American Aviation During Wwi

U. S. Aviation during World War I American aviation was in its infancy when the United States entered WWI in 1917. Most U. S. pilots were untrained in air combat and using aircraft that were less sophisticated than their enemies. When the U. S. joined the allied forces in April of 1917, it had 56 pilots and less than 250 aircraft, which were all obsolete. In July of 1917, congress appropriated $640 million to form 354 combat squadrons. There were no industries in the U. S. at this time manufacturing aircraft. With a few trial and errors supported by the government, the Bureau of Aircraft Production and a separate Division of Military Aeronautics were established. The new industry produced 11,754 aircraft and the Army set up 27 primary flying schools in the United States. American pilots would not be able to utilize these resources until the end of the war. Many of the sorties flown by U. S. aviators were in foreign aircraft. Some of the airframes used were the Salmson observation airplanes, Spad XIII pursuits, Havilland DH-4's, Breguet 14's, and some French balloons. Although many of these airframes helped win decisive air battles, they were no comparison to the German Fokker. Fokker was a Dutch aircraft manufacturer that began producing planes in Germany. The â€Å"Fokker Scourge† had revolutionary armament and was the most feared airframe during WWI. An American pilot by the name of Eddie Rickenbacker recalls in his book â€Å"Fighting The Flying Circus† an opportunity to trade a German pilot his life for his Fokker aircraft. Although the United States aviation units lacked training and sufficient aircraft, they were still able to make a difference in WWI and go on to have air superiority almost one hundred years later. This could be accredited to winning decisive battles and the U. S. being a â€Å"learning organization. † With the employment of balloons and fixed wing aircraft for trench warfare {text:soft-page-break} reconnaissance, the U. S. was able to save thousands of soldiers while delivering bombs and bullets from the sky. American military leadership saw the importance of this resource and has budgeted in reconnaissance aircraft ever since. With trench warfare, a stalemate would often develop with both sides having neither an advantage nor a disadvantage. Having air reconnaissance would prove to be valuable in collecting intelligence on enemy positions. These same aircraft would be fitted with bombs to clear forward enemy trench lines and to destroy their rear supply. Air recon planes were outfitted with an observer who would map out enemy strongholds while documenting the size and weapons of the enemy. Aerial reconnaissance later on becomes one the main focuses of the U. S. military. Reconnaissance aircraft during WWI were large, bulky, and slow. This made it easier for enemy ground troops to shoot down and smaller, faster aircraft to destroy. The Allied and Axis powers both began to send out fighter aircraft to protect these recon planes and to destroy any enemies they came in contact with. This use of smaller, faster, well armed aircraft helped usher in the age of supersonic fighters in modern day warfare. WWI demonstrated the importance of fighters and the U. S. has invested a lot of resources and research into their improvement. The United States was involved in various amounts of strategic battles during the last two years of the war. Some of these battles would mark the beginning of America's race for air superiority and the need for heavily-armed aircraft. At the Battle of St. Mihiel, Billy Mitchell was given control of 1, 4821 aircraft, only 40% being American. â€Å"It was the largest air force ever assembled for a single operation, consisting of 366 observation airplanes, 323 day bombers, 91 night bombers, and 701 pursuits. † Pilots reported the destruction of roads and balloons and {text:soft-page-break} aircraft shot down. The American Air Service being inexperienced in air warfare were undertaking an ambitious air campaign that was unheard of at that time. Although St. Mihiel was not a complete success, Col. Mitchell helped create an independent American Air Force that believes that whatever the opposition is, no mission would ever be turned back. Billy Mitchell took intensive courses on aeronautics taught by allied pilots. â€Å"What they had to say and even more, what they were doing, converted him to a theory of air power still unappreciated in the United States. Billy Mitchell understood the importance of air power and how vital it would be to win future wars. He believed this so much that in 1925, he accused Army and Navy leaders of an almost â€Å"treasonable act of national security† when he did not receive the funds asked for. Mitchell was court-martialed and retired shortly afterwards. He has been considered the father of the U. S. Air Force and B-25 Mitchell was named in his honor. D uring WWI, Germany had established air superiority with its flying command â€Å"The Flying Circus† led by the German Ace, Baron Manfred von Richtofen. The â€Å"Red Baron†, hich he was commonly known, had eighty aerial victories. The Baron and his fleet of Fokker's would be America's biggest challenge in getting the upper hand in aerial warfare. Captain Edward Rickenbacker, of the American 94th Aero Pursuit Squadron, was just the man to take on such a powerful foe and make a difference. â€Å"Eddie† Rickenbacker was America's â€Å"Ace of Aces† who accounted for twenty-six aircraft shot down. Twenty-two of airframes were airplanes and four of them were balloons. On September 25th, 1918, Rickenbacker downed two planes on his lone attack on seven German planes. Rickenbacker received the Congressional Medal of Honor for this in 1931. {text:soft-page-break} Captain Rickenbacker was not only an exceptional pilot, but he understood the importance of having a great airframe in the U. S. Army's arsenal. Rickenbacker, and many other U. S. pilots, only had access to substandard aircraft and in many cases, had to borrow from other countries. During a raid in September of 1918, Captain Rickenbacker and Lt. Coolidge (son of Calvin Coolidge) encountered several German enemies over Grand Pre. Lt. Coolidge, one of the best pilots in the 94th Aero Pursuit Squadron, was shot down. Rickenbacker went on to shoot down several German planes before heading back to Allied territory. Rickenbacker noticed a German Fokker on his way back who's engine had apparently stalled. Rickenbacker found himself in a curious position and decided that instead of shooting him down, he would bring his â€Å"prize† back intact. As the German Fokker began to sail down in the direction Rickenbacker had guided him, another aircraft (Rickenbacker was not sure if it was French or American) came out of nowhere and destroyed the plane. â€Å"So nearly had I succeeded in capturing intact a most valuable Fokker from Germany's most famous Squadron! Captain Rickenbacker and many other American pilots understood the importance of having the upper hand in air warfare. They understood that wars can be won from the sky and great aircraft were needed for this to happen. More pilots lives were lost due to aircraft malfunction than to enemy artillery. Life was short during World War I and Ameri can pilots lived it valiantly. This brought the need for safer, reliable aircraft in the U. S. military. With the military's purchase of 11,754 aircraft near the end of the war, the U. S. was on its way to air superiority. Some of these planes were cut from the budget after WWI, but soon became a focus during World War II. {text:soft-page-break} Aeronautical achievement by the end of World War I, had won favor not only by the American military, but with the American public. H. G. Wells writes â€Å"Every aviator who goes up to fight, will fight all the more gladly with two kindred alternatives in his mind, a knighthood or the prompt payment of a generous life assurance policy to his people. Every man who goes up and destroys either an aeroplane or a Zeppelin in the air should, I hold, have a knighthood if he gets down alive. World War I battles involving aviation helped spark America's race for air superiority. Military leadership recognized the role aviation would play in future wars and protecting our homeland. More funds and resources were generated to acquire the best aircraft and the best pilots. Without American involvement in such battles as the â€Å"Battle of St. Mihiel†, America might have joined the aerospace race even later and met with defeat. Billy Mitchell and Eddie Rickenbacker were also very important players to bring about the new dawn of American aviation, Aerospace Expeditionary Forces.

How a Bill Becomes a Law Essay

Nearly 10 percent of children in the United States suffer from asthma, according to the Centers for Disease Control and Prevention. Dealing with a chronic health condition like asthma has several significant effects on a child’s lifestyle. Childhood should be fun and carefree, but kids with asthma have to take on some very big worries and responsibilities. They need to learn which symptoms and events are likely to trigger an attack, such as cold weather, exercise, stressful situations and exposure to secondhand smoke. Kids, their families and other caregivers must all learn to recognize the signs of an attack and how to respond to it quickly, such as using a steroid inhaler during acute attacks. Some kids also take daily maintenance medications, such as bronchodilators and anti-inflammatory drugs, which may reduce the risk of future attacks. Being active is a key component of being healthy and physical activity is a major part of many kids’ lives. However, kids with ast hma often have limitations that make it difficult to participate in sports, active playground games and activities like dancing. Asthma doesn’t usually prevent kids from participating in these events, but they are often at greater risk of experiencing an asthma attack in these situations. Both the children and the adults on the sidelines need to be aware of the possibility that an asthma attack could occur and what to do if it does. Anything that makes a child stand out can cause feelings of embarrassment and even shame. Kids with asthma may fear having an attack at school, or feel uncomfortable about having to use an inhaler in the presence of their friends. They may feel left out when they can’t always participate in activities with their peers. Having any serious, chronic illness is scary, and kids with asthma need extra emotional support to develop additional coping skills. Asthma often causes missed school days and these absences from school can quickly lead to a child falling behind. Kids with asthma may need extra tutoring to keep up with their classes, and understanding teachers who are aware of their students’ health issues are crucial. In some cases, severe or frequent asthma-related illness and hospitalization may even require parents to consi der homeschooling. Parents of children who have asthma often worry constantly about their child. When a child is first diagnosed with asthma there tends to be frequent emergency room visits due to the fear of the parents for their child’s safety. This situation impacts the whole family. Places that are unhealthy for an asthma  sufferer are avoided, which can keep the other family members from having these experiences. The direct costs of asthma are estimated at more than $9.4 billion. This cost is born by individuals, families, health systems and insurance providers according to the Allergy and Asthma Advocate.

