Diversity in Education

Diversity in Education Free Online Research Papers Diversity is a very important trend in education. Diversity is a commitment to recognizing and appreciating the variety of characteristics that make individuals unique in an atmosphere that promotes and celebrates individual and collective achievement (Bauman Dillion). As time goes on, diversity is more prevalent in the classroom. There are more minorities such as Hispanics, African Americans and Asians in American classrooms than ever. Diversity, however, does not refer only to race. The richness of inclusion has been stretched to recognize differences in age, gender, social and economic differences (Marx, 43). Diversity also includes students with disabilities. In the classroom, teachers need to be aware of differences among students in order to teach effectively to all students. The United States is becoming a nation of minorities (Marx, 40). In 2007-2008, students with disabilities in America were 6,606 ( National Statistics for Education Statistics). In Jefferson County in 2006, racial diversity in the classroom included: 96% white, 2% black, 1% Hispanic, 1% Asian, and 0 % Native American ( New York Times). In the United States, percentages among racial groups are: 59% White, 14% Black, 0.9% American Indian, 5.3% Asian, and 20% Hispanic. The projected statistics for 2100 are: 36.1% White, 12.7% Black, .75% American Indian, 12.7% Asian, and 37.6% Hispanic (Marx, 42). The diversity trend relates to many other trends in education today. Trend 8, continuous improvement relates because if teachers can effectively observe and teach to diversity, there will be continuous improvement in education. The ethics trend relates in some way because students should be taught to respect diverse students. They should be taught that it is unethical to bully others because of their differences. Trend 13, personal meaning relates because once students can come to terms and be confident with their differences, they can find personal meaning in their lives. The poverty trend is related because poverty is a part of diversity. Students that have families that are poor, middle class, or high class are very diverse from the other groups. Teaching to diverse students in the classroom can often to be a difficult task. Teachers first need to be aware of these differences and of each student’s home life. For example, if a family is very poor and the student may not have eaten breakfast that morning, it may be hard for the student to concentrate in class. The teacher should set up discussions or lessons about diversity in their classrooms. The first step in preparing, pedagogically, for discussions of diversity is to begin where teachers are comfortable. Students are sensitive to the teacher’s comfort level, and will take it as a signal that the discussion of differences is acceptable and appropriate. Teachers can build off this foundation by including diversity issues from the very first day of class, so that diversity becomes normal in our classrooms. Starting early and emphasizing openness is essential in teaching diversity awareness. Students should be taught that everyone is special because of their differences. Another step to making diversity normal is to integrate diversity issues throughout the class, rather than having a unit on women, a unit on race, etc. This can be done by incorporating any or all of the following: examples with diverse topics; guest speakers from diverse backgrounds; role plays or exercises w hich raise points around diversity; assignments on or for a specific group–senior center, black inner-city kids, rural or the poor, et. Another ideas is to have students research diversity figures in a particular discipline–how did that person’s particular differences affect their career? Field trips can also be taken. Students can witness key inventions and discoveries created by minorities. This way students can see that even if they are a minority, they can still be successful in the world (Suite 101). If there are no such figures, have them explore what historical forces kept there from being any.) In preparing for a particular class session, we need to read the material thoroughly and anticipate students’ challenges and questions. Teachers should also teach diversity with the curriculum (Bauman and Dillion, 1). Social studies is a great way to discuss diversity in the classroom. Real life examples should be used. Speakers can be brought into the classroom to discuss diversity. Students should be given the option to give presentations about the countries they are from and to teach their classmates information about their home country. Instructors should instill in their students a sense of pride in where they come from. Teachers should always keep differences such as disabilities and poverty confidential. Students may bully each other if they are aware of certain diversities. In conclusion, diversity is prevalent in every classroom in America. Some teachers have more diversity than others. Diversity can be in race, gender, income status, disabilities and many other forms. To effectively teach to all diverse groups, teachers must be aware of these differences and have ideas on how to teach based on the diversities of their students. References Bauman, I., Dillion, R. (n.d.). Tips and Techniques for Including Diversity in the Classroom. The Schools of a Country are its future. Retrieved September 21, 2010, from www.stamnet.org/journal/volume32/bauman.pdf Diversity in the Classroom. (n.d.). The New York Times. Retrieved September 21, 2010, from projects.nytimes.com/immigration/enrollment/missouri/jefferson Fast Facts. (n.d.). National Center for Education Statistics. Retrieved September 21, 2010, from nces.ed.gov/fastfacts/display.asp?id=64 Marx, G. (2006). Sixteen Trends, Their Profound Impact on Our Future: Implications for Students, Education, Communities, Countries, and the Whole of Society. Arlington: Educational Research Service. Russell, S. (n.d.). Six Tips for Teaching Diversity. Diversity in Education. Retrieved September 21, 2010, from www.suite101.com/content/six-tips-for-teaching-diversity-a30336 Research Papers on Diversity in EducationStandardized TestingBook Review on The Autobiography of Malcolm XHip-Hop is ArtPersonal Experience with Teen Pregnancy19 Century Society: A Deeply Divided EraWhere Wild and West MeetPETSTEL analysis of IndiaResearch Process Part OneInfluences of Socio-Economic Status of Married MalesCapital Punishment

The History of Mechanical Clocks

The History of Mechanical Clocks During most of the Middle Ages, from roughly 500 to 1500 A.D., technological advancement was at a virtual standstill in Europe. Sundial styles evolved, but they didnt move far from ancient Egyptian principles.   Simple Sundials   Simple sundials placed above doorways were used to identify midday and four tides of the sunlit day in the Middle Ages. Several types of pocket sundials were being used by the 10th century one  English model identified tides and even compensated for seasonal changes of the suns altitude.   Mechanical Clocks In the early to mid-14th century, large mechanical clocks began to appear in the towers of several Italian cities. There is no record of any working models preceding these public clocks that were weight-driven and regulated by verge-and-foliot escapements. Verge-and-foliot mechanisms reigned for more than 300 years with variations in the shape of the foliot, but all had the same basic problem: The period of oscillation depended heavily on the amount of driving force and the amount of friction in the drive so the rate was difficult to regulate. Spring-Powered Clocks   Another advancement was an invention by Peter Henlein, a German locksmith from Nuremberg, sometime between 1500 and 1510. Henlein created  spring-powered clocks.  Replacing the heavy drive weights resulted in smaller and more portable clocks and watches. Henlein nicknamed his clocks Nuremberg Eggs. Although they slowed down as the mainspring unwound, they were popular among wealthy individuals because of their size and because they could be placed on a shelf or table instead of hung from a wall. They were the first portable timepieces, but they only had hour hands. Minute hands didn’t appear until 1670, and clocks had no glass protection during this time. Glass placed over the face of a watch didn’t come about until the 17th century. Still, Henleins advances in design were precursors to truly accurate timekeeping.   Accurate Mechanical Clocks   Christian Huygens, a Dutch scientist, made the first pendulum clock in 1656. It was regulated by a mechanism with a natural period of oscillation. Although Galileo Galilei  is  sometimes credited with inventing the pendulum and he studied its motion as early as 1582, his design for a clock was not built before his death. Huygens pendulum clock had an error of less than one minute a day, the first time such accuracy had been achieved. His later refinements reduced his clocks errors to less than 10 seconds a day.   Huygens developed the balance wheel and spring assembly sometime around 1675  and it’s still found in some of todays wristwatches. This improvement allowed 17th-century watches to keep time to 10 minutes a day. William Clement began building clocks with the new anchor or recoil escapement in London in 1671. This was a substantial improvement over the verge because it interfered less with the motion of the pendulum.   In 1721, George Graham improved the pendulum clocks accuracy to one  second a day by compensating for changes in the pendulums length due to temperature variations. John Harrison, a carpenter and self-taught clockmaker, refined Grahams temperature compensation techniques and added new methods of reducing friction. By 1761, he had built a marine chronometer with the spring and a balance wheel escapement that had won the British governments 1714 prize offered for a means of determining longitude to within one-half  a degree. It kept time aboard a rolling ship to about one-fifth of a second a day, nearly as well as a pendulum clock could do on land, and 10 times better than required.   Over the next century, refinements led to Siegmund Rieflers clock with a nearly free pendulum in 1889. It attained an accuracy of a hundredth of a second a day and became the standard in many astronomical observatories. A true free-pendulum principle was introduced by R. J. Rudd around 1898, stimulating the development of several free-pendulum clocks. One of the most famous, the W. H. Shortt clock, was demonstrated in 1921. The Shortt clock almost immediately replaced Rieflers clock as a supreme timekeeper in many observatories. This clock consisted of two pendulums, one a slave and the other a master. The slave pendulum gave the master pendulum the gentle pushes it needed to maintain its motion, and it also drove the clocks hands. This allowed the master pendulum to remain free from mechanical tasks that would disturb its regularity. Quartz Clocks   Quartz crystal clocks replaced the Shortt clock as the standard in the 1930s and 1940s, improving timekeeping performance far beyond that of pendulum and balance-wheel escapements.   Quartz clock operation is based on the piezoelectric property of quartz crystals. When an electric field is applied to the crystal, it changes its shape. It generates an electric field when squeezed or bent. When placed in a suitable electronic circuit, this interaction between mechanical stress and electric field causes the crystal to vibrate and generate a constant frequency electric signal that can be used to operate an electronic clock display.  Quartz crystal clocks were better because they had no gears or escapements to disturb their regular frequency. Even so, they relied on a mechanical vibration whose frequency depended critically on the crystals size and shape. No two crystals can be precisely alike  with exactly the same frequency.   Quartz clocks continue to dominate the market in numbers because their performance is excellent and they are inexpensive. But the timekeeping performance of quartz clocks has been substantially surpassed by atomic clocks.   Information and illustrations provided by the National Institute of Standards and Technology and the U.S. Department of Commerce.

