Explain the four fundamental forces of the universe Research Paper

Explain the four fundamental forces of the universe - Research Paper Example ‎ The basic force that makes up our Universe is the force of gravity, which has the widest reach, yet it is the weakest of all four in its actual magnitude. It was the first force to be discovered, but it is the least understood of all. Gravity in its nature is purely attractive, it travels through even a void of empty space to bring and create attraction between the two masses bringing them towards each other. This is the force that keeps the planets including Earth orbiting around the Sun, as well as the Moon that orbits around the Earth. The force carrying particle responsible for gravity is known as gravitation. The theory of general relativity defines gravitation as being the curve of space-time engulfing an object that has mass. This curvature then makes a situation in which the path with least energy is in direction of the other object with mass. From normal person’s perspective it may seem unlikely that gravity is defined as being a weak force as it can operate across great distances. This however holds true as on the subatomic level the force that gravity exerts is a much weaker than electromagnetic forces (Sukys 51). The electromagnetism is interaction between the particles carrying an electrical charge. The magnetic and electric effects like interaction of the bar magnets or repulsion of electrical charges are caused by the electromagnetic force. The charged particles that at rest have an interaction through the electrostatic forces, in motion use both the magnetic as well as electrical forces to interact. The magnetic and electrical forces were seen to be different for quite some time; eventually in 1864 they were finally unified by work of James Maxwell in what came to be known as Maxwell’s equations. Photon is the force carrying particle responsible for transmitting the electromagnetic force. Electromagnetism was consolidated with the quantum physics

Theories argue Essay Example | Topics and Well Written Essays - 500 words

Theories argue - Essay Example Three most important and frequently addressed theories related to the aging process are Theory of disengagement, Activity Theory and Continuity Theory (Bengtson, Silverstein, & Putney, 2009). This researcher finds that Activity Theory has defined the process of aging more effectively as compared to other two theories. The theory was developed in 1953 by an American sociologist Havighurst (Schulz, 2006). This theory holds that to remain lively and participate in societal activities are key factors of satisfaction for aging people. Physical and intellectual activities are important for successful aging. The theory proposes that in order to maintain a positive self-image, older members need to develop new interests, roles, hobbies, and relationships (Schulz-Aellen, 1997). This theory would explain adequately why aging people feel encouraged continue with their middle-age lifestyles by denying the limitations of old age and why they make attempts to sustain that lifestyle over a longer duration. According Havighurst activity is always preferable to inactivity since it increases the chances of the well-being of personality on a number of levels. This theory also explains why post-industrial society allowed its older members to participate in meaningful activities. The theory incorporates an improvement in the general health and prosperity of older people. In contrast to the Activity Theory, the Disengagement theory comes across as a more controversial theory. According to this theory aging is process of regular withdrawal between society and the subject aging individual. The theory holds that in growing older, withdrawal or disengagement can be considered to be a natural or universal process. In all cultures and societies this process is acceptable to elders. According to this theory there should be a social equilibrium that will promote self-reflection for elders. Old members of the society should be free from societal