Universities: Breaking Down Walls

Do colleges and universities need to change to accommodate students once excluded from the university? This is a powerful question that society needs to know the answer to and the universities need to address. This is also a complicated question that has many facets that need to be addressed. Universities need to accommodate people with the willingness to learn and become educated. The university can†t think that the privileged are the only people that deserve the education they offer; the university has to think on a broader scale and include the once excluded. If this problem were looked at from a financial standpoint, it would hurt the universities, but if this problem were looked at from a social standpoint, it would benefit society as a whole. Mike Rose is a great example of what can happen if the university put some faith in the under-privileged student. The son of an Italian immigrant family, he was placed within the vocational school system. Though placing him within the vocational school system was a mistake due to a clerical error, he played down to expectations beautifully. From those days within the vocational school system to the University of California, Los Angeles were he is now the Professor of Education is a huge testament to the power of education and where it can take someone in life. Education surpasses all boundaries, and education takes someone as far or as high as they want to go, Mike Rose is a shining example of this. Mike Rose also mentions a key aspect of education, which is the support his professors throughout his college and/or entire educational experience. Without help, guidance, and support from your professors, the student, will at times more often than not will feel that education doesn†t want to embrace your efforts, and that is why the support offered from your professors is such a vital part of the education process. Rose also uses great vivid examples in his passage that pertain to the importance of education and shows why it shouldn†t be excluded from anyone willing to accept the challenge of receiving it. The idea of getting an education is the driving force behind anyone and everyone that gets an education. Take for example, Mike Rose†s uncle who came to America from Italy. He came here with nothing, not even an education, and he had to figh(literally) for everything he got, even his education. He was embarrassed in school for not understanding anything that was taught and not being able to read or write, but he overcame these adversities and eventually taught his mother how to sign her name and helped her with everything that she needed from reading flyers to announcements of sales to legal documents. Finally, he took care of all the writing she needed done. This is just one of the many stories Rose used and I use it to show that if education and/or the university embraced Rose†s uncle in his endeavors instead of shunning him, then it would†ve been a much easier transition for him and a richer experience for him and the many others like him. This is an all to familiar place for the underprivileged, but there is a heartfelt story from a brilliant scholar and that person would be Bell Hooks, who came from a poor family that was high on values and family. Hooks decided early on that she wanted more for herself in the was of education, but knew it would be a difficult task to accomplish. When she left her home in the South to pursue her education at Stanford, her parents warned her of the traps and pressures out in the world, but she stood firm with her decision to go to California for schooling. When Hooks arrived at Stanford, she realized that there was a whole other world out there, away from her home in the South. Hooks was tested many times throughout her college experience to change her values to that of the aristocratic values that the university was pushing onto the student body. But Hooks maintained her values that her parents, family, and surroundings had instilled in her, and she moved on to be an educator, not just an educator but also someone that cared about the student†s education. Hooks moved on from Stanford to Harvard and eventually started to lecture all over the country; she even wrote books in a non-academic format so that people of all educational levels could read and understand her message. To look through her eyes the university appears to be a dismal, wrenched place that caters to an affluent, upper class, and white society. Also would you take notice that the university frowned upon black on black relationships and supported a powerful white-supremacist structure. The reason for this outlook is that through her experiences the universities pampered the privileged and didn†t pay attention to the underprivileged. And when the university did let an a underprivileged person walk among them, the university would try to corrupt that individual and have tem change their values to values that were more suited for the university. The aristocratic faculty of the universities would urge people to cut ties to your past and change your values, but all in all, that†s not the way to accommodate the once excluded students; that†s a way to include them but reform them to the university†s way of thinking and to the values the university wants instilled in those individuals. To truly include the underprivileged the universities would have to let them be free: free to think, free to criticize, and free to be themselves. The universities aren†t willing to do that foe the mere fact that they lose their control over the student body. For the university to truly accommodate the once excluded the university would have to change not only its curriculum but also its view on people. It would have to look at a person as just that a person, not as this one†s privileged and this one†s not. Universities have to understand that a person willing to learn is a person worth educating. So in the end the answer to the question do colleges and universities need to accommodate the once excluded students the answer would have to be yes, if the once excluded student is willing to learn.

Three stages of Emerging Markets in a financial crisis Essay

Three stages of Emerging Markets in a financial crisis - Essay Example Mismanagement of financial liberalization and globalization becomes the major culprit as was evident in Mexico in 1994 as well as many East Asian countries in 1997 (Myeconlab, 2011). In the United States, we sow the seeds of a financial crisis in the emerging market countries as those countries liberalize their financial system. This is done by doing away with restrictions on the financial institutions and markets domestically and opening up the economies to flow of capital and financial firms from other nations. A currency which is fixed against the US dollar becomes subject to a speculative attack, where the speculators engage in the massive sales of the currency. Currency crisis sets in as currency sales floods the market and supply outstrips demand which leads to the value of currency collapsing. Interest rates get high, uncertainty increase and asset prices fall. The emerging market economies denominate several debt contracts in foreign currencies leading to a currency mismatch. The domestic currency depreciation increases the value of debts relative to assets which leads to the decline of the net worth of a firm. This decline then increases adverse selection as well as moral hazard problems. Investment also declines as well as economic activity. Therefore to prevent financial crisis in emerging market certain policies are considered including improving prudential regulation and supervision, limiting currency mismatch as well as seq1uencing financial

Mu2 Essay Example | Topics and Well Written Essays - 2250 words

Mu2 - Essay Example They should be taught how to deal with panicky situations, how to deal with emergency and to how to address their safety in such undesirable circumstances. Life safety is very important and given the context, it means trying to curb down un-necessary exposure to the harmful products due to combustion. There are three basic directions that need to be followed. The first one is to try stopping ignition, the second one is to control the outbreak of fire and the third one is to keep the humans safe from the byproducts of combustion. This can be done keeping in mind the concepts of either of the three of time, distance and shielding. The smoke and heat don’t develop instantaneously. They develop over time to create a harmful hazardous environment. There are a lot of variables involved and each of these variables varies in different circumstances so the rate at which this happens can’t be exactly predicted. The fire starts of as small and slowly gradually intensifies thus invoking a very hazardous environment in the process. The fire can be detected by either of the 2, through automatic means or by personnel detection. The real focus should be on what stage after ignition and heat buildup has the fire been discovered. It is that stage which will have a major impact on the life safety measures that would be taken up. It is not necessary that all the occupants at the site of the fire will react to it in the same way. The reaction of two different people will vary. The reaction of a single individual can also vary in different time frames, in different settings. It is not necessary that someone who reacts in a particular way at one point in time will react in exactly the same way three days from now. By reaction, it is meant, how humans react to smoke build up, to the flame, to the burns, to the hue and cry etc. There are some factors that help determine how humans react to fire situations typically. These factors are: Where age is concerned, the

Parents should not let their children spend much time watching Research Paper

Parents should not let their children spend much time watching television - Research Paper Example The debate on whether parents should or should not let their children append a lot of time watching TV carries much weight. This is in relation to how much beneficial or adverse extended periods of TV watching are to children and the likely effects to their later lives. As a result, we seek to find reasons as to why parents should not let their children spend too much time watching television, as well as some of the reasons why watching it is beneficial to children. Common arguments among those who are against children watching TV fall on morality. In this light morality carries issues of violence and risk assessment in regard to one’s behavior. The argument they place on the issue lays on the content aired on Television programs depicting the use of violence, and other violent acts, mild or severe, in resolution of conflicts between individuals and groups. This is in cases of religious violence that at times is aired blatantly by some radical organizations in a quest to incit e sympathizers to join them in their fight for goals they hold dear. In some movies and programs that are aired on TV, going by the name of action, tend to contain scenes of violence that are, at times, claimed to be justified. This is by having story lines that claim the perpetrator to have a genuine or righteous cause that should be seen to the end. The cause is usually on the lines of rescuing loved ones or fighting crime, quite literally. Owing to this, those that are against children watching TV claim that these negative behaviors and attitudes may get to their children. In addition, opposers of TV claim that images portrayed to children are not as simple as thought as they produce the opposite of the desired effect. This is in regard to showing children that there is no room for negotiation in wrongdoing and that violence is the only means of resolution of conflicts of interests should other means fail. This is in spite of other options having no chance to prove themselves in clearing controversial or volatile situations. Owing to such programming issues, the more time that a child spends watching TV translates to increased exposure to such rash concepts that adults engage in with little regard for the consequences. The other form of violence that children get exposure to is that of violence expressed towards women. Violence perpetrated against women on TV leads to poor images of women that remain etched in the young and innocent minds of children (Kahlor and Eastin 215). This occurs by labeling males as the dominant human in any situation, in the society. Therefore, to exercise their dominance, men maintain their dominance, when threatened, through violence creating a negative image of women. In addition, through violence directed at women, children gain a wrong perception that the only way to suppress women in their quest to gain an equal status as men is to subject them to acts of subordination. Such actions include sexual assault and sexual violence in the form of rape (Kahlor and Eastin 216). Opposers, in my opinion, therefore, have solid ground on this issue with backing from facts as evidence sustains their arguments In addition to their claims, violence on TV appears as a positive thing that is to be emulated in order to live a full and satisfying life. This is particularly so by using violence by TV stars to gain wealth and live a fulfilling life. Violence of this form and in such levels translates to poor relations with others, as what the child understands is how to use his or her physical strength to enforce decisions, or wishes. This way, children tend to exercise violent acts towards other children in the society and at school; which makes TV viewing a contributor to bad living (Facts for Families). On the moral issue of risk assessment, those that are against watching extended hours of TV for children due effects it has on their awareness of the experiences found in the world. They base this on the idea that, to make decisions on

Philosophy of Education Essay Example | Topics and Well Written Essays - 1000 words - 1

Philosophy of Education - Essay Example Understanding students allow the teacher to know their capability and inability that will enable him address their needs effective. The definition that best fits education is Plato’s perspective. Plato views education as process of getting the prisoner out of the cave and empowering his with the skill that will enable him go for fellow prisoner left in the cave. This view illustrates the concept in all aspect prove what it should refill in an individual and the importance of the transformed individual to the society and the country at large. Eric’s comparison off education with value also draws my attention (John, 1693). According to him, education like value and irreproachable character cannot be realized by punishing or reward because when the reward will not be promised the student will not perform. This paper covers my theory of education, pedagogy, social and political component of education. After going through such elaborate and detailed experience in Plato’s parable and other issues, Aristotle’s Virtue Ethics and philosopher’s release, I now believe education is beyond the dictionary definition I knew. I view a student as volcano with the capability of erupt but lacking a trigger to induce the eruption. In my understanding, I consider education to as a trigger that can induce this objective. Every individual has the dream to attain; however, their potential may not be realized if the individual lacks the right information and if the imparting techniques employed in delivering this information right. I fully agree with Plato’s view of education. His description of education in his article Line and cave captures all the whole process of education in accurate and visual way than could be met by any definition. His view of education as getting a prisoner out of the cave prison, and empowering him with the right information, which will enable hi m go back and lift other prisoner effectively cover