Water Shortage in New Zealand Assignment Example | Topics and Well Written Essays - 3000 words

Water Shortage in New Zealand - Assignment Example The information which needed to be procured was the one related to water restriction and shortage and this was in reference to territorial authorities in the country. The study was centered on metering of water supply, water usage, water restriction systems, plans for water conservation, percentage of water consumed in TAs and charges imposed on the same. For this reason, it was crucial to acquire information from websites which was of government authority of New Zealand. Primarily, for this purpose the analysis was done as to what will be the ideal source to collect the data. With adequate information the decision was made to gather information related to territorial authorities and their respective regions .In this study, a qualitative research method was used to gain valuable insight as to the management of water in the country. Now, the main issue was the water restrictions imposed in the country by the New Zealand Government .The information which was crucial was the water short age and water supply in the country and how much of water restriction is present in the country at the current moment. The information collection with regard to this study is a significant task and for this there were certain associated problems .The problems like pace of data collection, the procedure of data collection and volume of data was a main concern in the research. Since the main issue was water shortage, it was important to collect information regarding the strategies of the water authorities.

Research report Essay Example | Topics and Well Written Essays - 2500 words - 1

Research report - Essay Example t also enables companies to cater to the increasing and incessantly changing demands of customers and therefore is considered as a fundamental element of client relationship tactic (Christopher, 2012). It allows managers to make sure that products are being delivered to customers at the right time, place and quantity. They always seek the opportunity to expand their business to those companies that offer them with cheaper source of labour and raw materials in order to decrease their raw materials (Prater, Biehl and Smith, 2001). In addition, their move to expand into a different country is also driven by their urge to cover a greater market (Gunasekaran, Patel and McGaughey, 2004). It is with regards to this fact that the researcher will be reviewing the case of Rolls Royce strategy to choose Singapore as its manufacturing location. This study is inspired by an article published in the Financial Times written by Grant (2014) titled â€Å"Aerospace manufacturers head to Singapore innovation hub.† In this study the researcher will be providing an in-depth explanation of the factors that has driven this move by Rolls Royce managers to shift its manufacturing base to Singapore. The researcher will also be emphasizing on the risks and challenges that needs to be considered by the managers of the company in order to improve its global supply chain performance. Finally, the researcher will be endeavouring to recommend certain strategies that can be implemented by Rolls Royce managers in order to tackle the potential challenges and risks in the company’s international supply chain. Rolls Royce’s decision to shift its manufacturing division to Singapore was driven by a number of reasons associated with the requirement to bring down cost of sales, increase operational and supply chain frequency and meet the growing demand of its customer base. First of all the corporate tax rate is considerably lower in Singapore (17%) (Grant, 2014) when compared to the rate that is

The throne of Saudi Arabia Essay Example for Free

The throne of Saudi Arabia Essay The throne of Saudi Arabia fell vacant in 1982, following Khalid bin Abdul Aziz’s assassination in 1982. King Fahd took the reins and was the King of the Saudi kingdom until death in 2005. His half-brother, Abdullah officially came to power the same year, although he has been ruling the country since Fahd’s incapacitating stroke in 1996. Average lifespan of a Saudi ruler is approximately 78 years. The present ruler King Abdullah is the eldest, while King Khalid was the youngest. Women have never ruled Saudi Arabia; all of the Kings of Saudi Arabia have been sons of King Abd al-Aziz Al Saud, the founder of modern Saudi Arabia. Inheritance has been the common way of ascendance to power, while natural death particularly due to heart attack has been the reason for leaders’ fall from power Algeria Chadli Bendjedid, President (Feb 9 1979 Jan 11 1992) Mohamed Boudiaf, Chairman of the High Council of State (Jan 14 1992 June 29 1992) Ali Kafi, Chairman of the High Council of State (June 29 1992 to Jan 31 1994) Liamine Zeroual, Head of State (Jan 31 1994 Apr 27 1999) Abdelaziz Bouteflika, President (Since Apr 27 1999) Algeria in the 1980s was under the one-party rule of President Chadli Bendjedid. Opposition from religious parties forced the country’s first multi-party elections in 1991. The military intervened to stop religious political parties from ruling the country and Mohamed Boudiaf was appointed the Chairman of the High Council of State in 1992. Following his assassination, Ali Kafi became his successor in the same year. In 1994, Liamine Zeroual took over as the Head of state and was in power till 1999. Civil unrest led to the Algerian Civil War followed by a military-backed government to ascend into power in 1999. Abdelaziz Bouteflika has been the President of Algeria since 1999. The average age of Algerian leaders is about 68 years, while Boudiaf was the eldest leader being 73 years when he died. Libya Muammar Muhammad al-Gaddafi, Military Colonel (Since 2 Mar 1979) The power in Libya is controlled by Colonel Al-Gaddafi, the leader of the Revolutionary Command Council as well as the unconstitutional head of state. He established the General Peoples Congress (GPC) to reform the political system, thereby vesting only theoretical control and retaining absolute control over Libya (El Fathaly and Palmer 529). Al-Gaddafi is now 68 years old and his rose to power through a revolution governed by Islamic socialism. Egypt Mohamed Hosni Mubarak, President (Since 14 October 1981) The Republic of Egypt follows a multi-party presidential system. Mubarak has been elected as the President for the past five times in elections since 1981, since Egypt has conventionally practiced single-candidate elections. He is now 53 years old and has promised to reform the country’s election laws for the next election. Jordan Hussein bin Talal, King (11 Aug 1952 – 7 Feb 1999) Abdullah bin al Hussein, King (Since 7 Feb 1999) Abdullah bin al Hussein inherited the throne of the Hashemite Kingdom of Jordan in 1999, following the death of his father Hussein bin Talal. Abdullah is now 46 years of age, while his father was 64 years old when he passed away. Syria Hafez al-Assad, President (13 Nov March 1970- 10 June 2000) Bashar al-Assad (Since 10 July 2000) Hafez al-Assad was actually the Defense Minister in the Baath Regime. After the Black September incident, his popularity rose and he claimed power through a military coup to become president. He ruled Syria for 30 straight years until his death; Hafez was 70 years old when he died. The minimum age in the constitution was amended to facilitate his son Bashar becoming the next President. Afghanistan Mohammad Najibullah (30 Nov1987 – 16 Apr 1992) Abdul Rahim Hatef (16 Apr 1992 – 28 Apr 1992) Sibghatullah Mojaddedi (28 Apr 1992 – 28 June 1992) Burhanuddin Rabbani (28 June 1992 – 27 Sep 1996) Mohammed Omar, Islamic Emirate President (27 Sept 1996 – 13 Nov 2001) Burhanuddin Rabbani, Islamic Transitional State President (27 Sep 1996 – 22 Dec 2001) Hamid Karzai, Islamic Transitional State Chairman and President (22 Dec 2001 – 7 Dec 2004) Hamid Karzai, Islamic Republic President (Since Dec 2004) Soviet withdrawal from Afghanistan in 1989 caused them to back up former Afghan spy Najibullah as the President. However, after the breakup of USSR and withdrawal of support, the Taliban gradually rose to power and enforced religious fundamentalist rule. Following the World Trade Center bombing, America invaded Afghanistan and power was transferred back to the Mujahideen led by Rabbani. Elections were held in 2002 and Karzai was elected President. Iraq Saddam Hussein, President (1979 2003) Ghazi Mashal Ajil al-Yawer, Interim President (9 April 2003 – 28 June 2004) Jalal Talabani (Since 6 April 2005) Saddam ascended to power by either arresting or murdering his rival leaders. He was 66 years old when has captured. After that, the Coalition Provisional Authority nominated Ghazi as the interim president, after which Talabani was elected president. Iran Grand Ayatollah Ruhollah Khomeini, Supreme Leader (3 Dec 1979 3 June 1989) Grand Ayatollah Ali Khamenei, Supreme Leader (Since 4 June 1989) The Islamic Republic of Iran was formed in 1979 following the Islamic revolution; Ayatollah Ruhollah Khomeini, being highest ranking religious and political authority, became the Supreme Leader of Iran. Ruhollah Khomeini was 87 years old when he died, and Ali Khamenei was elected as the next Supreme by the Assembly of Experts. Israel Yitzhak Navon (19 April 1978 5 May 1983) Chaim Herzog (5 May 1983 13 May 1993) Ezer Weizman (13 May 1993 13 July 2000) Moshe Katsav (1 August 2000 1 July 2007) Shimon Peres (Since 15 July 2007) In Israel, the President is elected by either an absolute or simple majority in the parliament. Yitzhak Navon is now 84 years old and the oldest surviving Israeli President. Yemen Ali Abdullah Saleh (22 May 1990) He has been the first President of unified Yemen since 1990 and is 60 years old now. Kuwait Emir Jaber III Al-Ahmad Al-Jaber Al-Sabah (31 Dec 1977 – 15 Jan 2006) Emir Saad I Al-Abdullah Al-Salim Al-Sabah (15 Jan 2006 – 24 Jan 2006) Emir Sabah IV Al-Ahmad Al-Jaber Al-Sabah (Since 29 Jan 2006) Lebanon Bachir Gemayel (23 August 1982 – 14 September 1982) Amine Gemayel (23 September 1982 – 22 September 1988) Prime Minister Michel Aoun (22 September 1988 – 13 October 1990) Prime Minister Selim al-Hoss (22 September 1988 – 5 November 1989) Rene Moawad (5 November – 22 November 1989) Elias Hrawi (24 November 1989 – 24 November 1998) Emile Lahoud (24 November 1998 – 23 November 2007) Fouad Siniora (Since 24 November 2007) Mauritania Mohamed Mahmoud Ould Louly, Head of State (June 1979 4 Jan 1980) Mohamed Khouna Ould Haidalla, Head of State (4 Jan 1980 to 12 Dec 1984) Maaouya Ould SidAhmed Taya, Head of State (12 Dec 1984 to 18 Apr 1992) Maaouya Ould SidAhmed Taya, Head of State (18 Apr 1992 to 3 Aug 2005) Ely Ould Mohamed Vall, Chairman (3 Aug 2005 to 19 Apr 2007) Sidi Ould Cheikh Abdallahi, President (Since 19 April 2007) UAE Sheikh Zayid ibn Sultan Al Nuhayyan (2 Dec 1971 2 Nov 2004) Sheikh Maktum ibn Rashid Al Maktum (2 Nov 2004 3 Nov 2004) Sheikh Khalifa ibn Zayid Al Nuhayyan (Since 3 Nov 2004) Sudan Gaafar Nimeiry, Head of State (25 May 1969 6 April 1985) Abdel Rahman Swar al-Dahab, Head of State (6 April 1985 6 May 1986) Ahmad al-Mirghani, Head of State (6 May 1986 30 June 1989) Omar al-Bashir, President (30 June 1989 16 Oct 1993) Tunisia Habib Bourguiba (25 July 1957 7 Nov 1987) Zine El Abidine Ben Ali (Since 7 Nov 1987) Turkey Kenan Evren (9 Nov 1982 – 9 Nov 1989) Turgut Ozal (9 Nov 1989 – 17 April 1993) Suleyman Demirel (16 May 1993 – 16 May 2000) Ahmet Necdet Sezer (16 May 2000 28 Aug 2007) Abdullah Gul (Since 28 Aug 2007) Morocco King Hassan II (1961–1999) King Mohammed VI (Since 1999) Oman Qaboos ibn Said (Since 23 July 1970) Pakistan Muhammad Zia-ul-Haq (16 Sep 1978 17 Aug 1988) Ghulam Ishaq Khan (17 Aug 1988 -18 July 1993) Wasim Sajjad (18 July 1993 14 Nov 1993) Farooq Leghari (14 Nov 1993 2 Dec 1997) Wasim Sajjad (2 Dec 1997 1 Jan 1998) Muhammad Rafiq Tarar (1 Jan 1998 20 June 2001) Pervez Musharraf (Since 20 June 2001) The trend in rising to power in most of the countries mentioned above is through brute force, inheritance, revolution or religious fundamentalism. The concept of real democracy is seldom prevalent in these countries; people of these countries have very little control over their future. The leaders are usually old and past their physical and mental prime. Unlike the Western world, women are usually not considered for such higher positions. Works Cited Page El Fathaly, Omar, and Palmer, Monte. â€Å"Political Development and Social Change in Libya†. The American Political Science Review, Vol. 75, No. 2 (Jun. , 1981), pp. 529-530.

