Liquids and Solids free essay sample

It is useful for you to know the boiling and melting point of a substance so that you can know if the substance is a pure form or if it has any additional chemicals added to it. B. How would you determine the melting of a substance whose melting point is higher than 100Â °C? Another substance other than water in the beaker would have to be used to see melting point that would be higher than 100 ? C such as glycerol or silicon oil. C. What would be the effect of increasing the amount of crystals in the capillary tube? *There would be no difference if the amount of crystals were in the capillary tube because the melting point is still at the same temperature. D. List sources of error and explain how they would affect your end results. My sources of error were not logging the temperature at the exact time that the last bubble came out and the exact time the chemical melted. We will write a custom essay sample on Liquids and Solids or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page That affected my ended results by being slightly off then what the actual melting point of boiling point actually were. Conclusion: In conclusion today I learned how to determine the melting point of a substance and how to determine the boiling point of a liquid using the capillary tube which I found very fascinating. I also learned the importance of know the melting point and boiling point of a substance.

Expository-Migration and Change Essay Example

Expository Expository-Migration and Change Essay Expository-Migration and Change Essay Essay Topic: Expository Chance means change. For decades, thousands of migrants arriving in Australia, all face the same dilemma, how do I live here? With such a different environment and lifestyle to get accustomed to, how can a person adjust themselves to a new way of life after living their whole life somewhere else? But does it matter? Migrants have a free choice. They come and stay if they see what they like, if not they take the next flight back to wherever. But for the most part, those migrants won’t see what they could have here.It seems more and more migrants are coming into Australia to settle and 16 –year-old, Wendy Chan, who recently arrived in Melbourne south, is no exception. Wendy is currently trying to adjust to her new home with a care-free approach. She does not take any harsh feelings in moving to Australia, and even though the language barrier is difficult to overcome, she is trying her best because she found this journey to be enjoyable. â€Å"I go to an intensive English language school and I made a few friends. Everyone is very friendly. By being able to attend school and learn about the new home and culture that they live in, migrants would be able to adjust easily into their new society, making their experience more enjoyable and worthwhile. Because of this, the number of migrants makes up 25% of the population of Australia (2009) and is increasing as the years go by (The Australians Bureau of Statistics). Thus, meaning that migrants are warming up to the Australian way and is likely to want to settle as permanent residents. But this is not the case with other individual migrants.When asked about other migrants; â€Å"Everyone is from different places and all our English is about the same level, so we get along pretty well. † Wendy sees that other migrants are in the same boat as her and is treated decently, but unfortunately some migrants are treated quite the opposite. They get cussed, pushed, bullied, and denied their right as seen on the 2005 Cronulla beaches, where the biggest racism riot between Australians and Lebanese people occurred. Part of this misdemeanour is not their fault, but is of the original inhabitants.Maybe the Australians don’t like being invaded by unfamiliar races and nationalities, or maybe they just don’t like the way the ‘new kid’ dresses. Either way, this is a very difficult situation for migrants to handle. On top of a stressful journey, migrants are forced to endure the aggressive behaviour of the Australians. Please. Are we so jaded that we can’t be bothered with our jobs and have to take out our boredom on these asylum seekers? These deeds are exactly what are preventing migrants to adapt properly, preventing them to see what a great country Australia is and all the benefits that it can offer.We are soiling our reputation as a multicultural country with these acts. A part of a migrant’s journey is for them to adapt to the new country and live t heir ways. What if a migrant does not want to change for the better? This only causes problems for them. â€Å"The biggest problem is my English is not good. † Wendy Chan confesses, this is also every other migrant’s problem as well. As researched by the Australian Bureau of Statistics, in 2001, 16% of the population of Australians all spoke a different language other than English at home.This is all due to the years of immigration, imagine now, ten years later, how many more languages have we picked up and increased? But that is not the point here, a migrant who comes from a different background, of course, would know a language other than English, and is probably best at that than English too. But does that give them the excuse of not learning English because it’s ‘difficult’? Migrants who choose to live in Australia, hi, we are AUSTRALIA and in this country, we speak ENGLISH, if you want to live here too, speak ENGLISH. Immigrants, not Australian s, must adapt. Take it or leave it. †(Julia Gillard, march 2011). If a migrant would only see the positive instead of the negatives, life would be very easy. The endless opportunities await them, if they are willing to open their eyes to those chances. It’s hard, adaption, well at first, it is, but as time goes on a migrant will unknowingly adjust themselves to the Australian way. Whether they want to or not, if they want to stay here, they will have to change and learn about the country before them.