Portfolio management Essay Example | Topics and Well Written Essays - 3750 words

Portfolio management - Essay Example It is due to the effective fiscal policy that it has been included among countries that are yielding increased business practices in the shortest span. Most recently, the Qatari economic policymakers have served their vision in bringing foreign investment at home because they aim to expand their technological and engineering practices as well. On comparison, the picture of effective economic boom in Qatar was unexpected in 2009. It was merely because there were increased cut in the prices of oil. Therefore, it was difficult for Qatari lawmakers to come up with policies that would have resulted in increase exchange rates. However, in 2014, there are more than 46 technological and engineering projects that are expected to be completed within next 10 years (Books LLC). As per the statistical reporting, it has been noted that Qatar is considerably the 30th freest economy in the index of 2014. In particular, the economic score of Qatar is marked 71.2. This measure of economic freedom is not just limited to labor freedom but monetary freedom as well. Overall growth in the gross domestic product (GDP) of Qatari economy is noted to be more than 6.8% in 2013. In other words, it can be said that the difference noted in the GDP of Qatari economy was marked to be 8%. As per the policymakers, the increase in the GDP was possible because of change in natural gas and oil that allowed the country to make effective use of its reserve (International Business Publications). Talking about the inflation rate of the country, it was expected that the country’s inflation rate would increase up to 3.6% where it was marked less than 2% in 2012. As per economic analysis of 2013, it was noted that the inflation rate would remain stagnant. Herein, it is imperative to note that increase in the rate of inflation is supposedly affecting the consumer prices. As noted above, the major contributor of the economic development of Qatar is

APA citation Activity Assignment Example | Topics and Well Written Essays - 250 words

APA citation Activity - Assignment Example The citation requires surname of the author, followed by date, both within brackets. The works-cited page shall have full details of this particular source, starting with the surname of author. In case, there is no author then the title of the source publication must be mentioned in brackets. If there is no date available on the publication, then â€Å"nd† must me mentioned, along with the author surname, with a space after the coma. An example of such citation is given here. (In-Text Citations: The Basics, nd) â€Å"Current trends have shown an increase in volunteer work throughout the nation. According to the organization ‘Americas Promise’ (2011), current volunteering numbers are the highest they have been in 30 years. The Organization also claims that compared to the preceding generation, middle-aged Baby Boomers have been volunteering at higher rates than ever before. Survey from this organization revealed that the proportion of senior volunteers, aged 65 and over, has risen to 64 percent, since 1974. (Americas Promise, 2011)† â€Å"In order to achieve and maintain career success, potential employees must possess basic knowledge and applied skills for the workplace. According to The Conference Board (2010), half of surveyed employers say workforce readiness is also the responsibility of potential employees (para. 3). New entrants should not rely solely on what they have been taught in college, but rather try and learn on their own as well. In recent years, it has become apparent that most college graduates do not write at a proficient level. According to the Conference Board nine out of ten employers say writing is very important for four-year college graduates (Conference Board, 2010, para. 3).† â€Å"New entrants should not rely solely on what they have been taught in college, but rather try and learn on their own as well. In recent years, it has become

An Interactive Technique in Instructional Strategy Assignment - 1

An Interactive Technique in Instructional Strategy - Assignment Example I incorporated an interactive technique in my instructional strategy as this was the best method of noting what students actually need. An interactive strategy helps in getting first-hand information from the people concerned with the endeavor (Hardy, 2002). The timeline of the program will run throughout the research period. Each course is scheduled to meet three days a week for one week. Class time will be approximately two hours. The learners of this program are both the students and their respective lecturers. They need to have knowledge in using a computer, as well as researching on the internet. This will ensure that constraints are limited and will ease the process (Hardy, 2002). A lecturer should be willing to assist his/her students at all cost. This takes into consideration using the internet. Students will be considered if they cannot assess the internet. They will be allowed to use the institution’s WiFi in order to carry out their research. They type of learning that will take place, as stated earlier, is an interactive learning. Students and their lecturers will be able to send the survey or questionnaire to users. They will also receive completed PDF forms from other users. Group activities will serve a purpose by permitting participants to assist each other to learn during the course (Hardy, 2002). This is the greatest way of understanding/learning as it will allow people to be open to one another. The aim/goal of this program is to allow students to assist one another as they carry out their research. A student, for instance, might need the assistance of in completing a research paper given to him/her by their respective lecturers (Hardy, 2002). This will widen up the student's knowledge by getting information from other regarding the research topic.  Ã‚  

Globalization and Culture Global Mlange Essay Example | Topics and Well Written Essays - 500 words

Globalization and Culture Global Mlange - Essay Example He explores the culture thoroughly as the geological barriers have been removed by the technology and migration of people today. He started off with the definition of globalization which may differ from the common meaning of it. Other people consider globalization to be a single perspective only wherein the main focus is on the business side or the expansion of the corporate world. In reality, globalization is a multidimensional process wherein culture, politics, economics and social dynamics are all factors that shape the face of globalization. They may all differ from one another and can be very distinct, but they all mingle and affect globalization (Pieterse 14). The changes then bring about the huge impact on the culture of people around the world. Pieterse particularly focused on culture as it contains the values, beliefs, and norms of people that affect the social dynamics. He then attacks the current cultural change with a concept of mà ©lange as he distinguished it from the common perspectives of multicultural existence like homogenization and clash of the civilizations. Homogenization, as the word implies, pertains to the oneness or uniformity in any particular thing which means cultural homogenization is the presence of uniform culture. It is attributed to the advancement of businesses around the world. Some people pointed out that corporations and businesses like the franchise fast food chains together with capitalism drive the world into a cultural homogenization. They also call it Mc Donaldization as named after the largest fast food chain in the world (Pieterse 51-55). Perhaps it is maybe the cause of the homogenization as the brands and endorsements of big businesses affect the lifestyle, norms, values, and beliefs of people. The cultural change then follows as the businesses expand.

Romeo & Juliet Essay Example for Free

Romeo Juliet Essay Romeo and Juliet is true story written as a play, by William Shakespeare in the Elizabethan time in the 17th Century. This was the period when young girls which was classed as young women and the roles of women was limited, especially those that were rich was never seen outdoors, when venturing outside it was a lot more limited, had private tutoring, educating them to a very high standard and everything would be brought to them, as Juliet in the play is to confined to protect her virginity. This was when woman were owned by fathers then suitable husbands, which were expected to accept. The tradition was Courtney Love, when a man, often a knight, had to woo (gently persuade) a lady to be his love. This sometimes meant singing to her beneath her balcony. She was supposed to play it very cool for a while, as Juliet says she ought to in this scene. It was all sort of a game. The play is about a boy and a girl who fall in love, but remains to keep it secret of their family feud. There is a lot of use of imagery language in the play, one of the example is the balcony scene, where Romeo comes to find Juliet after the party and find her in her balcony. This is at night, where the darkness makes them feel safe, somewhere they can truly be alone. At the balcony scene where Romeo meets Juliet for the second time, he talks about how Juliet is so pretty she is and how she is beautiful than the moon itself the envious moon, this is a simile because he is saying the moon is jealous as it is a symbol of chastity. By saying that it gives us an image of Juliet more beautiful than the moon, so Juliet must seem to be glowing making the night light and bright. The balcony scene is when the audience is shown that the live is real and eternal. Another image of light and darkness is Juliets sun, people cant live without the sun so Romeo cant live without Juliet , so metaphorically Romeo is saying she lightens up the world for Romeo. I think the two images are very powerful, but to be used after only knowing each other after somewhat of couple hours is rather extreme and exaggeration, so at this point I dont find this convincing at all towards the idea of the two are in love. The images of love are as strong as those of light and dark, the first is, Or if thou wilt not, be but sworn my love And Ill no longer be a Capulet Juliet claims that she will lose her identity if he swears to lobe her, she here gives us an imagery of a big sacrifice because they loves each other, but this to me, I wonder if it is really is that simple? I think the couple dont need to worry about the name; it shouldnt matter if they love each other. A name would be perfectly insignificant, Juliet denies the reality of the situation which is she will never be allowed to marry Romeo because of the feud of the two families, so Romeo and Juliet love must remain secret, so the imagery she uses shows us that thus live cannot and does not survive on earth, which all turns the situation into somewhat of a fairytale. They do die soon later in the play, so this scene shows the audience that it is a special love. Another imagery of love is when Romeo goes on to claim that love can help him to perform such features as climbing tall walls-With loves light wing did I operch these walls, For stony limits cannot hold love out. This again is a metaphor, which is very unrealistic, a feeling cannot give you power to fly, but it is aright for the couples in love. Their love goes beyond the earth, almost heavenly. However, Romeo is flirting with her, not giving her direct truthful responses. Later he uses the word love four times. He talks of love as a actual person. He believes their love to b strong that he personifies it. As if he has brought them together. When asked how he found the garden, he actually describes the personified love as someone hes in partnership with. He gives love extra power. With loves live wings did I oeroperch these walls, For stony limits cannot hols love out; And what love can do, that dares love attempt; Therefore thy kinsmen are no stop to me. Juliet declares in line 133, that her bounty is as boundless as the sea, this is metaphorical term, saying about her generosity. The love she has to give him is so great, not even the sea can obstruct it, the term giving Juliets live somewhat of a infinite quality and eternal. This is off course is unrealistic, but it is similar to Elizabethan voyage of discovery to the new world, to seek out the worlds end, this is yet not found therefore Juliets love is the same, boundless Other images are of birds, Shakespeare the, changes mood when Juliet talks of birds and captivity. We now see interesting images, shown by Juliet, Hist, Romeo, hist! O for a falconers voice, To lure this tassel-gentle back again. Juliet trying to get Romeo to come back to her, she uses the language of falconry, which was an extremely popular sport with the Elizabethan nobility. A tassel was a high-prized male peregrine, this suggest that she feels confident as falconer to her very own, tassel-gentle, Romeo, it is unusual to see her like this in her age. Juliet is dominating the situation. She changes in two days from a little girl to a women, it shows her strength of character, her determination and her love. So I think this is very successful in making the audience realise the two are in love. On the other hand , we have an image of a spoilt child possessing a pet-And yet no farther than a wantons bird, Who lets it hop a little from her hand, Like a poor prisoner in his twisted gives, This gives us and image of Juliet holding Romeo by a string, and she has control of him, as she can pluck him back whenever she wishes, and gyves are prisoner with ropes and chain, this is the case that Juliet is a controlling female, could be of the high standard of her rich life, who is obsessed with Romeo and enjoys having him, whenever she favours, in a little fantasy of hers. For conclusion, I think in the balcony scene, many different images were shown although there were few actual images, which was effective in convincing the audience that the two are in love. There were only few realistic images, whereas unrealistic images present us with unlikely ideas such as Juliets sun, where the audience was given the idea that she was the light to the world. The image of angels might have been used to symbolise that the couple is not meant to be in earth, a little hint from Shakespeare, but overall I think there was enough images and idea given to back up the love of Romeo and Juliet.