Insights on Death in I’ve Seen a Dying Eye Essay -- Seen Dying Eye Ess

"I’ve Seen a Dying Eye," by Emily Dickinson, is a poem about the nature of death. A sense of uncertainty and uncontrollability about death seems to exist. The observer’s speech seems hesitant and unsure of what he or she is seeing, partly because of the dashes, but also because of the words used to describe the scene. As the eye is observed looking for something, then becoming cloudy and progressing through more obscurity until it finally comes to rest, the person observing the death cannot provide any definite proof that what the dying person saw was hopeful or disturbing. The dying person seems to have no control over the clouds covering his or her eye, which is frantically searching for something that it can only hope to find before the clouds totally consume it. Death, as an uncontrollable force, seems to sweep over the dying. More importantly, as the poem is from the point of view of the observer, whether the dying person saw anything or not is not as significant a s what the observer, and the reader, carry away from the poem. The suspicion of whether the dying person saw anything or had any control over his or her death is what is being played on in the poem. If the dying person has no control, what kind of power does that give death? Did the eye find what it was looking for before the clouds billowed across their vision, and was it hopeful? These questions represent the main idea the poem is trying to convey. Death forces itself upon the dying leaving them no control, and if something hopeful exists to be seen after death, it is a question left for the living to ponder. The idea that something exists after death is uncertain in this poem, saying this, it is important that the point of view is that of the observer. The ... ... is now blessed because he or she finally knows the answer to the life-long question. It seems that Dickinson purposefully leaves the poem open-ended to keep that uncertainty alive in her poem. The only time the uncertainty of death is made certain is during that moment when our eyes begin their search through the engulfing clouds. Emily never gives an absolute definition of what she is addressing in this poem and in every other poem she wrote. Michael Myers, author of Thinking and Writing About Literature, best captures this idea of open-ended conclusions says: It's also worth keeping in mind that Dickinson was not always consistent in her views and they can change from poems, to poem, depending upon how she felt at a given moment. Dickinson was less interested in absolute answers to questions than she was in examining and exploring their "circumference."