School Life in the 1950s Essay Example for Free

School Life in the 1950s Essay School Life in the 1950’s was harder than today because the facilities were few and inadequate. Teachers were stricter and corporal punishment was still in use. They had fewer subjects and wealth, discrimination, sexism and racism meant they could only do certain subjects. After World War 2 there was a baby boom and as a result in the 1950’s schools were quickly filling up as the children enrolled. The enrolments increased as much as 30% over the ‘baby-boomers’ decade. In the year 1950 there were 166 437 existing elementary and secondary schools in the USA to educate over 29 million students. As the amount of students increased, the schools and resources declined. It was reported by the Office of Education in 1953 that there was a shortage of 345 000 classrooms, meaning overcrowding in 60% of America’s classrooms and up to 20% of schools failed to meet basic safety standards (statistics- www. encyclopedia. com/doc/1G2-3468301830. html 6/08/2013) School facilities were even more unpleasant for the coloured people of America. Their schools were separate from the white people and they were poorly funded by the government. â€Å"By 1950, the inequality in educational achievement between white students and minority students had increased since 1900, when very few Americans or and race or gender attended high schools, and formal education was only marginally a factor in national economic and social life†- historians Mondale and Patton. (www. illinoishistory. gov/Illinois%20History/Jan05-21Vargas. pdf 14/08/2013). This all changed in 1954; when a father named Mr Brown took his case to the United States Supreme Court declaring his daughter should be allowed to go to school with white children. â€Å"Mr Brown was upset that his daughter had to walk over a mile through railroad yards to get to a black school when a white one was only seven blocks away† (www. livinghistoryfarm. org/farminginthe50’s/life_12. html 14/08/2013). The United States Supreme Court declared a â€Å"Separate but equal† system (desegregation) in schools and made a start on ending discrimination in other institutions. The country school buildings were usually â€Å"made of wood with weatherboards outside and tongue-and-groove timber for the interior walls. Most schools were elevated on stumps to provide a rudimentary play area underneath, which was usually concreted. The rough-hewn stumps would be painted with tar to deter white ants, and constant checking of stumps, walls, toilets and even toilet seats for termites was part of the head teacher’s job†. Up the front of the classroom there were â€Å"two large blackboards, almost square in shape, fixed to the wall. Sometimes an extra blackboard would stand on an easel as well. A wooden cupboard with doors, known as a ‘press’, held all the class books and teaching materials. There was usually no other shelving† (www.starfieldobservatory. com/Nambour/Schooling. html 14/08/2013). The school facilities in 1950 were basic and inadequate and the students and teachers had to make do with what they had. The schools of 1950 were lacking equipment but one piece of equipment was most certainly not lacking in most schools and that was the cane or ruler. Teachers used the cane to spank the disobedient and troublesome students and it was usually very effective – â€Å"I really can’t remember kids sort of stepping out of line very much because they knew that they would be getting disciplined severely. There was very little leeway, but then again, there were very little problems† – Student in 1950 (www. angelfire. com/falcon/hist232/interviews%20l. html 14/08/2013). The main reason students got spanked were: â€Å"talking or being disruptive in class, not lining up properly or being rambunctious either inside or outside the school† (www. angelfire. com/falcon/hist232/interviews%20l. html 14/08/2013). Teachers could cane across the hand or across the buttocks or often slap around the head without fear of punishment, as the offence was â€Å"caused† by the child. If the offence was viewed serious enough the student went to the headmaster for ‘6 of the best’ with a heavy cane. â€Å"They used the cane a lot, usually first resort not last. She said it was normal for girls to get the cane in front of all the class with skirt, or as it was for her, gymslip raised up. They could get 2, 3, 4 strokes in front of class, occasionally some got 6 strokes. But if it was thought serious they were sent to the headmaster. Always bare off headmaster, skirt up knickers down. Six minimum, could be up to 12. She said it was normal to see someone being caned† (http://www.experienceproject. com/stories/Used-To-Get-The-Cane-At-School/2211915 16/08/2013). There was no appeal against that system of punishment and many parents believed the teacher was acting in the child’s best interests. Other methods of punishment were intimidation, strapping, removal from class, loss of privilege, writing lines and verbal put-downs were all regularly used. As stated before, the class numbers were increasing so teachers had to teach more students, meaning discipline was becoming more stringent as the teacher tried to keep the class in control. The 1950’s was the time of the cold war and there was a great tear of nuclear war. In certain areas of America the ‘fallout’ tests were being brought in where the students were required to go through a fake atomic bomb attack and they would find refuge under their desks (little did they know this wouldn’t protect them from radiation! ). It was more for the teacher and parent’s piece of mind. Teachers of 1950 were sterner and more stringent than today, corporal punishment was in use making sure students did all their work and behaved in the right manner. The main subjects taught to high school students in the 1950’s were reading, writing, arithmetic, history, biology, domestic science or home economics and woodwork, â€Å"Social sciences, history, geography, sociology, economics, political science, and psychology† (http://www. viu. ca/homeroom/content/topics/programs/Curriclm/ss1950. htm 16/08/2013). Some more advanced subjects like music, trigonometry, Latin or Spanish and algebra, were added to the richer schools as it was rare to find a decent and qualified teachers. In nearly all schools it was â€Å"necessary† for girls to do domestic science and learn the skills of cooking and needlework. For the boys it was â€Å"necessary† for them to do woodwork or woodshop and learn the skills of craftsmanship. Girls couldn’t do the ‘boy’ subjects and vice versa. Science was taught theoretically and there was rarely a chance for them to do experiments. Subjects were taught in a ‘chalk and talk’ system where the teacher would stand up at the front of the classroom and talk to the class and write the topic information on the chalkboard. The students would listen and copy the work into their books. It wasn’t very common for students to do practical work and field trips were very basic. In the out of the way country schools teachers had to teach many subjects and most didn’t just have their certain subject they specialised in, meaning the teachers most of the time weren’t fully trained to be teaching some subjects and were giving out false information. (http://www. livinghistoryfarm. org/farminginthe50s/life_12. html 16/08/2013). The black people schools had limited teachers and facilities. Most of their schools just had the basic subjects and it was only after 1954 when the Supreme Court announced desegregation did this change and the black people were allowed to go to school with the white people and have access to their assortment of subjects. â€Å"The subjects taught in elementary school were maths, reading, social studies, science, art and music† (http://library. thinkquest. org/J002606/1950-60S. html 14/08/2013). Although music was usually just a basic sing-a-long with the teacher and it would happen once, maybe twice a week. The schools in the 1950’s didn’t have the variety of subjects we have today and it was limited even more because of many social issues such as racism, sexism and families wealth. School life was harder in the 1950’s because of the lack of facilities and their poor conditions, the students had to cram into overcrowded dingy classrooms and the coloured children had to walk miles to get to their black people schools. Schools were stricter and corporal punishment meant teachers were allowed to hit the students on the hand or over the head and parents let this happen as they believed it was good for the their child. The assortment of subjects choices available to the students in the 1950’s was limited and became even less as social issues such as racism, sexism, wealth and discrimination got in the way. The children and teens of 1950’s had to put up with an inadequate education system nevertheless many went on to become successful in business and life. Bibliography Anali Vargas, ‘Some Major Differences Between High School in the 1950’s and Now’-Page 4, www. illinoishistory. gov/Illinois%20History/Jan05-21Vargas. pdf, August, 2013 Going to school in the 1940’s and 50’s, www. starfieldobservatory. com/Nambour/Schooling. html, August, 2013 The 1950’s: Education: Overview. â€Å"American Decades† http://www. encyclopedia. com/doc/1G2-3468301830. html, August 13, 2013 Farming in the 1950’s: Education in rural America http://www. livinghistoryfarm. org/farminginthe50s/life_12. html, August 2013 Vanessa Lockstein, Ontario School discipline, 1950-Present www. angelfire. com/falcon/hist232/interviews%20l. html, August 2013 Schooling in the 1950’s. http://library. thinkquest. org/J002606/1950-60S. html, August 2013 Senior High School: 1950 http://www. viu. ca/homeroom/content/topics/programs/Curriclm/ss1950. htm, April 2005.