Oscilloscope The most useful instrument

Oscilloscope The most useful instrument INTRODUCTION Cathode Ray Oscilloscope (CRO): An oscilloscope is easily the most useful instrument available for testing circuits because it allows you to see the signals at different points in the circuit. The best way of investigating an electronic system is to monitor signals at the input and output of each system block, checking that each block is operating as expected and is correctly linked to the next. With a little practice, we will be able to find and correct faults quickly and accurately. The symbol for a CRO: The screen of a CRO is very similar to a TV, except it is much simpler. We will not go into the similarities except to say that the picture tube on a TV and the screen on a CRO are both a special type of valve called a Cathode Ray Tube. It is a vacuum tube with a cathode (negative electrode) at one end that emits electrons and anodes (positive electrodes) to accelerate the electron beam up/down and left/right to hit a phosphor coating at the end of the tube, called the screen. The electrons are called cathode rays because they are emitted by the cathode and this gives the oscilloscope its full name: Cathode Ray Oscilloscope or CRO. CRO IN DETAIL The main part of the C.R.O. is a highly evacuated glass tube housing parts which generates a beam of electrons, accelerates them, shapes them into a narrow beam, and provides external connections to the sets of plates for changing the direction of the beam. Internal Components K, an indirectly heated cathode which provides a source of electrons for the beam by boiling them out of the cathode. P, the anode (or plate) which is circular with a small central hole. The potential of P creates an electric field which accelerates the electrons, some of which emerge from the hole as a fine beam. This beam lies along the central axis of the tube. G, the grid. Controlling the potential of the grid controls the number of electrons for the beam, and hence the intensity of the spot on the screen where the beam hits. F, the focusing cylinder. This aids in concentrating the electron beam into a thin straight line much as a lens operates in optics. X, Y, deflection plate pairs. The X plates are used for deflecting the beam left to right (the x direction) by means of the ramp voltage. The Y plates are used for deflection of the beam in the vertical direction. Voltages on the X and Y sets of plates determine where the beam will strike the screen and cause a spot of light. S, the screen. This is coated on the inside with a material which fluoresces with green light (usually) where the electrons are striking. As well as this tube, there are several electronic circuits required to operate the tube, all within the C.R.O. along with the tube: A power supply, operated from the 110 volt 60 cycle per second electrical mains. This supply provides all the voltages required for the different circuits within the C.R.O. for operation of the tube. A sawtooth, or ramp signal generator which makes the spot move left to right on the screen. External controls for this circuit allow variation of the sweep width, and the frequency of the sweep signal. Because of the persistence of our vision, this sweep is often fast enough that what we see on the screen is a continuous horizontal line. Amplifiers for the internally generated ramp signal, and for the unknown signal which we hook up to the C.R.O. for the purpose of displaying it. Shift devices which allow us to control the mean position of the beam; up or down, or left to right. The synchroniser circuit. This circuit allows us to synchronise the unknown signal with the ramp signal such that the resulting display is a nice clear signal like a snapshot of the unknown voltage vs. time. C.R.O. Operation: Typical front-panel controls Front Panel On-off switch. INTENS. This is the intensity control connected to the grid G to control the beam intensity and hence the brightness of the screen spots. Dont run the intensity too high, just bright enough for clear visibility. Always have the spot sweeping left to right or the beam may burn a hole in the screen. FOCUS allows you to obtain a clearly defined line on the screen. POSITION allows you to adjust the vertical position of the waveform on the screen. (There is one of these for each channel). AMPL/DIV. is a control of the Y (i.e. vertical) amplitude of the signal on the screen.(There is one of these for each channel). AC/DC switch. This should be left in the DC position unless you cannot get a signal on-screen otherwise. (There is one of these for each channel). AB/ADD switch. This allows you to display both input channels separately or to combine them into one. +/- switch. This allows you to invert the B channel on the display. Channel A input Channel B input X POSITION these allow you to adjust the horizontal position of the signals on the screen. LEVEL this allows you to determine the trigger level; i.e. the point of the waveform at which the ramp voltage will begin in time base mode. ms/ µs This defines the multiplication factor for the horizontal scale in timebase mode. (See 15 below.) MAGN The horizontal scale units are to be multiplied by this setting in both timebase and xy modes. To avoid confusion, leave it at x1 unless you really need to change it. Time/Div This selector controls the frequency at which the beam sweeps horizontally across the screen in time base mode, as well as whether the oscilloscope is in timebase mode or xy (x VIA A) mode. This switch has the following positions: (a) X VIA A In this position, an external signal connected to input A is used in place of the internally generated ramp. (This is also known as xy mode.) (b) .5, 1, 2, 5, etc. Here the internally generated ramp voltage will repeat such that each large (cm) horizontal division corresponds to .5, 1, 2, 5, etc. ms. or  µs depending on the multiplier and magnitude settings. (Note also the x1/x5 switch in 14 above.) The following controls are for triggering of the scope, and only have an effect in timebase mode. A/B selector. This allows you to choose which signal to use for triggering. -/+ will force the ramp signal to synchronise its starting time to either the decreasing or increasing part of the unknown signal you are studying. INT/EXT This will determine whether the the ramp will be synchronised to the signal chosen by the A/B switch or by whatever signal is applied to the EXT. SYNC. input. (See 21 below.) AC/TV selectors. Ive never figured out what this does; find whichever position works. External trigger input INTRODUCTION FUNCTION GENERATOR A function generator is a device that can produce various patterns of voltage at a variety of frequencies and amplitudes. It is used to test the response of circuits to common input signals. The electrical leads from the device are attached to the ground and signal input terminals of the device under test. Most function generators allow the user to choose the shape of the output from a small number of options. Square wave The signal goes directly from high to low voltage. Sine wave The signal curves like a sinusoid from high to low voltage. Triangle wave The signal goes from high to low voltage at a fixed rate. The amplitude control on a function generator varies the voltage difference between the high and low voltage of the output signal. The direct current (DC) offset control on a function generator varies the average voltage of a signal relative to the ground. The frequency control of a function generator controls the rate at which output signal oscillates. On some function generators, the frequency control is a combination of different controls. One set of controls chooses the broad frequency range (order of magnitude) and the other selects the precise frequency. This allows the function generator to handle the enormous variation in frequency scale needed for signals. The duty cycle of a signal refers to the ratio of high voltage to low voltage time in a square wave signal. FUNCTION OF FUNCTION GENERATOR Analog function generators usually generate a triangle waveform as the basis for all of its other outputs. The triangle is generated by repeatedly charging and discharging a capacitor from a constant current source. This produces a linearly ascending or descending voltage ramp. As the output voltage reaches upper and lower limits, the charging and discharging is reversed using a comparator, producing the linear triangle wave. By varying the current and the size of the capacitor, different frequencies may be obtained. A 50% duty cycle square wave is easily obtained by noting whether the capacitor is being charged or discharged, which is reflected in the current switching comparators output. Most function generators also contain a non-linear diode shaping circuit that can convert the triangle wave into a reasonably accurate sine wave. It does so by rounding off the hard corners of the triangle wave in a process similar to clipping in audio systems. The type of output connector from the device depends on the frequency range of the generator. A typical function generator can provide frequencies up to 20 MHz and uses a BNC connector, usually requiring a 50 or 75 ohm termination. Specialised RF generators are capable of gigahertz frequencies and typically use N-type output connectors. Function generators, like most signal generators, may also contain an attenuator, various means of modulating the output waveform, and often the ability to automatically and repetitively sweep the frequency of the output waveform (by means of a voltage-controlled oscillator) between two operator-determined limits. This capability makes it very easy to evaluate the frequency response of a given electronic circuit. Some function generators can also generate white or pink noise. More advanced function generators use Direct Digital Synthesis (DDS) to generate waveforms. Arbitrary waveform generators use DDS to generate any waveform that can be described by a table of amplitude values. REFERENCE http://www.doctronics.co.uk/scope.htm http://www.9h1mrl.org/workshop/CRO-Ebook-1/html/CRO-P1-Intro.html http://denethor.wlu.ca/pc200/scope/oscilloscope.pdf http://cnx.org/content/m11895/latest/