Pico and Shakespeare Revolutionists of the Renaissance Essay

The Renaissance, a time of great discovery and strong passion for thought and logic contained two distinct writers. Pico de Mirandola and William Shakespeare wrote two major works of literature. The Oration on the Dignity of Man, written by Pico explains the Renaissance ideas of human achievement and freewill to accomplish tasks without the help of the church. A very famous playwright, William Shakespeare also talked about these same Renaissance ideals in many of his plays. One famous play that uses dramatic language to explain religious, philosophical, and even feminist ideas is Hamlet. â€Å"Hamlet†, a tragedy, is about a Prince who chooses to seek revenge on his uncle King Claudius. King Claudius is suspected of killing Hamlet’s father the former King; and since his death has stolen his throne and married his wife. After being told this, Prince Hamlet goes mad and his mother and Claudius worry about him. Hamlet then tells a woman to join a convent because of her sexual appetite (Shakespeare Act I Scene I). Prince Hamlet also exhibits some sexist qualities when he says, â€Å"Frailty, thy name is woman†(Shakespeare Act I Scene II ). He says this because he believes that his mother is unfaithful and cannot be intimate with a single man during her lifetime. This is why she betrayed her late husband the King. Hamlet concludes that not only is his mother frail but in fact all women in his opinion are frail and fall to desire and temptations. In Pico’s work, he writes about how people should be able to think for themselves. Pico does agree with some of the church’s ideals of how human beings have a great capacity for intellectual achievement. He also believes that humans have the right to choose the path of animals or the path of angels. However, he believed that since humans had such a high intellectual capacity, then they could make their own decisions and elevate to the status of heavenly being. Therefore, he believed that the church was not the center of attention, rather humankind was. He writes, â€Å"Man’s place in the universe is somewhere between the beasts and the angels, but, because of the divine image planted in him, there are no limits to what man can accomplish†(Pico Della Mirandola 37). This shows that Pico was strongly influenced by the Renaissance ideals of individuality, creativity, and reason. During this time, many people believed that they had the power to choose their jou rneys. They believed that we have the power to use thought and reason to make decisions. From these ideas, one can see the influence Pico had on Renaissance philosophers. Hamlet also had these same ideals of self-reflection, individuality, and reason. It says in Act II, â€Å"What a piece of work is a man, how noble in reason, how infinite in faculties, in form and moving how express and admirable, in action how like an angel, in apprehension how like a god! The beauty of the world, the paragon of animals—and yet, to me, what is this quintessence of dust? Man delights not me—nor woman neither, though by your smiling you seem to say so†(Shakespeare Act II Scene II). Throughout the entire play Hamlet struggles with self-doubt and hatred, he talks about how glorious the creation of man is. However, he himself cannot see anything that inspires him. Also in his famous â€Å"To Be or Not to Be† soliloquy in Act III, he questions whether his life is worth living or not. By this time in the story, Hamlet has gone through a rather large amount of suffering; his girlfriend has committed suicide, he has killed two men, and his uncle is trying to kill him because he fears him will reveal that he is in fact the murderer. In his speech he declares the world as a harsh and terrible place filled with sorrow. He questions whether he wants to exist in this world; he states that to sleep is to end the miseries that humans have to endure. This relates to the ideas of individuality and self-expression from the Renaissance. However, if one was to have such beliefs, then comes thoughts of loneliness and faith in God begins to diminish. It is said that in many cases Renaissance philosophers and artists faced and battled states of depressions and many chose suicide at the end of their tough lives. It wasn’t for the fact that they were lonely but their ideas were not widely accepted (Kuntz 2011). Shakespeare’s take on the world is that humans are free to make their own decisions and choose their own paths in life. However, with that comes a lot of trouble and even though these renaissance ideas seemed so positive and gave hope, they also brought a lot of complications. However, Pico offers a different, more positive take on humankind. He also states that â€Å"We have made you a creature neither of heaven nor of earth, neither mortal nor immortal, in order that you may, as the free and proud shaper of your own being, fashion yourself in the form you may prefer. It will be in your power to descend to the lower, brutish forms of life; you will be able, through your own decision, to rise again to the superior orders whose life is divine†(Pico Della Mirandola 72). This shows that, Pico understands that mankind is not considered animal-like or angelic. He exclaims that as a human you have the right to be whoever you want to be, and accomplish whatever you strive to achieve. However, he states that these freewill decisions will still be judged by the heavens. The path you take could be descending to the â€Å"lower,† the path of deception and hell. However, on the same token, you have the power to rise again and become holy and good again after falling to the depths. This is an idea that was very common during the Renaissance. The idea that we could choose amongst the many paths of life with our powers of reason, but the heavens will ultimately judge us regardless. To conclude, these two writers Pico and Shakespeare both wrote about different ideas. Shakespeare portrayed Renaissance ideas of thought, reason, and decision-making through drama. However, Pico had a more optimistic view that even though we had the power to decide, we still can’t take that power for granted. These two writers did have one thing in common; in all of their writings they focused on the fact that humankind itself is the most powerful thing in existence. They believed that humankind had the power of reason and thought, and by using this power they can elevate to higher statuses. Works Cited â€Å"Giovanni Pico Della Mirandola, Conte.† Columbia Electronic Encyclopedia, 6th Edition, (2011): Kuntz, Marion Leathers. â€Å"Pico Della Mirandola: New Essays.† Renaissance Quarterly 61.3 (2008): 916-918. Academic Search Premier. Web. 4 Dec. 2012. N.p.: Regnery Publishing Inc., 1996. Print. Shakespeare, William. Hamlet. N.p.: Sterling Signature, 2012. Print Pico de Mirandola, Giovanni. Oration on the Dignity of Man. Trans. Robert Gapongiri.