Comparing Metamorphoses in Adventures of Huckleberry Finn, Color Purple

The Characters' Metamorphoses in Adventures of Huckleberry Finn, Color Purple, and Catcher in the The main characters of The Adventures of Huckleberry Finn, The Color Purple, and The Catcher in the Rye begin their stories as lonely, confined, and dependent people battling with their own thoughts versus societal pressures. The three long to be self-reliant and free, but lack the means and the confidence to find themselves. Huck, Celie, and Holden ultimately venture on life-altering journeys to attain their individuality and to discover their worth as human beings. Huckleberry Finn has tremendous difficulty transitioning from an easily influenced person to an independent one. He begins as one of many faithful followers to Tom Sawyer, willing to trail behind him into any dangerous situations because Tom seems more self-confident than he ever allows himself to be. "Everybody was willing" (Twain 9) to Tom's declaration, "we'll start this band of robbers and call it Tom Sawyer's gang" (Twain 9) where their business is "Nothing only [sic] robbery and murder" (Twain 10). Tom is so self-assured that Huck, lacking confidence in himself to make his own decisions without leadership or outside assistance, is restricted from locating his level of confidence while around his dictatorial best friend. Another dominant source of influence in Huck's life is his father, whose relationship with his son is comparable to that of a lord to a slave. Pap tries to cheat Huck out of his money, claiming "all the trouble and all the anxiety and all the expense of raising [Huck]" (Twain 26), so he can go into a drunken stupor and not be concerned about reality. To vent his anger for failed attempts, he punishes his own son through kidnapping, imprison... ... Through beautiful depictions of their characters' metamorphoses, the authors present the feeling that embracing struggle to define individuality and become independent is something everyone needs to do. The authors essentially disclose through their writing that without opinions, ideas, and liberations of their own, people have nothing else to look forward to in life. Huck, Celie, and Holden, who are each representatives of the diverse American culture, must each to look ahead to uncover their full potential as human beings rather than participate in social order. Works Cited Salinger, J. D. The Catcher in the Rye. Boston, MA: Little, Brown, and Company, May 1991. Twain, Mark. The Adventures of Huckleberry Finn. New York, NY: Bantam Books, March 1981. Walker, Alice. The Color Purple. New York, NY: Pocket Books/Washington Square Press, June 1983.