The Chomsky On Language Acquisitions English Language Essay

The Chomsky On Language Acquisitions English Language Essay One of the greatest linguists of all times, Noam Chomsky asserts that language is innate. He wrote his famous book, Language and Mind in 1972, in which he proposed his famous theories on  language acquisition. In this book Chomsky wrote, When we study human language, we are approaching what some might call the human essence, the distinctive qualities of mind that are, so far as we know, unique to man. According to Chomsky, language is one characteristic that is unique to humans among all other living beings. Chomskys theories have made it easier to understand the evolution and development of the languages. Chomskys theories on language are based upon the importance of linguistics in modern sciences. According to him, to study languages, it is important study human nature that lies in human mind. Chomsky on Language Acquisition Noam Chomsky postulated that the mechanism of the language acquisition is derived from the innate processes. Innate is something which is already there in mind since birth. The theory proposed by Chomsky is proved by the children living in same linguistic community. Moreover, they are not influenced by the external experiences which bring about the comparable grammar. He thus proposed his theory on language acquisition in 1977 as all children share the same internal constraints which characterize narrowly the grammar they are going to construct. He also proposed that all of us live in a biological world, and according to him, mental world is no exception. He also believes that as there are stages of development for other parts of the body,  language development  can also be achieved up to a certain age. Innatism: Noam Chomsky The linguist Noam Chomskys views have had a tremendous impact on language acquisition theory and research. Chomskys transformation-generative grammar (TG) approach differed substantially from previous views of language learning. For Chomsky, the essential rules of grammar (everything we know about our language: phonology, syntax, morphology, semantics, etc.) lie hidden in the abstract deep structure of language. Deep structure rules are universal. Its not what the environment brings to the child but what the child brings to the environment. Chomsky claimed that children are biologically programmed for language and that language develops in the child in just the same way that other biological functions develop. For example, every child will learn how to walk (if there is nothing wrong with the child). The child doesnt need to be taught. Most children learn to walk at about the same age. For Chomsky, language acquisition is very similar. The environment makes a basic contribution in this case, the availability of people who speak to the child. The childs biological endowment will do the rest. This is known as the innatist position. Chomsky proposed his theory in reaction to what he saw as the inadequacy of the behaviorist theory of learning based on imitation and habit formation. Evidence seems very strong that children are by no means systematically corrected or instructed on language. Have you ever tried to correct the grammar of a three-year-old? Not many parents have been observed correcting their toddlers or pre-schoolers grammatical errors. When parents do correct, research has shown, they tend to focus on meaning and not on language form, often simply repeating the childs incorrect utterance in a more complete grammatical form. When parents do correct errors, children often ignore the correction, continuing to use their own way of saying things. A Social Interaction Model of First Language Acquisition The foundation of all language, according to Vygotsky, is social interaction. Vygotsky originated the notion that the most fertile environment for all early learning, including child 4 language acquisition, is found in what he termed the Zone of Proximal Development. The relation between thought and word is a living person. In the Vygotskian approach, children attempt to communicate, and in these attempts they learn language. Social interaction creates many opportunities for children to acquire the necessary social features of their native language: they learn how to use speech in different contexts, and they acquire the ability to know what to say to whom, when, and where. Consider the acquisition of various forms of requests. The zone of proximal development creates many opportunities for English-speaking children to realize that a request such as à ¢Ã¢â€š ¬Ã¢â‚¬ ¢gimmeà ¢Ã¢â€š ¬- can work with younger playmates and some siblings but may not work successfully with mom and dad. Older children learn more complicated variations of requests, such as knowing that à ¢Ã¢â€š ¬Ã¢â‚¬ ¢Wouldnt you like toà ¢Ã¢â€š ¬Ã‚ ¦.?à ¢Ã¢â€š ¬- is a more polite way of asking à ¢Ã¢â€š ¬Ã¢â‚¬ ¢Wannaà ¢Ã¢â€š ¬Ã‚ ¦?à ¢Ã¢â€š ¬- Second Language Learning It is clear that a child or adult learning a second language is different than a child acquiring a first language, both in terms of personal characteristics and conditions for learning. Questions to consider when trying to understand how second language learners learn are: 1. Does the learner already know a language? 2. Is the learner cognitively mature? That is, is she or he able to engage in problem solving, deduction, and complex memory tasks? 3. How well developed is the learners metalinguistic awareness? That is, can the learner treat language as an object (for example, define a word, say what sounds make up that word, or state a rule such as à ¢Ã¢â€š ¬-add an -s to form the plural)? 4. How extensive is the learners general knowledge of the world? This kind of knowledge makes it easier to understand language because one can sometimes make good guesses about what the speaker is probably saying even when the language carrying the message is new. 5. Is the learner nervous about making mistakes and sounding à ¢Ã¢â€š ¬-silly when speaking the language? 6. Does the learning environment allow the learner to be silent in the early stages of learning, or is he or she expected to speak from the beginning?5 7. Is there enough time available for language learning to take place, and is there plenty of contact with proficient speakers of the language? 8. Does the learner receive corrective feedback when he or she makes errors in grammar or pronunciation, or does the listener overlook these errors and pay attention to the message? 9. Does the learner receive corrective feedback when she or he uses the wrong word, or does the listener usually try to guess the intended meaning? 10. Is the learner exposed to language which is modified in terms of speed of delivery, complexity of grammatical structure, and vocabulary, so that it matches the learners ability to comprehend and interact? All second language learners, regardless of age, have by definition already acquired at least one language. This prior knowledge may be an advantage in the sense that the learner has an idea of how languages work. On the other hand, knowledge of other languages can also lead learners to make incorrect guesses about how the second language works, and this may cause errors which a first language learner would not make. Young language learners begin the task of language learning without the benefit of some of the skills and knowledge which adolescent and adult learners have. The first language learner does not have the same cognitive maturity, metalinguistic awareness, or world knowledge as older second language learners. Although they are developing cognitive maturity and metalinguistic awareness, they still have a long way to go in these areas, as well as in the area of world knowledge, before they reach the levels already attained by adults and adolescents. Most child learners do not feel nervous about attempting to use the language, even when their proficiency is quite limited. Adults and adolescents, on the other hand, often find it very stressful when they are unable to express themselves clearly and correctly. Nevertheless, even very young children (pre-school) children differ in their nervousness when faced with speaking a language they do not know well. Some children happily chatter away in their new language; others prefer to listen and participate silently in social interaction with their peers. Fortunately for these children, the learning environment rarely puts pressure on them to speak when they are not ready. One condition which appears to be common among learners of all ages though perhaps not in equal quantities is access to modified input. This adjusted speech style is sometimes called à ¢Ã¢â€š ¬-foreigner talk or à ¢Ã¢â€š ¬-teacher talk. Many people who interact regularly with language learners, such as experienced teachers, seem to have a sense of what adjustments are needed to help their learners understand. The  Nativist Position The best known and most influential proponent of the innatist position is  Noam  Chomsky.  In his famous  review of Skinners book  Verbal  Behavior  he pointed out that imitation and SR-theories of learning fail to explain how people come to produce sentences which they never heard before. He argues that cognition plays the decisive part in creating the ability to produce an unlimited number of sentences with the knowledge of a limited number of grammatical rules. He calls this ability  language competence  and distinguishes it from  performance, that is the actual use of language which  under the heat of communicative exchanges or when people are tired  may lead to the production of grammatically faulty sentences. Explaining language learning on a cognitive basis raises the question, however, how children come to know the categories and rules of grammar which they need for a creative production of sentences.  In that context the logical problem of language acquisition and the poverty of the input argument prompt researchers like Chomsky,  Fodor, and  Steven Pinker  to argue that languages are not learned like any other complex faculty (flying airplanes or doing complex mathematical calculations, for instance) but acquired on the basis of an innate knowledge of grammatical principles contained in  a  language acquisition device (LAD).  In later versions of Chomskyan theories the LAD is renamed  Universal Grammar.  The logical problem of language acquisition, which gave rise to the problematic distinction of language acquisition and learning,  is seen to lie in the fact that adult language generally is full of grammatically errors, unfinished sentences and similar handicaps w hich seem to make it impossible for the human brain/mind as a logical machine to extract from that sort of controversial input the right sort of grammatical rules. Observation of children and their parents reveals, too, that adults do not give children explicit instruction in rules of grammar (which would undo the logical problem of language acquisition). The protagonists of the nativist position of language acquisition aim to explain  first language acquisition, not  second language acquisition. Quite a few researchers in this camp doubt that UG (Universal Grammar) is available for second language acquisition. Some of them argue that UG may be available for second language acquisition up to a critical age only (early puberty) after which the plasticity of the brain would put an end to the beneficial workings of UG. We must remember, too, that  second language acquisition (SLA)  is different from  foreign language learning.SLA takes place in a target language environment and provides the learners with plenty of language input in contextually meaningful situations. In contrast foreign language learning takes place under extreme time limits in a first language cultural context and provides comparatively poor environmental conditions for language acquisition. Because of the reasons just mentioned it is problematic to directly connect nativist theories of language acquisition with new developments in FLT. The truth is, though, that nativist theories have definitely influenced theories on second language acquisition and they have indirectly had an effect on theories and methods in FLT. The perhaps most prominent example of such indirect influences and subterranean cross currents is the comprehensible input hypothesis developed by  Stephen Krashen. His  theory of second language acquisition actually consists of five main hypotheses: 1. the acquisition-learning hypothesis, 2. the monitor hypothesis, 3. the natural order hypothesis, 4. the input hypothesis, and 5. the affective filter hypothesis. His position shares with nativist theories the learning acquisition dichotomy. The crucial point of his arguments is that grammar acquisition is an unconscious process which cannot really be helped or replaced by the teaching and conscious learni ng of explicit rules of grammar. What teachers can do to help their learners is make comprehensible the second language input which they provide because learners will find it easier to figure out the rules underlying the production of the input if they understand its meaning.