Reviewer for Science Quiz Bee Essay

1. A great Greek philosopher, he was the first person to study nature systematically. ARISTOTLE 2. He laid the foundation of modern scientific thought and assembled materials for an organized encyclopedia of all knowledge. ARISTOTLE 3. He was the foremost natural philosopher in ancient times. ARISTOTLE 4. A Benedictine nun, she contributed the medical work â€Å"Causea et Curae et Physica†. HILDEGARD OF BENGEN 5. An astronomer who proposed that the sun was the center of the universe. -NICOLAS COPERNICUS 6. He discovered the circulation of the blood which ushered in the new age in the study of medicine and biology. WILLIAM HARVEY 7. He was the first to raise the telescope to the sky to study the universe. GALILEO GALILEI 8. He formulated the 3 laws of planetary motion. JOHANNES KEPLER 9. He proposed the Theory of Evolution. CHARLES DARWIN 10. She discovered radioactivity. MADAME MARIE CURIE 11. He discovered the germ that causes tuberculosis. ROBERT KOCH 12. He became famous for his work on fermentation and decay. –LOUIS PASTEUR 13. He proposed the Theory of Relativity. ALBERT EINSTEIN 14. He won the Nobel Prize for his work on photoelectric effect. ALBERT EINSTEIN 15. She determined the structure of biochemical compounds essential I treating pernicious anemia. -DOROTHY HODGKIN 16. He is considered as the â€Å"father of geothermal energy development†. ARTURO ALCARAZ 17. He invented a fertilizer call farmer’s pure organic fertilizer. ABRAHAM Q. TADEJA 18. He invented a solar engine that can generate electricity for home use. JESUS ALVERO 19. A national scientist, is best remembered for his work on medicinal plants. He discovered over 4,000 plant species. EDUARDO A. QUISUMBING 20. It is the scientific way of solving problems. SCIENTIFIC METHOD 21. It is a systematic and logical procedure in solving problems. SCIENTIFIC METHOD 22. It is a challenge or a task which a scientist undertakes for scientific purposes. PROBLEM 23. It is an educated guess about a certain phenomenon. HYPOTHESIS 24. It refers to the general procedure on how to carry out an experiment. EXPERIMENTAL DESIGN 25. These are the factors that are multiplied or changed. INDEPENDENT VARIABLES 26. These are the factors that change in response to the independent variable. DEPENDENT VARIABLE 27. It is a unit of measure used by Egyptians. CUBIT 28. It is the distance from the elbow to the tip of the middle finger. CUBIT 29. It is a modernized version of the metric system. INTERNATIONAL SYSTEM OF UNITS/SI SYSTEM 30. It provides a logical and interconnected framework for all measurements in science, industry, and commerce. INTERNATIONAL SYSTEM OF UNITS/SI SYSTEM 31. It is used to weigh small masses of objects. PLATFORM BALANCE 32. It is equivalent to a foot and consists of 12 inches. RULER 33. It used in measuring length and distance. RULER 34. It used to measure length and distance. It consists of 100 centimeters. METERSTICK 35. Measures time in seconds, minutes, and hours. STOPWATCH 36. It measures volume of liquids. GRADUATED CYLINDER 37. It measures atmospheric temperature. THERMOMETER 38. It measures the force or weight of objects. SPRING BALANCE 39. These are the digits that indicate the certainty of the number of units in a measured quantity. SIGNIFICANT FIGURES 40. It is a shorthand writing of extremely large or small figures. SCIENTIFIC NOTATION 41. It is the changing from smaller to bigger unit and vice versa. CONVERSION 42. It is the distance from one point to another. LENGTH 43. It is the basic standard unit in the metric system. METER 44. It is the space occupied by matter. VOLUME 45. It is the amount of matter in an object. MASS 46. It refers to the quantity of matter. MASS 47. It is a quantity of matter which does not change with altitude of a place. MASS 48. It is used to measure the volume of an irregular object. WATER DISPLACEMENT METHOD 49. It is defined as the mass per unit volume. DENSITY 50. A Greek mathematician who discovered that the earth is round. PYTHAGORAS 51. A Greek mathematician who measured the circumference of the earth as 25,000 miles. ERATHOSTHENES 52. It is an information gathered using the five senses. OBSERVATION 53. It is a conclusion or an interpretation of events based from observed information. INFERENCE 54. It is used as a container and as a heating device. It measures volume of liquids. BEAKER 55. It is used as a heating apparatus, a container and may be used for measuring the volume of liquids. ERLENMEYER FLASK 56. It is used as a heating apparatus. It is also used as a distilling device for collecting gases. FLORENCE FLASK 57. It is used for the preparation of any solution. VOLUMETRIC FLASK 58. It is used as a container for liquid solutions and powderized chemicals. TEST TUBE 59. It is used to hold a test tube while heating. TEST TUBE HOLDER 60. It is used to pick up and hold any hot apparatus. TONGS 61. It is used to distribute evenly the heat of the flame. WIRE GAUZE 62. It is used as a container of liquids and solids being tested. WIDE-MOUTH BOTTLE 63. It is used to hold an apparatus especially when being heated. BURET CLAMP/TEST TUBE CLAMP 64. It is used to support heating apparatuses. TRIPOD 65. It is used for stirring/mixing liquid or solid mixtures. STIRRING ROD 66. It is used for measuring a small amount of liquid. MEDICINE DROPPER 67. It is used for cleaning any glass apparatus. TEST TUBE BRUSH 68. It is used to pick and hold hot objects. FORCEPS 69. It is used to pour liquids from one container to another. FUNNEL 70. It is used for grinding solid substances to powderized form. MORTAR AND PESTLE 71. It is used to allow liquids to evaporate. EVAPORATING DISH 72. It is used for scooping solids or any powderized substance. SPATULA AND SPOON 73. It is used to hold test tubes in place. TEST TUBE RACK 74. It is the main heating device in the laboratory in the absence of a Bunsen burner. LABORATORY BURNER 75. It is used to weigh chemicals and smaller masses of objects. PLATFORM BALANCE 76. It is used as a container for specimens being studied. WATCH GLASS 77. These are used to thicken printing dyes for the textile industry. ALGINATES 78. It is an herbal plant with medicinal value. It can cure stomach ache, diarrhea, and colic. TSAANG-GUBAT 79. It is anything that occupies space and has mass. MATTER 80. This is the attraction between molecules. INTERMOLECULAR ATTRACTION 81. A condition that causes the water molecules at the surface to behave as though they are being stretched. SURFACE TENSION 82. It is the rising action of a liquid inside a very fine tube. CAPILLARITY 83. The attraction between two different kinds of molecule. ADHESION 84. The attraction between the same kinds of molecule. COHESION 85. It consists of one phase with a definite composition. PURE SUBSTANCE 86. Is any material with uniform composition. SUBSTANCE 87. These are made up of atoms of the same identity. ELEMENTS 88. These are pure substances that can be resolved into unidentical atoms. COMPUNDS 89. A physical combination of two more substances. MIXTURE 90. It is a combination of two or more kinds of substance which can be separated by physical means. MIXTURE 91. A mixture that has only one distinct phase. HOMOGENOUS MIXTURE 92. A mixture that has two or more distinct phases. HETEROGENOUS MIXTURE 93. A mixture that is made up of 2 or more substances that are mixed together. HETEROGENOUS MIXTURE 94. It is the standard unit for mass based on the SI system of measurement. KILOGRAM 95. It is the measure of the pull of gravity on an object. WEIGHT 96. The standard unit for measuring weight. NEWTON 97. The ability of a matter to return to their original size and shape after being pushed, pulled or subjected to stress. ELASTICITY 98. The ability of a matter to be extended or flattened and shaped. MALLEABILITY 99. It is the temperature at which a solid begins to liquefy. MELTING POINT 100. It is the temperature at which a liquid starts changing into the gaseous phase. BOILING POINT 101. It describes that matter and energy cannot be created nor destroyed, however, they can be transformed. LAW OF CONSERVATION OF MASS 102. It was formulated to explain the composition and behavior of matter. MOLECULAR THEORY 103. Even smaller particles that make up a molecule.   ATOMS 104. Smallest particle of an element. ATOM 105. Smallest particle of a compound. MOLECULE 106. It is characterized by a change in the phase or state of a substance. PHYSICAL CHANGE 107. It is characterized by the formation of new substances with new properties and compositions. CHEMICAL CHANGE 108. These are the materials that undergo a change. REACTANTS 109. These are the materials formed as a result of the chemical change or reaction between the reactants. PRODUCTS 110. It refers to the process in which the amount of living substances in the body increases. GROWTH 111. The process whereby organisms produce new organisms of the same kind. REPRODUCTION 112. It is that ability to respond to external stimuli. IRRITABILITY 113. It means transferring or shifting from one place or position to another. MOVEMENT 114. It allows an organism to change, helping it to cope with unfavorable changes in the environment. ADAPTATION 115. It is the basic structural unit of living things. CELL 116. He invented the microscope. ANTON VAN LEEUWENHOEK 117. It is an instrument used to magnify or enlarge minute objects. MICROSCOPE 118. An English scientist, the first person to see cells using a very simple microscope. ROBERT HOOKE 119. It is a thin layer that surrounds and holds the parts of the cell together. CELL MEMBRANE 120. It controls the activities of a cell. NUCLEUS 121. It is the jelly-like liquid material of the cell. It contains many cell materials. CYTOPLASM 122. It contains a variety of cell structures. CYTOPLASM 123. These are structures in the cell which generally contain pigments. PLASTIDS 124. These are colorless plastids that are found in sex cells and storage cells of roots and underground stems. LEUCOPLASTS 125. These carry pigments that give color to the plants. CHROMOPLASTS 126. It contains chlorophyll which traps light used in making food. CHLOROPLASTS 127. A green pigment that is essential to photosynthesis. CHLOROPHYLL 128. It provides shape and support to the cell. CELL WALL 129. These are filled with water cell sap which contains food, cell secretions, and wastes. VACUOLES 130. It stores water and