base The surface area is the combination of the area of the circular base ($πr^2$) and the lateral surface area ($πrl$) Because right cones make a right triangle with side lengths of: $h$, $l$, and $r$, you can often use the pythagorean theorem to solve problems. Pyramids Pyramids are geometric solids that are similar to cones, except that they have a polygon for a base and flat, triangular sides that meet at an apex. There are many types of pyramids, defined by the shape of their base and the angle of their apex, but for the sake of the SAT, you only need to concern yourself with right, square pyramids. A right, square pyramid has a square base (each side has an equal length) and an apex directly above the center of the base. The height ($h$), drawn from the apex to the center of the base, makes a right angle with the base. Volume $\Volume = 1/3\area\of\the\base * h$To find the volume of a square pyramid, you could also say $1/3lwh$ or $1/3s^2h$, as the base is a square, so each side length is the same. Spheres A sphere is essentially a 3D circle. In a circle, any straight line drawn from the center to any point on the circumference will all be equidistant. This distance is the radius (r). In a sphere, this radius can extend in three dimensions, so all lines from the surface of the sphere to the center of the sphere are equidistant. Volume $\Volume = 4/3πr^3$ Inscribed Solids The most common inscribed solids on the SAT will be: cube inside a sphere and sphere inside a cube. You may get another shape entirely, but the basic principles of dealing with inscribed shapes will still apply. The question is most often a test ofYou’ll often have to know the solid geometry principles and formulas for each shape individually to be able to put them together. When dealing with inscribed shapes, draw on the diagram they give you. If they don’t give you a diagram, make your own!By drawing in your own lines, you’ll be better able to translate the three dimensional objects into a series of two dimensional objects, which will more often than not lead you to your solution. Understand that when you are given a solid inside another solid, it is for a reason. It may look confusing to you, but the SAT will always give you enough information to solve a problem. For example, the same line will have a different meaning for each shape, and this is often the key to solving the problem. So we have an inscribed solid and no drawing. So first thing's first, make your drawing! Now because we have a sphere inside a cube, you can see that the radius of the sphereis always half the length of any side of the cube (because a cube by definition has all equal sides). So $2r$ is the length of all the sides of the cube. Now plug $2r$ into your formula for finding the volume of a cube. You can either use the cube volume formula: $V = s^3$ = $(2r)^3 = 8r^3$ Or you can use the formula to find the volume of any rectangular solid: $V = lwh$ = $(2r)(2r)(2r) = 8r^3$ Either way, you getthe answer E,$8r^3$ Notice how answer B is $2r^3$. This is a trick answer designed to trap you. If you didn't use parentheses properly in your volume of a cube formula, you would have gotten $2r^3$. But if you understand that each side length is $2r$ and so that entire length must be cubed, then you will get the correct answer of $8r^3$. For the vast majority of inscribed solids questions, the radius (or diameter) of thecircle will be the key to solving the question.The radiusof the sphere will be equal to half the length of the side of a cube if the cube is inside the sphere (as in the question above). This means that the diameter of the sphere will be equal to one side of the cube, because the diameter is twice the radius.. But what happens when you have a sphere inside a cube? In this case, the diameter of the sphere actually becomes the diagonal of the cube. What is the maximum possible volume of acube, in cubic inches,thatcould be inscribed inside a sphere with a radius of 3 inches? A) $12√3$ (approximately $20.78$) B) $24√3$ (approximately $41.57$) C) $36√3$ (approximately $62.35$) D) $216$ E)$1728$ First, draw out your figure. You can see that, unlike when the sphere was inscribed in the cube, the side of thecube is not twice the radius of the circle because there are gaps between the cube's sides and the circumference of the sphere. The only straight line of the cube that touches two opposite sides of the sphere is the cube's diagonal. So we need the formula for the diagonal of a cube: $\side√3 = \diagonal$ $s√3 = 6$ (Why is the diagonal 6? Because the radius of the sphere is 3, so $(3)(2) = 6$) $3s^2 = 36$ $s^2 = 12$ $s = √12$ $(√12)^3 = 12√12 = 24√3$ Though solid geometry may seem confusing at first,practice and attention to detail will have you navigating the way to the correct answer The Take-Aways The solid geometry questions on the SAT will alwaysask you about volume, surface area, or the distance between points on the figure. The way they make it tricky is by making you compare the elements of different figures or by making you take multiple steps per problem. But you can always break down any SAT question into smaller pieces. The Steps to Solvinga Solid Geometry Problem #1: Identify what the problem is asking you to find. Is the problem asking about cubes or spheres? Both? Are you being asked to find the volume or the surface area of a figure? Both? Make sure you understandwhich formulas you'll need and what elements of the geometric solid(s) you are dealing with. #2: Draw it out Draw a picture any time they describe a solid without providing you with a picture. This will often make it easier to see exactly what information you have and how you can use that information to find what the question is asking you to provide. #3: Use your formulas Once you've identified the formulas you'll need, it's often a simple matter of plugging in your given information. If you cannot remember your formulas (like the formula for a diagonal, for example), use alternative methods to come to the answer, like the pythagorean theorem. #4: Keep your information clear and double check your work Did you make sure to label your work? The makers of the test know that it's easy for students to get sloppy in a high-stress environment and they put in bait answers accordingly. So make sure thevolume for your cylinder and thevolume for your cube are labeled accordingly. And don't forget to give your answer a double-check if you have time! Does it make sense to say that a box with a height of 20 feet can fit inside a box with a volume of 15 cubic feet? Definitely not! Make sure all the elements of your answer and your work are in the right place before you finish. Follow the steps to solving your solid geometry problems andyou'll get that gold Solid geometry is often not as complex as it looks; it is simply flat geometry that has been taken into the third dimension. If you can understand how each of these shapes changes and relate to one another, you’ll be able to tackle this section of the SAT with greater ease than ever before. What's Next? Now that you've done your paces onsolid geometry, it might bea good idea to review all the math topics tested on the SAT to make sure you've got them nailed down tight. Want to get a perfect score? Check out our article onHow to an 800 on the SAT Mathby a perfect SAT scorer. Currently scoring in the mid-range? Running out of time on the math section?Look no further than our articles on how to improve your score if you're currently scoring below the 600 rangeand how to stop running out of time on the SAT math. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program.Along with more detailed lessons, you'll get thousands of SAT Mathpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

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