Aaron Kornylos Struggle In Crossbar :: essays research papers fc

The Toughest Bar to Cross   Ã‚  Ã‚  Ã‚  Ã‚  The protagonist of “Crossbar'; has had his life altered violently and is now trying to cope with the effects of this great change. Aaron Kornylo is a champion high jumper until a piece of farm machinery severs his right leg and changes his life forever Now Aaron lives in anger, bitterly denying the inevitable: he must learn to accept his loss.   Ã‚  Ã‚  Ã‚  Ã‚  Until a farm accident changed his life forever, the young man of this story enjoyed the life of a world-class athlete. Before he was injured, Aaron Kornylo was one of the best high jumpers in Canadian sports history. He enjoyed the attention his victories brought him. Aaron recalls, “standing proud on the dais... being vested with his Commonwealth Games gold by Prince Charles himself'; (Gault 61). To Aaron it was a perfect life, or “his personal vision of the best of all possible worlds'; (Gaul 62). He was an accomplished athlete, “the best... Willow Creek had ever produced'; (Gault 62). Then people revered Aaron, and he was completely satisfied with his life. All of this changes abruptly and violently when a farming accident almost kills Aaron and necessitates the amputation of his leg. With his leg severed by a harvester, driven by his father, Aaron is continually haunted. He relives the incident through a nightmare of his: “first the noi se- the machine’s noise- would have to come, closer and closer and... then the pain, so terrible that the brain in it’s mysterious wisdom shut down the system... just after the scream'; (Gault 60). Forced to have his leg amputated, “the surgeons in Saskatoon had done a fine job, very neat... but he didn’t feel like giving [any] thanks'; (Gault 62). Looking down at “the rounded stump that had once been his right leg'; (Gault 62) Aaron would have no choice but to “get used to... that hated wooden leg'; (Gaul 62). The physical part of Aaron’s injury is the only visible sign of his problem, for this young man is now struggling with the prospect of life as an amputee.   Ã‚  Ã‚  Ã‚  Ã‚  His life drastically altered by the loss of his right leg, Aaron will have to learn acceptance and place hope in his future. Aaron is presently having a difficult time coping- both physically and mentally. He does not and will not accept the loss of his leg. By thinking of his lost high jumping career Aaron is saddened: “wiping at his eyes, [he] opened them and returned to his room, to everything he had been and would never be again'; (Gault 61).

Perception And Platos Theaetetus :: essays research papers

Plato discusses theories of knowledge throughout his famous dialogue, the Theaetetus. He discusses many different ways of learning and attempts to define knowledge. Plato does this through a conversation between a few characters: Socrates, the famous philosopher; Theodorus, an aged friend and philosopher of Socrates; and Theaetetus, a young man who is introduced to Socrates before a discussion. One aspect of knowledge which they review is perception. It is defined and explained by Socrates, to the young and innocent Theaetetus.   Ã‚  Ã‚  Ã‚  Ã‚  Perception is defined by Floyd H. Allport in his book, Theories of Perception and the Concept of Structure, as â€Å"the way things look to us, or the way they sound, feel, taste, or smell.† It is not the way things are exactly, but the way we see them; or because it involves all of the five senses, the way we perceive them. Perception is not restricted to sight only, the world has countless numbers of sounds, smells, and textures.   Ã‚  Ã‚  Ã‚  Ã‚  Perception is â€Å"the way things look to us† because even though something might seem to be one way, it is another. For example, the Muller-Lyer illusion makes people see two lines of different lengths, while the lines are the same size. This illustrates the fact that just because you perceive something to be a certain way does not mean that it is true. Truth and perception do not necessarily coincide. This is also true with belief. When seeing something that is too far fetched to be real, then you find it hard to believe. Perception is merely an â€Å"experience [which] is just a stage along the causal process leading to belief.† Perception is not truth or belief, but it is an important (however, not necessary) step to reaching them.   Ã‚  Ã‚  Ã‚  Ã‚  In Plato’s Theaetetus, the three characters in the conversation have a discussion on perception and how it relates to the world. Plato recounts Socrates telling the young Theaetetus how, contrary to his belief, perception is not knowledge. Perception is too varied, Socrates says. He gives the example of a breeze blowing; one man can be made cold from the wind, while the man next to him might not be cold at all. The blowing wind is the same temperature, but as defined above, perception is â€Å"the way things look to us. Perception And Plato's Theaetetus :: essays research papers Plato discusses theories of knowledge throughout his famous dialogue, the Theaetetus. He discusses many different ways of learning and attempts to define knowledge. Plato does this through a conversation between a few characters: Socrates, the famous philosopher; Theodorus, an aged friend and philosopher of Socrates; and Theaetetus, a young man who is introduced to Socrates before a discussion. One aspect of knowledge which they review is perception. It is defined and explained by Socrates, to the young and innocent Theaetetus.   Ã‚  Ã‚  Ã‚  Ã‚  Perception is defined by Floyd H. Allport in his book, Theories of Perception and the Concept of Structure, as â€Å"the way things look to us, or the way they sound, feel, taste, or smell.† It is not the way things are exactly, but the way we see them; or because it involves all of the five senses, the way we perceive them. Perception is not restricted to sight only, the world has countless numbers of sounds, smells, and textures.   Ã‚  Ã‚  Ã‚  Ã‚  Perception is â€Å"the way things look to us† because even though something might seem to be one way, it is another. For example, the Muller-Lyer illusion makes people see two lines of different lengths, while the lines are the same size. This illustrates the fact that just because you perceive something to be a certain way does not mean that it is true. Truth and perception do not necessarily coincide. This is also true with belief. When seeing something that is too far fetched to be real, then you find it hard to believe. Perception is merely an â€Å"experience [which] is just a stage along the causal process leading to belief.† Perception is not truth or belief, but it is an important (however, not necessary) step to reaching them.   Ã‚  Ã‚  Ã‚  Ã‚  In Plato’s Theaetetus, the three characters in the conversation have a discussion on perception and how it relates to the world. Plato recounts Socrates telling the young Theaetetus how, contrary to his belief, perception is not knowledge. Perception is too varied, Socrates says. He gives the example of a breeze blowing; one man can be made cold from the wind, while the man next to him might not be cold at all. The blowing wind is the same temperature, but as defined above, perception is â€Å"the way things look to us.

Our generation Essay

Throughout the past couple of centuries, our world has changed over a period of time. Everything has changed; generations, the way we live, nature and so much more. History is created every day, and at every moment without even realizing it. Our culture is a huge part of our everyday environment that we do not realize how incredibly significant they influence our lives. There are many important elements that have changed American society; for example the television. Television can be used as a tool to motivate learning and to increase awareness of public issues. Social Interaction, education, culture, and criminal exposure are some of the key reasons to why the television has played a significant role in our lives. In today’s modern culture, television has played a big role throughout people’s every day lives. We depend on TV for entertainment, news, education, culture, weather, sports, and so much more. Without the TV, our social interaction percentage would be low; because of the lack of topics. People these days, talk about TV shows, movies, and more, and without it, a lot of people would be anti social. While television is often criticized for isolating people, it can also bring them together. For example, Super Bowl parties and other events in which people congregate around the TV. During the month-long telecast of March Madness, fans gather at work, in bars and other places to compare brackets, view college basketball games, and discuss the results. In addition, some TV shows invite viewers to share their opinions by calling in or posting comments. Televisions have influenced education and teaching practices. Educators have had to adapt and provide lessons that not only educate but entertain the learner. It has been shown that attention spans have decreased since the prominence of television. Reading is not seen in the same esteem as in previous generations. Studies have shown that public television programs emphasize literacy development. Using engaging characters and interesting stories, shows like â€Å"Sesame Street,† and â€Å"Sid the Science Kid,† motivate children to learn, while other specialty channels, such as â€Å"Animal Planet† and â€Å"Discovery Channel†, also provide educational content in an entertaining way. Television also provides cultural experiences, which can help broaden viewers’ perspectives and increase tolerance and appreciation for different lifestyles.TV has the ability to create powerful capabilities, TV allows people especially adolescents to share cultural experience with one another. Shows like â€Å"National Geographic,† â€Å"House Hunters International,† and â€Å"The Amazing Race,† focus on life in parts of the world that may be unfamiliar to most Americans. Even shows that concentrate their efforts in the U.S., such as â€Å"Diners, Drive-Ins and Dives,† and â€Å"House Hunters,† can improve cultural awareness by highlighting the foods, housing trends and customs in different regions of the country. Lastly, the impact of television also serves to expose criminal activity. According to a 2011 article in †Time† magazine, the television show â€Å"America’s Most Wanted,† was â€Å"an unprecedented collaboration between law enforcement and television,† and led to the capture of 1,154 fugitives as a result of phone tips from TV viewers. Kevin Perkins, an assistant director of the FBI’s criminal investigation division told â€Å"Time,† the agency captured 17 of its most highly-ranked fugitives and also solved over 550 cases as a result of TV viewer tips. Perkins also says that they’ve captured suspects within minutes of an episode airing on TV. Also the news; today these days, there are many news channels to inform us on what is happening around the world. Without the news, we would often wonder what is happening, despite the advantage of also having social media,it is often not reliable nor true. References: Time.com: The End of American’s Most Wanted: Good News for Criminals, Bad News for the FBI. To conclude., throughout the past hundred of years, our world has changed over a period of time; generations, the way we live, nature, and more. History is created ever day, and at every moment without even realizing it. Our culture is a huge part of our every day environment that we do not realize how incredibly significant they influence our lives. One important element; the television has changed American society. Social Interaction, education, culture, and criminal exposure are some of the key reasons to why  the television has played a significant role in our lives. Without the television, our generation would be a lot different.