dissolved materials. VACUOLES 131. Also known as â€Å"suicidal sac†, it contains the enzymes which promote the breakdown or digestion of carbohydrates, fats, and proteins. LYSOSOMES 132. It plays an important role in cell division, it is found in the cytoplasm of most animals and in some blue-green algae. CENTROSOME 133. It moves materials within the cells and it maintains its shape. ENDOPLASMIC RETICULUM 134. It controls the movement of materials in and out of nucleus. NUCLEAR MEMBRANE 135. It releases energy, powerhouse of the cell. MITOCHONDRIA 136. This is where proteins are made. RIBOSOME 137. It carries the code that controls a cell. CHROMOSOMES 138. It stores and releases chemicals. GOLGI BODIES 139. Small organs found in the cytoplasm of both plant and animal cells. ORGANELLES 140. The interaction between a community and its non-living environment. ECOSYSTEM 141. The study of interactions between living things and their environment. ECOLOGY 142. It includes the different species of living organisms in a particular habitat. BIOTIC COMPONENT 143. It refers to the place where organisms live. HABITAT 144. It is composed of non-living things. ABIOTIC COMPONENT 145. Are organisms that cannot make their own food. CONSUMERS 146. Plant eaters. HERBIVORES 147. Eats both plant and animal. OMNIVORE 148. It is a pathway of food and energy through an ecosystem. FOOD CHAIN 149. It is a complex network of feeding relationships made up of many interconnected food chains. FOOD WEB 150. This cycle involves photosynthesis and respiration. CARBON DIOXIDE-OXYGEN CYCLE 151. Microorganisms that acts upon the remaining nitrates in the soil. DENITRIFYING BACTERIA 152. It converts nitrates, nitrites, and ammonia into oxygen. DENITRIFYING BACTERIA 153. A relationship when both organisms are benefited. MUTUALISM 154. A relationship wherein one organism is benefited while the other is not harmed. COMMENSALISM 155. The organism that is actually benefited. COMMENSAL 156. The organism that is neither harmed nor benefited. HOST 157. A relationship wherein one organism is benefited while the other dies. PREEDATION 158. The organism which captures or kills another animal. PREDATOR 159. The organism which gets killed and eaten alive. PREY 160. A relationship where one organism is benefited and the other is harmed. PARASITISM 161. A relationship wherein organisms compete for food in order to survive. COMPETITION 162. Ecological relationship in which participating organisms belong to the same species. INTRASPECIFIC 163. Ecological relationship in which participating organisms belong to different species. INTERSPECIFIC 164. It is the process of manufacturing food in green plants. PHOTOSYNTHESIS 165. A condition in the environment that stops a population from increasing in size. LIMITING FACTOR 166. The destruction of forest. DEFORESTATION 167. It is the adding of harmful substances to the environment that can affect all living organisms. POLLUTION 168. It is caused by particulates from motor vehicles and the burning of fuels in homes and factories. AIR POLLUTION 169. The wise use of natural resources. CONSERVATION 170. It is the wearing away of soil by water, wind, ice, and gravity. EROSION 171. It is the practice of removing unhealthy trees and those with little commercial value. IMPROVEMENT CUTTING 172. It is the practice of removing only mature trees as younger trees are left to grow. SELECTIVE CUTTING 173. It is the practice of renewing a forest by seeding or planting small trees. REFORESTATION 174. It is the total number of organisms of a species in an ecosystem. POPULATION 175. It is a group of population in an ecosystem. COMMUNITY 176. These are the roles played by an organism in a community. ECOLOGICAL NICHES 177. It is a diagram which shows the flow of energy in a food chain. ENERGY PYRAMID 178. These are level of energy consumption. TROPHIC LEVELS 179. It refers to the land part of the earth. LITHOSPHERE 180. These are the basic building blocks of the lithosphere. ROCKS 181. It is the science that deals with the study of formation, composition, and classification of rocks. PETROLOGY 182. The water part of the earth. HYDROSPHERE 183. The continuous depression on the earth’s surface which holds ocean water. OCEAN BASIN 184. Sea of air that completely surrounds the earth. ATMOSPHERE 185. It is generated primarily by the northeast trade winds. NORTH EQUATORIAL CURRENT 186. It is generated by the southeast trade winds and flows from east to west. SOUTH EQUATORIAL CURRENT 187. It flows towards the east between the two equatorial currents. EQUATORIAL COUNTER CURRENT 188. Are movements of water which result from differences in density of adjoining water masses. DENSITY CURRENTS 189. The region drained by a river system. RIVER BASIN 190. The height of the land separating one river from another. DIVIDE 191. It is the layer nearest the earth. TROPOSPHERE 192. It contains the ozone layer. STRATOSPHERE 193. The coldest zone of the atmosphere. MESOSPHERE 194. Temperature in this layer increases quickly because of the absorption of energy from the sun. THERMOSPHERE 195. A layer of electrically-charged particles which are useful for communications. IONOSPHERE 196. It is the layer that extends out to interplanetary space. EXOSPHERE 197. It is the current state of the atmosphere. WEATHER 198. It is an instrument used to measure the force of air or air pressure. BAROMETER 199. A device that keeps the record of air pressure of force of air together with its changes for a longer period of time. BAROGRAPH 200. It is the movement of the air caused by varying density. WIND 201. It is the moisture in the atmosphere. HUMIDITY 202. It forms when a large part of air in the troposphere stops or moves slowly over a uniform land or water surface. AIR MASS 203. A high pressure area produced by the large pile of air over the earth’s surface. ANTICYCLONE 204. It appears as a depression or basin in an air mass. CYCLONE 205. It is the average state of all weather conditions in an area over a long period of time. CLIMATE 206. It has been developed to control and induced precipitation, it is used to disperse fog at airports. CLOUD SEEDING 207. A person who studies the weather. METEOROLOGIST 208. It measures wind speed. ANEMOMETER 209. It is used to measure the amount of rain fall. RAIN GAUGE 210. It is a compilation of weather data from many collecting stations. WEATHER MAP 211. It causes the wind’s direction to change. CORIOLIS EFFECT 212. The study or science of weather. METEOROLOGY 213. The prediction of weather. WEATHER FORECASTING 214. It describes a weather condition with a few clouds and no rain. FINE WEATHER 215. It means that clouds are present which may produce scattered rains but the greater portion of the day will be sunny or without rain. FAIR WEATHER 216. It refers to a condition in which rains occur during a greater portion of the day with light to moderate winds. RAINY WEATHER 217. It refers to a weather condition characterized by rains and strong winds. STORMY WEATHER 218. It is the agency responsible for providing information to the people on what to do before, during and after any natural phenomenon. PAG-ASA 219. He published the â€Å"Origin of Continents and Oceans†. ALFRED WEGENER 220. The theory that suggests that continents had once been one large land mass which had separated and moved apart. CONTINENTAL DRIFT THEORY 221. The great land mass. PANGEA (â€Å"ALL THE WORLD† or â€Å"ALL NATIONS† 222. The theory that explains not only the movements of continents, but also the changes on the earth’s crust as caused by internal forces. PLATE TECTONIC THEORY 223. According to the theory, the earth’s crust is broken into nine large plates and several smaller ones. PLATE TECTONIC THEORY 224. It is a minor plate between the Eurasian and the Pacific Plates. PHILIPPINE PLATE 225. Two plates are pulling apart, leaving a gap in between. DIVERGENT BOUNDARIES 226. Plates move past one another in opposite directions or in the same direction but at different rates. CONVERGENT BOUNDARIES 227. Two colliding plates cause one to go under the other. CONVERGENT BOUNDARIES 228. The process wherein successive separations and fillings continue to add new oceanic crusts between diverging plates. SEA FLOOR SPREADING 229. The average rate of spreading from a typical mid-ocean ridge. 6 CMS/YR 230. Highest mountain in the Philippines. MOUNT APO. 231. Highest mountain in the world. MOUNT EVEREST 232. The bending of rocks into folds. FOLDING 233. It is the result when the rock layer slides or slips over one another along the break or fracture. FAULTING 234. It is any vibration or shaking of the earth’s crust caused by faults. EARTHQUAKE 235. Earthquakes resulting from the movement of the crust or plate. TECTONIC ORIGIN 236. Earthquakes caused by molten magma as it forces its way up from deep under earth’s crust. VOLCANIC ORIGIN 237. It is an opening on the earth’s crust through which lava is thrown out. VOLCANO 238. These are cone-shaped structures composed of alternating flows of andesite lava and ash, cinders, and fragments. STRATO-VOLCANOES OR COMPOSITE VOLCANOES 239. These are volcanoes formed from basalt. SHIELD VOLCANOES 240. These volcanoes are formed from violent eruptions that expel fragments of lava in cinders. CINDER VOLCANOES 241. These are volcanoes that erupt periodically or had erupted in recent times. ACTIVE VOLCANOES 242. These are volcanoes that show signs of activity but have not erupted for a considerable length of time. DORMANT VOLCANOES 243. These are volcanoes in which all signs of volcanic activities have ceased. EXTINCT VOLCANOES 244. These are formed from cooling and hardening of molten materials which are heavy, usually dark in color, and unlayered. IGNEOUS ROCKS 245. These are formed from sediments, shells, or remains of plants and animal fossils, that were buried and later hardened into rocks. SEDIMENTARY ROCKS 246. These are formed from pre-existing igneous and sedimentary rocks as a result of temperature and pressure changes. METAMORPHIC ROCKS 247. The process where rocks change from one form to another as they are affected by natural processes, such as weathering, erosion, great heat, and pressure. ROCK CYCLE 248. The process of breaking down of rocks into fragments brought about by physical or chemical change. WEATHERING 249. The process by which rock fragments and soil are carried along by such agents as