As Long as You Love Me

Knowledge is Power. Learning is the most powerful tool in the world. The more you know the better you get along in the world. Unless you have a decent education Jobs will be scarce and you will struggle for the rest of your life trying to make ends meet. You don't have to be rich to survive, but you sure do need your education to stay ahead of the tax man, hunger, and ending up out on the streets of the city. Education is wonderful and with every turn of it you learn something interesting.Wiseacres is an example of how you can help others by what you know, but also learn from others. It keeps your mind active and on the ball As we age (and we all do) unless you keep your mind active you will have a poor quality of life. Knowledge keeps you alive and young. There Is also the knowledge of life. Some people who have never had the opportunity for a fine education can be wiser than the ones that have a good education because they have learned much from life the hard way .Education is wisd om and having an education and closing your eyes and heart around you is the first turn to Ignorance of the mind, Getting paid for better Jobs Having a education will allow you a better chance of getting a Job that pays a above Mullen wage. Many people who are making what Is labeled as PEANUTS Is because the employer is not paying you for what you know, but what you can do physically-youth these days need to know the consequences of not finishing high school. School drops will attend is the Hard School of Knocks.Which is the bad experiences in life that will occur if you don't know. Ignorance which meaner not knowing will occur if you don't stimulate your mind with what's important. To survive you must have knowledge and money. 30th of these equal power. I am not guessing that all educated people are smart, I know many educated people who eave no common sense. There are many who can quote formulas but cannot tell you one thing about LIFE in general. So you need both to survive in th is world. I have always said if you don't live life, life will live you.Go to school. Get your lesson, do your very best. Increase your skills and fertilize your brains. The only useless brain is the one in a Jar. Formal education, together with plenty of work by the student can produce qualifications and credentials that are essential for most types of better paying Jobs. You getting deduction meaner you're getting less salary†¦. Do have a education that you will receive a good job remember their are people with the best education possible and still can't find a better Job than flipping burgers for a life.Its not wrong to think that but there is more to it they think about what college you were n compared to someone else so Just think about It first. It Is very easy to explain Importance of education. No human beings are able to survive properly without education. By the meaner of education only one's potential can be used to make decision. Through education only one can make separate identity. It is most important in life like our basic need foods, clothe and shelter. With the beginning we learnt how to interact with others, how to make friends because of education only.As I remember when my parent's had enrolled my name in school not only I learnt the alphabets and numbers but also I made friends, interacted with them with teachers. With further development you were faced with the sense of competition and desire and other such emotions and feelings, you also learnt to control these emotions and feelings. And also teaches how to act in different situations. Education is not Just stricter teaching a person the basic academics, say computers, mathematics, geography or history education is a much larger term.If you want to find out the impact of education on any individuality, you better do an intense observation to the ways of well-educated people and then compare them with an illiterate man. You would get a clear picture of the education and its accurate concept. Education is one of the important factors which formulate the persona of a person. Education is a productive and beneficial factor in a person's life. It is everyone's right to get. The training of a human mind is not complete without education.Only because of education a man are able to receive information from the external humanity, to notify him with past and receive all essential information concerning the present. When one travels around the world, one observes to what an extraordinary degree human nature is the same, whether in India or Australia, London, Europe or America. Conservative education makes independent thinking extremely complicated. If we are being educated merely to achieve distinction, to get a better Job, to be more efficient, to have wider domination over others, then our lives will be shallow and empty.If we re being educated only to be scientists, to be scholars wedded to books, or specialists addicted to knowledge, then we shall be contributing to the destruction and misery of the world. We may be highly educated, but if we are without meaningful combination of thought and feeling, our lives are incomplete and clashing. Education develops a meaningful outlook on life. The individual are different but to accentuate the differences and to encourage the development of a definite type education is must. Education is not Just a matter of training the mind. Training makes for efficiency, but it does not bring about completeness.Knowledge and efficiency are necessary, which brings up by education. Education should help us to discover lasting values; unfortunately, the present system of education is making us submissive, emotionless and deeply thoughtless. Systems, whether educational or political, are not changed without explanation; they are transformed when there is a fundamental change in ourselves. The individual is of first importance, not the system; and as long as the individual does not understand the total process of himse lf, no system can bring order and peace to the world.