How Drawing Doodles Can Help You in College

How Drawing Doodles Can Help You in College Imagine the following scenario: a college classroom with a teacher droning on and students spacing out. As your mind wanders and you begin to daydream, the person next to you is doodling in their notebook. You’re thinking that they won’t remember anything from this lecture either. You would be wrong. In fact, the doodler next to you is likely to retain 29% more information than you did from that boring lecture. Much has been made recently of the cognitive benefits of doodling. Books like The Doodle Revolution by Sunni Brown and Drawing is Magic by John Hendrix follow on the heels of a 2008 book Drawing is Thinking by Milton Glaser. According to these and other authors, what may seem like the physical representation of daydreaming is something that helps connect people to ideas and concepts that they’re being exposed to. Remember More For example, in a 2009 study conducted by Psychology professor Jackie Andrade tested the effects of doodling while listening to a boring telephone message. The subjects who were asked to doodle were able to remember more information contained in the message than the subjects who only listened to the message while sitting still. Another example was found in an article printed in the Wall Street Journal where medical student Michiko Maruyama explains how her â€Å"daily doodles† helps her to synthesize the information passed on in that day’s lecture. Her system seems to work well for her. In fact, when she tested it by stopping her doodling practice for a week, her grades suffered. Stimulate Creativity But doodling doesn’t only help you recall information. It can also help generate ideas. Architect Gabriela Goldshmidt conducted a study in 2014 in which a student doodled his name over and over again while meditating on a child’s kindergarten he was assigned to design. During the course of his doodling, he began to unlock a vision of the kindergarten and was able to transfer it to a sketch for class. The author of the book Drawing is Magic recalls that most people draw and doodle as children, but as adults, they stop. He encourages people to doodle in order to recreate the lightness and playfulness of childhood which is also where a wealth of creativity and ideas dwell. Find Joy in Learning In a study by Charlotte Hughes and Scott Asakawa, they report that when students were encouraged to â€Å"draw what they learned during lecture, and while doing assigned readings†¦[they] not only retained more information, but they also reported more enjoyment and engagement with the course material.† Elisabeth Irgens, a proponent of doodling, highlights the idea that the visual aspect of note-taking is like â€Å"adding some joy† to your notes and makes you want to take them out and look at them again. Try It If you want to try doodling and see what all the hype is about, here are some expert tips on how to get started: Grab some pencils, pens, markers or colored pencils. Whatever you like to use. You don’t have to make the whole thing official by buying a block of drawing paper. That can feel too intimidating. Just a regular notebook is fine for doodling. Many people find that a combination of words and drawings works best. Keywords from your reading or lecture paired with visual representations of your thoughts, associations and ideas. Think about the flow on the page most people are inclined to work from top to bottom and left to right. But that doesn’t mean you have to. Whatever flow makes sense to you as you move through the material and find your spacing on the page. Use colors as markers some people respond to colors in emotional ways. Colors can serve as ways to highlight a specific point or convey an opinion about a subject without putting that opinion into words. These are just some tips on doodling. There is no right or wrong way to do it. Try it out for yourself and see the results.

Spain Essay Example | Topics and Well Written Essays - 500 words

Spain - Essay Example Spains cultural melting pot became much richer during the Middle Ages in part because of the large and influential Jewish population there. After the defeat of the Muslims and Jews during the Christian Re-conquest period in the four hundred years following 1000, Spain became more intolerant and very Catholic, although it still rewarded exploration and sought to extend its power through overseas colonies. It is important to remember that the person who discovered the new world was Christopher Columbus, a Spaniard being funded by the King and Queen of Spain. Spain’s history in the 20th century was somewhat unhappy. There was a terrible civil war in the 1930s and for more than 30 years afterwards, the fascist dictator Franco ruled, oppressing people and refusing to permit the economy to grow in the way that it could have. But by the end of the 20th century, Spain was free again and once again a cultural world leader. It is now a member of the EU and NATO and is a strong democracy. The thing that stands out most about Spain over the last five hundred years are probably its artists. Perhaps more than any other country, Spanish artists had redefined the way we think about painting; but it can also be said they inspired and ushered in modernism. Artists like Velasquez, Goya, and Picasso were all far ahead of their time and all had untraditional views of the world they depicted in their work. They inspired thousands of other artists and taught the world to see through a very particular lens. They lived through tumultuous historical times and made sure to show the world these times without pulling any punches. That’s why they represent Spain’s greatest