wind, water, and gravity. EROSION 250. The process of transferring soil from one place to another. EROSION 251. The process by which eroded rock fragments and soil are deposited in different places. DEPOSITION 252. The process by which deposited soil and rock fragments at the bottom of the sea become cemented and harden into rocks. COMPACTING 253. The process where compacted or cemented rock is subjected to great heat and pressure, changing the constitution of the rock. METAMORPHISM 254. It is naturally occurring, inorganic, crystalline solid with definite chemical composition. MINERAL 255. It refers to the way light is reflected from a mineral’s surface. LUSTER 256. It is a mineral’s resistance to being scratched. HARDNESS 257. A German mineralogist who worked out a scale of hardness used for mineral identification. FRIEDROCH MOHS 258. It is the hardest mineral. DIAMOND 259. It is the softest mineral. TALC 260. It is the color of a mineral in powderized form. STREAK 261. The way mineral breaks along smooth, flat planes. CLEAVAGE 262. It refers to the ratio of the mineral’s mass to the mass of an equal volume of water. SPECIFIC GRAVITY 263. It is the process of excavating and extracting ore or minerals in rocks. MINING 264. It is an organic matter from decayed plant and animal materials. HUMUS 265. It is a vertical section of all horizons that make up a soil. SOIL PROFILE 266. It consists of less fragmented rock materials, being less exposed to agents of weathering. BEDROCK 267. It refers to coarseness or fineness of the soil particles resulting from the weathering of rocks. SOIL TEXTURE 268. It has the smoothest and finest soil texture. SILT 269. It is the soil that is best for farming. LOAM 270. It is the uprising of water from the greater depths as the surface water is driven offshore. UPWELLING 271. A layer that absorbs or filters harmful rays from the sun. OZONE LAYER 272. It is a mountain-building process. VOLCANISM 273. The shape of the earth. OBLATE SPHEROID 274. The spinning or turning of the earth on its axis. ROTATION 275. It is the movement of the earth on its axis that gives rise to the occurrence of day and night. ROTATION 276. The movement of the earth around the sun. REVOLUTION 277. The imaginary line which separates the zones of day and night. TWILIGHT CIRCLE 278. The earth’s axis is tilted at 23  ½ degrees 279. The earth completes its revolution once in every 365 and  ¼ days. 280. Our planet’s only natural satellite. MOON 281. The rise and fall in sea level. TIDE 282. It occurs when the moon, the earth, and the sun are in line with one another. ECLIPSE 283. When the sun, moon, and earth fall in one straight line, the sun cannot be sun from a spot on earth because the moon covers it. SOLAR ECLIPSE 284. When the sun, earth, and the moon are aligned, the moon cannot be seen from earth because the earth covers it. LUNAR ECLIPSE 285. The dark inner part of the eclipse. UMBRA 286. The lighter outer part of the eclipse. PENUMBRA 287. It is the term used when the sun’s disk is completely covered by the moon. TOTAL ECLIPSE 288. It is the term used where only a part of the sun’s disk is covered. PARTIAL ECLIPSE 289. It is defines as the mean distance of the earth from the sun equivalent to 150,000,000km. ASTRONOMICAL UNIT (AU) 290. It considered as the most massive or the biggest planet. JUPITER 291. It is the densest among the planets. EARTH 292. It is the farthest planet and has the longest period of revolution. PLUTO 293. Are celestial objects made of ice and dust that revolve around the sun. COMETS 294. Are small, stony matters located in the space which passes through the earth in orbiting the sun. METEORS also known as â€Å"SHOOTING STARS† 295. Meteors that do not burn completely and fall on earth. METEORITES 296. Are meteor chunks that fall on earth.METEORITES 297. Are gigantic balls of flaming gases. STARS 298. It is the measure of the brightness of a star. MAGNITUDE 299. It refers to the apparent brightness of a star. MAGNITUDE 300. It is the nearest star to the earth. SUN 301. It is a medium-sized, middle-aged star of average brightness. SUN 302. An instrument used to learn about the composition of stats. SPECTROSCOPE 303. The process used to determine the size of the stars. INTERFEROMETRY 304. A technique that obtains an image in the surface of a big star. SPECKLE PHOTOGRAPHY 305. It is used to compute the diameter of the star. STEFAN-BOLTZMAN LAW 306. These are loose groups of stars that move through space as a unit. STAR CLUSTERS 307. These are group of stars that form a definite pattern. CONSTELLATIONS 308. It is the area where the star groups that are always visible are located. NORTH STAR OR POLARIS 309. These are huge systems of billions of stars and other celestial bodies. GALAXIES 310. It is the galaxy to which our sun belongs. MILKY WAY 311. It is a spiraling or rotating group of some 100 billion stars and clouds of dust and gases. MILKY WAY 312. It is composed of millions of galaxies. UNIVERSE 313. The planet that has the highest temperature because of its thick clouds of carbon dioxide. VENUS 314. It is anything that changes the motion and direction of moving objects or that causes an object at rest to start moving. FORCE 315. It is a push or a pull. FORCE 316. The force that attracts all objects on earth. GRAVITATIONAL FORCE 317. The force of attraction or repulsion between charged bodies. ELECTRICAL FORCE 318. The force that attracts any metal to the magnet. MAGNETIC FORCE 319. A very strong force that holds protons and neutrons together in the nucleus of an atom. NUCLEAR FORCE 320. It resists or opposes the movement of two surfaces in contact with one another. FRICTION 321. A force that is present on two surfaces in contact with each other. CONTACT FORCE 322. It arises when two bodies collide as a result of squeezing, stretching, or bending. CONTACT FORCE 323. A force that acts on bodies over great distance. NON-CONTACT FORCE 324. It is done when the force applied to an object actually moves the object. WORK 325. It is always a product of a force applied and the distance along which the force acted. WORK 326. These are devices which transform force or energy into useful work. MACHINES 327. It is a rigid bar which is pivoted around a point called fulcrum. LEVER 328. It is made up of a grooved wheel over which a rope passes. PULLEY 329. It consists of a wheel attached to an axle. WHEEL AND AXLE 330. It is a spiral, inclined plane. SCREW 331. It is a flat surface with one end higher than the other. INCLINED PLANE 332. It is a double inclined plane with either one or two sloping sides. WEDGE 333. It is a unit used to express work. JOULE (J) or NEUTRON METER (Nm) 334. It is the distance and direction through which an object moves. DISPLACEMENT 335. He discovered work. JAMES PRESCOTT JOULE 336. It is defined as the capacity to do work. ENERGY 337. It is the ability to do work or the capacity to move matter from one place to another. ENERGY 338. The energy of position or condition. POTENTIAL ENERGY 339. The energy of motion. KINETIC ENERGY 340. According to this law, energy can change from one form or another, but it can never be created nor destroyed. LAW OF CONSERVATION OF ENERGY 341. It is the total energy coming from the attractive and repulsive forces of all the molecules in a body. THERMAL ENERGY 342. It is the energy transferred from an object with a high temperature to one with a lower temperature. HEAT ENERGY 343. It is the energy stored in matter due to forces of attraction and the arrangement of subatomic particles in atoms and of atoms in the molecules of substance. CHEMICAL ENERGY 344. It is the energy of electrons flowing through conductors. ELECTRICAL ENERGY OR ELECTRICITY 345. It is defined as the changing of one form of energy into another form. ENERGY TRANSFORMATION 346. It involves the transfer of heat energy from one material or system to another. HEAT TRANSFER 347. It is the transfer of heat from one matter to another. It occurs when two objects at different temperatures are in direct contact. CONDUCTION 348. Energy transfer through solid particles. CONDUCTION 349. Materials that conduct heat easily. CONDUCTORS 350. Materials in which heat energy cannot pass through. INSULATORS 351. It is the transfer of heat in a gas or liquid. CONVECTION 352. It is the transfer of energy that does not require matter. RADIATION 353. Energy transfer through an empty space in the form of waves. RADIATION 354. These were formed during the decay of organisms that lived millions years ago. FOSSIL FUELS 355. It forms as a result of the decay of plants in the absence of oxygen. COAL 356. The brownish substance in the decaying materials of plants. PEAT 357. The second stage of coal formation. It is a brown coal composed of compressed woody matter that has lost all its moisture. LIGNITE 358. The third stage of coal formation. It is a dense, dark, brittle material that has lost all its moisture and impurities. BITUMINOUS COAL 359. It is the final stage of coal formation. It has the least impurities because it is mostly carbon. ANTHRACITE COAL 360. It is an important hydrocarbon found in nature within pores and fractures of rocks. PETROLEUM OR CRUDE OIL 361. It is the easiest fossil fuel to transport and the cleanest when burned. NATURAL GAS 362. It refers to the production of electricity by means of generators driven by water turbines as an energy source. HYDROELECTRIC POWER 363. It comes from the internal heat of the earth. GEOTHERMAL ENERGY 364. It is produced by fission or the splitting of the atom’s nucleus. NUCLEAR ENERGY 365. It is the abnormal increase in the temperature of bodies of water. THERMAL POLLUTION 366. A waste product which destroys cells, changes genetic materials, and even kills the plant and animal population living near the power plant. RADIATION 367. It is the harnessing of wind for energy needs. WIND POWER 368. It is the radiant energy from the sun. SOLAR ENERGY 369. A device which collects energy from the sun and transforms it directly into electricity. SOLAR CELL OR PHOTOVOLTAIC CELL 370. It is a possible generator of electricity with the two-way flow of water through narrow passages. TIDAL POWER 371. These are burnable fuels which are made from organic matter. BIOMASS FUELS 372. This is a combination of alcohol and gasoline. GASOHOL OR ALCOGAS 373. It is the wise and careful use of energy resources. ENERGY CONSERVATION