The Financial Performance Of The Walt Disney Company Essay

The Walt Disney Company (DIS) has a history marked with ups and downs. Taking numerous risks, expanding internationally, acquiring various businesses and diversifying its operations; the company has emerged stronger than ever. Ranking #53 on the Fortune 500, DIS has experienced continuous growth for the past 5 years, with bright prospects. Detailed analysis shows the market undervaluing the stock despite its healthy performance, indicating potential future gains. This paper analyses the financial performance of the Walt Disney Company during FY’15 using profitability, liquidity, asset management, and debt management ratios, along with the DuPont system and a measure of Economic Value Added (EVA); and recommends purchase of the stock. Background DIS began operations nearly a century ago, in 1923. Beginning as the ‘Disney Brothers Cartoon Studio’ the company has evolved continuously, diversifying into an international mass media and entertainment conglomerate. Today, the company operates through five business segments: †¢ Media Networks: This segment includes cable and broadcast television networks, television production and distribution, domestic television stations, and radio networks and stations. It is the largest segment, contributing 44% to revenue, and 53% to operating profit. †¢ Parks and Resorts: The company owns and operates Parks and Resorts of various types, through various business models across the world - such as the Walt Disney World Resort in Florida; a DisneyShow MoreRelatedWalt Disney s Corporate Strategy1610 Words   |  7 Pages1.Walt Disney’s corporate strategy is called as Broad Differentiation. 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There are five major business segments of the company; they are Media Network, Parks and Resorts, Studio Entertainment, consumer product, and interactive media and Walt Disney together with its subsidiaries and affiliates is a diversified globalRead MoreDisney Corporation : A Media And Entertainment Corporation931 Words   |  4 PagesINTRODUCTION The Walt Disney Company is a media and entertainment corporation that is centered in the United States but also spans across North America, Europe, Asia- Pacific, and Latin America. Disney has five main components in which it operates, which includes media networks, parks and resorts, studio entertainment, consumer products, and interactive. The media network component of Disney Corporation includes broadcast and cable television networks, television production operations, television

The Character of Caliban in Shakespeares The Tempest Essay

The Character of Caliban in The Tempest This thing of darkness, I must acknowledge mine It is impossible to understand The Tempest without first understanding the character of Caliban. Despite numerous novels and poems praising the virtuous, the pure and the good, everyone has within them a darker side of depravity and evil thoughts. This makes us human. What distinguishes between good and bad people, though, is the way in which this alter ego manifests itself to both the rest of mankind and to oneself. Ostensibly, The Tempest is a play based around Prospero: his power to punish verses his power to forgive. Many scholars believe that this is an almost autobiographical work, written towards the end of Shakespeares†¦show more content†¦If this is the case, then his actions can be blamed on natural instinct and a tormented mind. In the second scene of Act one, Caliban attempts, with some success, to plead his case as the hard done by innocent. Upon their arrival on the island, he apparently treated them very well: ...I loved thee, And showed thee all the qualities othisle, The fresh springs, brine pits, barren place and fertile...(Shakespeare 1:2:337) while Miranda and Prospero took him in as their own. This situation continued, while Miranda took pains to make him speak until Caliban attempted to violate the honour of Miranda. This could be seen as an act of pure instinct rather than malice: a wish to populate this isle with Calibans is natural? His lack of remorse however, is obvious. This act only served him in being shut in a rock-prison and punished with the help of Prosperos magic. These actions though, are justifiable, if they are to be combined with Calibans situation. His precious island, which he inherited from his mother and which he obviously loves (shown by his Be not afraid speech to Stephano and Trinculo in Act3: 2) has been taken from him and he has become a prisoner in his home. 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The thesis articulates that monsters are divisive and often arise in a culture to make one group seem superior to another. Further, societies devise monsters in order to create a scapegoat for social and political inequities and instabilities that surface in that society. 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