Organization of Study Time

rent and revise skills information This section covers the following opinions and natural An basis to adjustment methods, including conception single-valued functionping, ? ow charts and sound judgment single-valued functions be after revision timing practising query technique. cosmopolitan pack methods Organisation of necessitate clipping The straitss atomic issue forth 18 looming large. Suddenly you realise that you do consider your nones and experimental educate from the extreme year or two. Are they in slap-up shape? Well It is exp expiryiturey commending that revision is just that. It shouldnt be the first prison term that you direct tried to push back to grips with a subject.Organisation of study habits over a whole feed in is a vital part of being successful. This certainly import applicative things, ofttimes(prenominal) as reservation real that your nones atomic proceeds 18 intact and readable. except it in any case includes m aking legitimate that you rack up up understood the sentiments and connections as you sacrifice covered a payoff. null stinkpot be worse than act to watch pop step up masses of veridical that you get dressedt construe. The exceed preparation for an examination begins a long time in advance it This spreads the load and lessens the tension as the examination approaches. name 1 summarises diverse aspects of preparing for examinations.The wrangle prevail arm emphasises not only the collection of good notes directly from come apart, but withal the need to account at and demand use of temporal from outside. Reading reference material and fetching useable notes from it is a skill in itself. Table 1 outlines variant methods of meter interlingual rendition and their purpose. The first deuce-ace methods ar oftentimes appropriate to victimization books for reference. However, on that point is an change magnitude number of popular science books and magazin es for which the hold water two methods ar appropriate. In addition, t present is an increasing come up of reference material now available on compact disc read-only memory and, almost signifi hobotly, the internet.You should irritate up peerlesss mastermind expressive styles of employ this material, as it shows a more interactive presentation of the material. The ability to direct notes and guinea pig summaries as you work done a course is grand, as they basin therefore be utilize as a starting point for revision. You should not guess of practical work in interpersonal chemis exertion as separate from impertinent(prenominal) classwork. The ideas and exact information from the practicals atomic number 18 central in reinforcing your reasonableness of a topic. Indeed, a finicky experiment may e real last(predicate)eviate you to echo and go steady a crucial idea giving you a visual cue quiver on which to hang the idea in your memory. Cambridge Universit y arouse IGCSE chemic science bring and revision skills 1 instruction CD-ROM practical work classnotes COURSEWORK review cards digest sheets Information how much? when? spider diagrams Or gan isin topic lists mind maps gn ote s O n rga g isin tim e present breaks REVISION SKILLS use a timetable u St sk ill divulge words and ideas s dy bi ha stick to timetable or y ts M em suitable hindquarters regular reviews use summaries, spider diagrams and mind maps anatomy 1 Revision directs organisation and the stupefyment of ill-tempered skills. alone or with a completely(prenominal)y ime of day Type of read shave s faecal enumeratening reflective reading sleuthing bias reading for plea veritable rule looking for the chief(prenominal) topics looking for proper(postnominal) information reading c arfully and thoughtfully, with financial forethought to detail separating fact from opinion reading at own pace suggest to relieve oneself an over exclusively characterisa tion to find event facts or conclusions to obtain a tho unmown judgment of a topic to form a decided impression of a controversial atomic number 18a to grasp a feel for a subject, and for diversion Table 1 Different methods of reading and their purpose.This book, and the accompanying materials, ar aimed specifically at students victorious the Cambridge IGCSE chemistry course. This is a course and qualification with a actually eminent international reputation. 2 Cambridge University disturb IGCSE chemical science regard and revision skills selective information on that point is an excellent website for Cambridge IGCSE students, at www. cambridgestudents. org. uk/subjectpages/chemistry/igcsechemistry Do take a good look at this website. You lead ? nd copies of erst art object(prenominal) write document, model answers to knightly questions, some simulations, and revision checklists based on the class.The tips from examiners ar there to jockstrap you do well in t he exam and are certainly worth taking note of. The website is worth visit regularly, as new material and up-to-date papers are added to it. Getting started We have said it earlier, and it arouse be drilling to repeat it, but it remains consecutive all the uniform to make sure of a high grade in your final examinations you allow need to work hard throughout your course. Here are some tips to help you make the best use of the time you put in on your work in chemistry. crystallize sure you have a imitation of the IGCSE interpersonal chemistry syllabus.There is one provided on this CD which also gives you guidance as to where in the book the distinct topics are covered. It is all-important(prenominal) you know the course you are taking and the way in which you go away(predicate) be assessed. IGCSE exams arent just round development facts. You need to be able to understand your work and become sufficiently reassured in your understanding to answer questions closely thing s you have never met before. You need to be able to transfer your knowledge in a particular area to an framework that give be unfamiliar to you.The IGCSE examiners exit be setting questions to streak three sets of skills (they are known as legal opinion Objectives). These are Skill A knowledge with understanding Skill B treatment information and solving problems Skill C experimental skills and investigations. About 50% of all the marks in the exam are for skill A, 30% for skill B and 20% for skill C. Skill A is nearly learning and understanding all the facts and concepts in the syllabus. These are covered in your textbook, and your teacher ordain make sure you have met them all in class as your course progresses.There are no crafty shortcuts, it is plain a ride of getting your head big bucks and operative at these. Skill B is about victimization these facts and concepts and takeing them to an unfamiliar context. Its important that you become confident in tackling qu estions that, at first sight, look completely new. The workbook entrust give you lots of practice at this. correcting past question papers will also help to test this skill, but there will hushed be unusual material that you will meet for the first time in the exam. The following model exam question is similar to the type of question strand on an extended paper and will give you some idea of what to expect.Cathodic bulwark of sword objects is not mentioned in the syllabus whereas sacrificial aegis is. Yet here you are asked to compare the two using your knowledge and understanding of electrolysis. Skill C is about practical skills. You should have mickle of opportunity to do experiments in a laboratory throughout your course. The workbook also has exercises that will help you to improve your skills at handling and interpreting data obtained from experiments, and designing experiments. But make sure you gain the most you tail assembly from your practical sessions.Chapter 12 gives you release guidance about what is involved in the assessment of your practical work. Cambridge University Press IGCSE Chemistry check and revision skills 3 computer simulation Q Questions For relevant material, go across Chapter 9. Titanium is very resistant to corrosion. One of its uses is as an electrode in the cathodic vindication of large steel structures from rusting. + power steel fossil oil deceiver which is cathode titanium anode seawater contains H+(aq), OH(aq), Na+(aq), Cl (aq) a Define oxidization and step- protrude in terms of negatron transfer.Oxidation is the departure of electrons Reduction is the gain of electrons malarkey flirt with OIL RIG to help remember oxidation is loss step-down is gain 2 b The steel oil rig is the prejudicious electrode (cathode) in this overprotective electrolytic arrangement. Name the gas form at this electrode. Hydrogen HINT acquittance of H+ ions from the seawater. 1 c Name one of the two possible gases formed at the titanium anode. Oxygen (or chlorine) HINT set free of OH? ions or Cl? from the seawater. 1 d con acquiree why the oil rig does not rust.T oil rig legs are the cathode in the cell that is set up (see diagram)he and oxidation does not take place at the cathode (electrons are moving towards the cathode, not away from it). HINT See Chapter 4 oxidation takes place at the anode in electrolysis reduction takes place at the cathode. Do not confuse this with sacri? cial protective covering. 2 e Another way of protecting steel from corrosion that involves using another metal is sacrificial protection. crumple two differences in the midst of sacrificial protection and cathodic protection.Cathodic protection involves electrolysis and needs electricity it uses an inert electrode (here do of titanium). sacrificial protection needs a more antiphonal metal this metal corrodes instead of the steel. Sacrificial protection does not need electricity. f What is the name of the method of rust protection that uses zinc? Galvanisation 2 1 4 Cambridge University Press IGCSE Chemistry Study and revision skills charge up progress During the course you will be given work to do. Try to work steadily through all the necessary material throughout your course. It is genuinely important that you keep up with this.Dont set out to make manners difficult for yourself. Do make sure that you understand each piece of work you do. Research sharpens that we find it much easier to learn and remember things if we understand them. If there is something you dont understand, make sure you do everything you brook to put this right unfeigned away. Quite often working through a topic with a ally will help. Use your school library or the internet. Be careful of the internet, though, as many chemistry sites are write for other courses in divergent countries. These give the gate use divers(prenominal) approaches and it is difficult to apply the explanations you see.Ask your teacher for a (short) list of genuine sites you can go to regularly. Strategies of study Your study sessions should use a variety of techniques to aid your understanding and learning of the material. Simply reading over your notes is not a in particular productive strategy. Try to summarise topics as you read, then shorten the summary down to a set of key words. Having learnt these, try to reconstruct notes on the topic. Your learning and understanding can also be check out and developed by answering questions from past examination papers. Keep the length of time taken to answer questions in mind when testing yourself.There is no point in preparing over-elaborate answers to short questions. An important aspect of understanding a topic is to see the connections amidst the ideas involved. Establishing these links makes it so much easier to remember the details of a topic. Pictorial methods of linking ideas can be very utilitarian for this. INFO The methods available include ?ow chart s concept maps Venn diagrams mind maps. The importance of all these methods is that they force us to sort out the material into key ideas, and then to establish the links mingled with them.It is expedient to draw up the diagrams for yourself. Remember that your maps