Knowledge vs. Experience Essay Example

Knowledge vs. Experience Essay Example Knowledge vs. Experience Essay Knowledge vs. Experience Essay Essay Topic: Siddhartha Woman On the Edge Of Time The celebrated Indian philosopher J. Krishnamurti one time said. There is no terminal to instruction. It is non that you read a book. base on balls an scrutiny. and finish with instruction. The whole of life. from the minute you are born to the minute you die. is a procedure of larning. ( whale. to/a/krishnamurti ) Krishnamurti is turn toing larning as a procedure in which an person attempts to derive certain cognition for foreordained intents. He clearly believes that rote memorisation is inferior to larning from experiences. Academic cognition through text editions can learn persons theories about life. Life. nevertheless. perverts from theory often. The lone manner persons are traveling to cognize about these divergences is when they experience the battles and fruits of life on their ain. [ Similarly. in this compelling novel by Herman Hesse. Siddhartha learns that enlightenment can non be reached through his 7 instructors because it can non be instilled in an individual’s head -enlightenment comes from the inner ego and through the experiences in which 1 must obtain wisdom from. ] he said it can be a small better In the gap of the novel. Siddhartha is influenced by outside instructions in his hunt for enlightment. His male parent and his associated community ideally want him to go a successful Brahmin. alternatively of fall ining the Samanas. Everyone else around him still has non reached enlightenment. and Siddhartha feels that shacking with them will increase his wonder sing his presence in life. ( Siddhartha to himself ) [ He had begun to surmise that his worthy male parent and his other instructors. the wise Brahmins. had already passed on to him the majority of their wisdom†¦ his psyche was non at peace. ( 3 ) ] Siddhartha craves to better admit the innermost kernel of ego and its connexion to the universe in a society. The cognition passed on to him nevertheless does non explicate this. which is why Siddhartha speculates the beginnings of the universe and his topographic point in it. When Siddhartha departs on his journey to accomplish enlightenment. he joins the Samanas and accustoms rapidly to their lifestyle because of the endurance and subject he learned in the Brahmin rites. H e learns how to liberate himself from the mercenary universe he was populating in. losing his desire for ownership and dress. However Siddhartha is still unsated. The way of self-denial does non supply an constituted solution for Siddhartha. He comes to the realisation which is this: the Samanas have been merely every bit unsuccessful as the old counsel he has encountered. Siddhartha’s thirst for cognition has merely increased. as he tells his good friend. I suffer thirst. Govinda. and on this long Samana way my thirst has non grown less†¦I have ever thirsted for cognition. ( 15 ) Buddha is still funny. therefore Govinda convinces him that they both should go forth the Samanas and seek out the Buddha. During Siddhartha’s quest for enlightment. he and Govinda are looking for Gotama’s whereabouts. As they are taken in. Siddhartha is informed about a instruction called the Eightfold Path and the four chief points in order to accomplish the lasting solution of abstaining from the pleasances of the universe. However. while Govinda is wholly influenced by these instructions. Siddhartha is still non satisfied. ( Gotama to S iddhartha ) [ The learning which you have heard†¦is non to explicate the universe to those who are thirsty for knowledge†¦its end is redemption from the agony. ( 27 ) ] Siddhartha is still unsated. and desires to grok the significance of life’s intent in the universe in an complete manner. Like the Samanas. Buddha’s followings escape from world without linking to it. Most significantly. Siddhartha feels that he can non accomplish enlightment from an external beginning such as a instructor. He grounds that in order to make enlightenment. one must larn merely through experience and instructions by other wise mans. Wisdom is gained through experience. while cognition is taught. This is the ground he can non accept Buddha’s instructions. At this point of the novel. Siddhartha knows he will hold to go his good friend behind to get down a hunt for the significance of life which will be based on experience. instead than spiritual instructions. Siddhartha determines to put out on a life abstaining from speculation and to alternatively come in the stuff universe to research the physical pleasances of his organic structure. In this new universe of his. Siddhartha encounters a friendly ferryman. populating his free life to its fullest. After traversing the ferrymanà ¢â‚¬â„¢s river. he arrives to a metropolis where a beautiful kept woman named Kamala mesmerizes him. He believes she would be the most worthy one to learn him about the physical facets of love. but Kamala will merely teach him until he proves he can suit into the mercenary universe. With her counsel. Siddhartha takes up the way of the merchandiser and engages in concern with a adult male named Kamaswami who taught him how to merchandise. While Siddhartha achieves the wisdom of the concern universe and experiences how to make concern in the material universe. Kamala becomes his lover and teaches him about every physical facet of love. [ She taught him that lovers should non divide from each other after doing love†¦so that no feeling of devastation arise nor the horrid feeling of misusing ( 54 ) ] Siddhartha renounces the religious way and exchanges the hunt for Atman to see physical pleasances. However. Siddhartha and Kamala are both incapable to give and have existent love at this phase in the novel. Siddhartha has eliminated himself from the universe wholly and is non influenced by what the universe has to offer him. Since both these external ushers are unable to learn him wisdom. he knows he must now accomplish wisdom on his ain. This consciousness itself comes from his inner ego. Siddhartha starts his way to seek enlightenment go forthing the Brahmins. the Samanas. Gotama. and the stuff universe because he fe els unhappy with himself. As Siddhartha leaves the corrupted stuff universe. he approaches a river and considers what way his life has taken him. Ironically. the same ferryman whom he met old ages before introduces himself with the individuality as Vasudeva. Siddhartha senses interior peace and wisdom within this adult male. and motivates him to obtain it every bit good. Finally Siddhartha resides and works with Vasudeva until he comes to cognize his boy was born. With his boy. Siddhartha eventually experiences love. but since love is a connexion to the universe. it threatens to deflect Siddhartha from his hunt for enlightenment. It’s non until now when Siddhartha has gained wisdom on his ain without any mercenary influences. therefore the love he expresses for his boy becomes a trial of this wisdom. ( Siddhartha to himself ) [ It is a good thing to see everything oneself†¦as a kid I learned that pleasances of the universe and wealths were non good†¦ but I have merely merely experienced it now†¦ ( 80 ) ] Siddhartha implies that the Buddha’s instructions or any beginning of external counsel do non d o one enlightened ; they merely transfer cognition to the society around them. Siddhartha is cognizant enlightenment can merely be reached if he will be able to accept love. and every bit hard as it might be. to even accomplish Nirvana. Successfully. Kamala and his boy influenced him to a great extent and because of them. Siddhartha learned and experienced how to love the universe and accept it as a whole. Siddhartha encounters many instructors of wisdom during his journey. but each fails to take him to his end: to seek enlightenment. The ferryman nevertheless. is successful and shows Siddhartha how to happen enlightenment within him by barricading out all exterior counsel. [ Vasudeva will non merely state Siddhartha what he should cognize like the others. but a usher who will take him where he wishes to go. ] After go forthing the material universe. Siddhartha seeks for cognition from the river he crossed and Vasudeva ushers Siddhartha to listen to it for a better apprehension of what the river communicates. Vasudeva does non state Siddhartha what the river will state. but when Siddhartha discloses what the river has expressed to him. Vasudeva clearly admits that he excessively has received the same wisdom on his a in. Now. Siddhartha realizes that he himself becomes the ferryman after making enlightenment. ( Siddhartha talking to himself ) [ The river is everyplace at the same time†¦ Siddhartha the male child. Siddhartha the mature adult male. and Siddhartha the old adult male [ are ] merely separated by shadows. non through world. ( 87 ) ] The river is compared to Siddhartha as it is considered uninterrupted but yet ever changing within. deeper below the organic structure of H2O. Siddhartha now belongs to everything environing him alternatively of being classified to a peculiar group. At the terminal of the novel. Govinda returns to the river. still seeking enlightenment. and asks Siddhartha to learn him what he has learned. Siddhartha explains that neither he nor any other single can learn the wisdom to Govinda. because spoken accounts are definite and can neer pass on enlightenment as a whole. ( Siddhartha to Govinda ) [ When person is seeking †¦he is unable to happen anything†¦because he is obsessed with his end. ( 113 ) ] Govinda is confused merely like he was when they met near the river after Siddhartha had considered suicide. This means he still does non understand the significance of life because he hasn’t experienced the universe. staying a follower to Buddha. Therefore. Siddhartha’s ultimate attainment of Nirvana does non come from external counsel pass oning the wisdom to him. but alternatively by sing an internal connexion with the river. which encompasses the whole existence.

The Old Man and the Sea by Ernest Hemingway Review

The Old Man and the Sea by Ernest Hemingway Review The Old Man and the Sea was a big success for Ernest Hemingway when it was published in 1952. At first glance, the story appears to be a simple tale of an old Cuban fisherman who catches an enormous fish, only to lose it. Theres much more to the  story a tale of  bravery and heroism, of one mans struggle against his own doubts, the elements, a massive fish, sharks and even his desire to give up. The old man eventually succeeds, then fails, and then wins again. Its the story of perseverance and the machismo of the old man against the elements. This slim novella its only 127 pages   helped to revive Hemingways reputation as a writer, winning him great acclaim, including the Nobel Prize for literature.   Overview Santiago is an old man and a fisherman who has gone for months without catching a fish. Many are starting to doubt his abilities as an angler. Even his apprentice, Manolin, has abandoned him and gone to work for a more prosperous boat. The old man sets out to the open sea one day off the Florida coast and goes a little farther out than he normally would in his desperation to catch a fish. Sure enough, at noon, a big marlin takes hold of one of the lines, but the fish is far too big for Santiago to handle. To avoid letting the fish escape, Santiago lets the line go slack so that the fish wont break his pole; but he and his boat are dragged out to sea for three days. A kind of kinship and honor  develop between the fish and the man.  Finally, the fish an enormous and worthy opponent grows tired, and Santiago kills it. This victory does not end Santiagos journey; he is still far out to sea. Santiago has to drag the marlin behind the boat, and the blood from the dead fish attracts sharks.Santiago does his best to fend off the sharks, but his efforts are in vain. The sharks eat the flesh of the marlin, and Santiago is left with only the bones. Santiago gets back to shore weary and tired with nothing to show for his pains but the skeletal remains of a large marlin. Even with just the bare remains of the fish, the experience has changed him  and altered the perception others have of him. Manolin wakes the old man the morning after his return and suggests that they once again fish t ogether. Life and Death During his struggle to catch the fish, Santiago holds on to the rope even though he is cut and bruised by it, even though he wants to sleep and eat. He holds onto the rope as though his life depends on it. In these scenes of struggle, Hemingway brings to the fore the power and masculinity of a simple man in a simple habitat. He demonstrates how heroism is possible in even the most seemingly mundane circumstances. Hemingways novella shows how death can invigorate life, how killing and death can bring a man to an understanding of his own mortality and his own power to overcome it.  Hemingway  writes of a time when fishing was not merely a business or a sport. Instead, fishing was an expression of humankind in its natural state in tune with nature. Enormous stamina and power  arose  in the breast of Santiago. The simple fisherman became a classical hero in his epic struggle.

To What Extent is Class Conflict Inevitable Essay

To What Extent is Class Conflict Inevitable - Essay Example The researcher states that from a Marxist perspective, a conflict between the bourgeoisie and the proletariat is inevitable because the former always use all means necessary to ensure that the control the latter in a manner that ensures that they become wealthier. The ability to exploit others to ensure that more wealth is in their hands is the reason why the bourgeoisie remain dominant in society and it is only a matter of time before the proletariat, as a result of their despair, rise against the bourgeoisie. While this may be the case, class struggle is existent in modern society and this is mostly as a result of the elite not only controlling the means of production but also the most political authority to ensure that they secure their economic positions. Through having political power, they can pass laws that are against the masses in such a way that the latter provide cheaper labor so that the bourgeoisie can make more profits. Furthermore, the masses, or workers, have created unions so that they can have the advantage necessary to help them in reversing the policies of the bourgeoisie through such actions as strikes as well as making deals that are favorable for them, such as good working conditions and better pay. Maavak states that while in the past the term social conflict was used mainly in socialist circles, in the modern world, it has come to be used within the context of a growing gap between the wealthy and the rest of society. The capitalist system has come to be at the center of the new divisions according to classes, with those who own big business forming the elite while the rest of society being categorized as less privileged because their economic strength is not secure. From this point of view, owners and workers to control not only the means of production but also labor which ends up creating class divisions manifest class struggle through the attempt or contest. A result of this contest is that happens on a regular basis as the two class es work towards outmaneuvering each other in an almost unending process.