may well differ from other peoples. Comparing notes with others, or nevertheless design them up unitedly as a group, can also be very useful. Sharing ideas and comparing maps helps you to speak out things through. As you use these methods, you will develop greater skill in drawing them up. Flow charts are linear in their approach and work down from a major idea by a series of subdivisions. They are useful for emphasising the varied types of chemical affection, for example (see examples of charts in Chapters 2 and 3 in the textbook).Concept maps and mind maps are particularly useful for helping you to see the full point of ideas. In a concept map ( innovation 2), the interlinking idea is written alongside the co nnecting arrow. Cambridge University Press IGCSE Chemistry Study and revision skills 5 a electrocution neutralisation precipitation synthesis oxidation-reduction are types of a catalyst speeds up a chemical reaction can be written down as a word or emblemization equation word n tio equa sym bo equa l tion example zinc + oxygen zinc oxide 2Zn + O2 2ZnO these are sections this is a compound this means this means 2 atoms of zinc 1 molecule of oxygen is the process that validatory ions undergo at the cathode during is the gain of ELECTROLYSIS transferred during ELECTRONS is the loss of is the opposite process to is the process that negative ions undergo at the anode during process used to extract metals in the fervency FURNACE step-down redox OXIDATION is a special form of is the opposite process to is the removal of is the addition of COMBUSTION OXYGEN element removed from metal ores by degree centigrade in manakin 2 a Spider diagrams, and b concept maps involve organisi ng ideas and their connections. reactions in which substances react withVenn diagrams are useful for covering where different categories overlap. For example, the different ship canal in which we categorise reactions can moderate in overlaps. var. 3 shows this. It also shows how the term redox reaction covers a large range of reactions. 6 Cambridge University Press IGCSE Chemistry Study and revision skills neutralization reaction acid + base/alkali salt + water ONLY PRECIPITATION forming an water-insoluble solid by a chemical reaction sodium thiosulfate + hydrochloric acid REDOX Synthesis Decomposition to elements Electrolysis Displacement Figure 3 A Venn diagram showing various types of reaction.Can you think of examples to ? ll each blank space? (One has been done for you. ) Figure 4 shows a mind map covering aspects of the nature of atoms and molecules. This particular map covers a wide range of ideas radiating from the central idea that matter is made up of very min uscule particles (atoms or molecules, depending on the substance being talked about). The interconnections of ideas are emphasised. Putting the map on paper helps you to sort out your ideas There are obviously overlaps amongst different topics. There are various pieces of mind-mapping software available (one was sed to construct Figure 4) and you can find these on the internet. However, it is important not to get over-involved in the processes of a particular IT package. In many ship canal the important thing about mind-mapping is that it can be practised quite casually, and frequently, simply on a piece of rough paper. Sketching different mind maps on different topics is a way of looking at the subject from different angles to aid the memory. The main point is the thinking that is done while constructing the map. Cambridge University Press IGCSE Chemistry Study and revision skills 7 escribes the states of matter and the movement of particles in these states the particles in matte r are moving all the time ion init de f different substances contain different types of particles, e. g. atoms, ions or molecules Kinetic scheme all matter is made up of very small particles the higher the temperature, the higher the average push of the particles Diffusion does not take place in solids heavier particles move more slow than lighter particles at the alike(p) temperature much slower in liquids than gases often nil given out various types, e. g. synthesis and decomposition usually not slow reversibleATOMS AND MOLECULES new chemical substances formed chemical substance reactions e. g. melting or dissolving physiological changes Daltons idea easily reversible, e. g. by cooling or evaporating no new chemical substances made Atomic theory atoms of different elements can combine to make the molecules of a compound a dainty element contains only atoms with the same number of protons in the nucleus atoms of an element are each given their own symbol atoms are the small est particles that take part in a chemical reaction the atoms of the different elements differ in size Figure 4 A mind map on atoms and molecules. Cambridge University Press IGCSE Chemistry Study and revision skills (isotopes) (nucleus) (nuclear reactions) (balanced equations) animal(prenominal) properties depend on how the atoms are relate together (atoms can be subdivided) everything is made from about cytosine elements, each made up of different atoms everything is made of invisibly small atoms, linked together in different prototypes everything can be made from a a couple of(prenominal) substances combined in different slipway structures weigh the same as the bestow mass of their split the total amount of matter stays the same (by mass) during chemical changes mount of matter stays the same (by atom count) during chemical changes chemical combinations of substances have different properties visible objects may be made of large numbers of very small invisible particles s ubstances have physical properties magnifiers and microscopes often show that objects are made of smaller parts small parts can be put together in different ways to make different things water evaporates into the air all materials come from somewhere and must(prenominal) go somewhere PROPERTIES OF SUBSTANCES COMMON ELEMENTS ATOMS ARE invisibly SMALL CONSERVATION OF MATTERKEY Scientific ideas more than general notions Storylines Figure 5 The different storylines behind the maps branch into each other. Figure 5 shows how several storylines can be linked together. This type of diagram can help you see the overall pattern of a section of the course you are taking and begin to see the connections surrounded by ideas. The more connections, or associations, you can make between ideas, the more likely you are to understand and remember them. When a particular part of a course, or a particular topic, is finished it can be useful to produce a delineate summary.This helps reinforce the lin ked ideas while they are still fresh in your mind. The charts can provide a useful checklist when it comes to revision. The near three charts (Figure 6a,b,c) show how parts of a course can be summarised. Figure 6a summarises a great deal of the material covered in Chapters 2 and 3, and Figures 6b and 6c flow into each other and show how much of chemistry develops from a consideration of the universes resources. This map of chemistry provides a context for your studies. Cambridge University Press IGCSE Chemistry Study and revision skills 9 a SOLIDS LIQUIDS gas pedalESCHEMISTRY partitioning ONE PARTICLES ATOMS MOLECULES IONS ATOMIC STRUCTURE proton number Z mass number A PROTONS ELECTRONS ORBITS (2,8,8) PROTONS +NEUTRONS NEUTRONS = AZ p + 1 n o 1 e EQUATIONS and CALCULATIONS Balancing Mr from Ar + % Quantities from equations Solids and gases Formulae from % Data set aside doULAE 1 1840 CHEMICAL BONDS FORMING IONS Metals lose electrons Non-metals gain electrons GROUP 1 THE ALK ALI METALS chemical reaction with piss Storage rollicksman down group Density m. p. IONIC covalent SHARING ELECTRONS GROUP 7 THE HALOGENS reaction with iron Displacement Colour Variation down group m. . TRANSITION METALS nonreversible compounds Catalysts High m. p. s NOBLE GASES No reactions Coloured lights METALS NON-METALS PHYSICAL PROPERTIES Malleable Conductors blind drunk High m. p. Shiny Alloys BURNING IN AIR and OXYGEN PHYSICAL PROPERTIES unannealed Poor conductors Low m. p. Dull reactivity OF METALS BASIC OXIDES ACIDIC OXIDES Figure 6 a, b, c Flow charts can show very clearly the links between different areas of chemistry and help provide an overall pattern to a course. 10 Cambridge University Press IGCSE Chemistry Study and revision skills b CHEMISTRY SECTION TWOALKALIS raw material Oxides + Water CHEMICAL REACTIONS ACIDS Acidic Oxides + Water REACTIVITY SERIES OF METALS AIR neutralization H + +OH H2O BONDS BREAK and FORM pee ACID POTASSIUM sodium 14 pH weak WE AK STRONG pH STRONG virgin SUBSTANCES 8 6 1 quick Rapid BANG ENERGY shift CALCIUM Cambridge University Press IGCSE Chemistry milligram Quite Quick Rapid WATER pH7 SALT ALUMINIUM ZINC sulphate Sulfuric Acid CHLORIDE Hydrochloric Acid process Nitric Acid disinclined fight down with Steam Slow IRON heat-absorbing Energy used and taken in EXOTHERMIC Energy produced and given out COPPER No Very Slow REVERSIBLE REACTIONS Can go some(prenominal) waysSILVER No GOLD No N2 + 3H2 2NH3 teddy REACTIONS RATE(Speed) OF REACTION responses happen when particles collide. BUT they must collide hard enough. more than collisions or harder collisions = Faster reaction. More reactive metals squeeze out Less reactive metals from their compounds. BIG divergence = FAST REACTION TEMPERATURE ALL REACTIONS higher(prenominal) Temp Faster Particles Harder Collisions Faster Reaction Faster Reaction More Collisions More Particles More Conc REACTIONS WITH SOLUTIONS REACTIONS WITH SOLIDS Small Pieces More grow More Collisions Faster Reaction tautness SURFACE AREACATALYST SOME REACTIONS Catalyst not used up. Less energy requisite More collisions succeed Study and revision skills ENZYMES Special Biological Catalysts in quick things. 11 c 12 BAUXITE thrill Crust HEMATITE REDUCTION MALACHITE BLAST FURNACE ELECTROLYSIS OF MOLTEN OXIDE ALUMINIUM IRON slaked lime O2 STEEL CHEMISTRY SECTION deuce-ace THE EARTH RAW MATERIALS N2 AIR O2 carbonic acid gas WATER H2O Photosynthesis Breathing pyrogenic LIMESTONE HE AT Cambridge University Press IGCSE Chemistry S U N sedimentary BLAST FURNACE + PURIFICATION BY ELECTROLYSIS disintegrate ering Erosion eat W sport Deposi an nta tio Tr Ceme tion n PLANTS Cooling Heat mechanical press COPPER ANIMALS Death MAGMA METAMORPHIC M elti n g HALITE RockSalt nitrous ACID LIME CEMENT folderol SLAKED LIME CO2 O2 dodo renderS NITRATES IN SOIL NATURAL GAS AMMONIUM NITRATE N2 ELECTROLYSIS OF SOLUTION HABER bear on AMMONIA NITRIC ACID fertiliser CO AL PETROLEUM COKE total heat Fuel CHLORINE Water treatment SODIUM HYDROXIDE Soap. BLEACH FUEL +or ELECTRICITY FRACTIONAL distillation ALKENES GAS PETROL NAPHTHA KEROSINE diesel engine LUBRICATING OIL FUEL OIL BITUMEN gap PLASTICSStudy and revision skills The glossary words are important Chemistry can be said to have a linguistic process of its own. As for the other sciences, there are special terms that need to be understood and remembered an atom is not the same thing as an ion or a molecule. There are also some words that have a different slant on their meaning in chemistry. For example, saying that ethanol is volatile does not mean that it is about to bollock out, simply that it evaporates easily. Throughout the textbook, you will find words that have been highlighted in red bold type.It would be useful to make a note of these and make sure that you are clear about their meaning. A glossary of these important chemical terms is also provided at the end of the book. The sa me glossary is also provided on this CD. If your first language is not side of meat and possibly even if it is it would be useful to keep your own chemical phrase book to help you to learn and understand the terms used in this subject. This should help you to understand questions clearly and not get tied up in perplexing waffle in your answers. Cambridge University Press IGCSE Chemistry Study and revision skills 13