Disgusting Things Essay Example | Topics and Well Written Essays - 250 words

Disgusting Things - Essay Example The unconditional response is the nausea that I feel after tasting it. The conditioned stimulus is eating the soup and the conditioned response is vomiting as a result of eating it. Viewing rats disgusts me because I am allergic to them: The Unconditioned Stimulus is the factor that results in allergies like the hair, hygiene or other factors of the rat. The unconditioned response is the resulting sickness, itching or flu that I catch. The conditioned stimulus is the rat itself and conditioned response is the feeling of disgust and loath from the rat. Once I had a large portion of pasta at dinner and felt nausea. I decline eating Pasta from that day. The unconditioned stimulus is sickness caused by overeating. The unconditioned response is nausea. The conditioned stimulus is Pasta which resulted in the conditioned response that pasta caused nausea. I opened a can of pineapples and found a snail in it. I never use canned pineapples now. The conditioned stimulus canned pineapples resulted in an conditioned response of abstaining from the tin-packed pineapples. The unconditioned stimulus is the snail found inside the tin that resulted in an unconditioned response of disgust from tin-packed

Lacan, Foucault, Sedgwick, Binary Essay Example for Free

Lacan, Foucault, Sedgwick, Binary Essay The world consists of a collection of dual concepts. Things either are or they are not, especially at the level of conception. One is either alive or dead; there are no in-betweens with this notion. In the essay, The Mirror Stage as Formative of the Function of the I as revealed in Psychoanalytical Experience, Jacques Lacan describes a certain binary that takes place, and interacts, within a child as soon as they learn to recognize their own image. Lacans recognition of this initial dualism that takes place in an infant, leads to the recognition of several other dualisms. Michel Foucault speaks of a binary when speaking of sex and sexuality in chapter one of The History of Sexuality, Volume 1, an Introduction. In the second Axiom from Epistemology of the Closet, Eve Kosofsky Sedgwick discusses the heterosexual and homosexual dichotomy. Lacan believes that after eighteen months, a child discovers its libidinal dynamism (1286). Libidinal means psychic and emotional energy associated with instinctual biological drives. Dynamism means active and interactive movement. Through action and interaction with its psychic and emotional energy, instinctual biological drives in a childs mind. It is through this dual and cooperative interaction between the physical and metaphysical, in the mirror, that a child begins to form identification with itself and its reflection. Via this reflection, the child will see its body as Gesalt, a collection of parts of the whole (Lacan 1286). The child views the sum of its biological, physical, and psychological bodies as an entire unit; being made up of several different parts, and at the same time just a singular object. The child recognizes and views its reflection in relation to its surroundings, i. e. urniture, itself, its mother, yet this realization that unites the childs parts to form a singular I. This mental permanence, meaning the child will permanently see itself as I, is what will alienate others due its large singular view of itself, and not a view as part of a whole. With the childs actualization of its image and that it can be seen and interpreted, it shall then recognize a binary of physical reality and dream reality. The dream realm is a reality of sorts, in the sense that it is real because it is experienced. That dream realm is then filled with not nly the childs own image, but the image of the physical world it inhabits while awake. This I image is thus residing in the spectrums of this binary where its realities exist both in the physical world and in the mental world. The mirror stage itself is an entire dualistic concept. On one hand, it marks the initial conception of self-actualization, while on the other, maps the libidinal normalization process. Foucault outlines the history of sex in terms of children, how they communicate it, who discusses it, and where it resides in the binary. Children have for many years had a freedom of language with their mentors in relation to sex (Foucault 1654). This is to say that there was less shame in the attitude towards sex. It was a very openly discussed topic outside the realm of perversion and deviance. It was not until the seventeenth century that the French bourgeoisie placed a censorship on all speech that was of sexual manner. Children, across all social classes, gradually became more silent in regards to their sexuality (Foucault 1654). This notion of silence is where duality comes into to play, or lack thereof. Foucault defines silence as the things one declines to say, or is forbidden to name, the discretion that is required between different speakers, (1654). Foucault views silence as a non-passive action, even if it may appear to be doing nothing. One can convey a message just as effectively, and arguably more, by remaining silent than actually speaking. Silence is something that functions alongside speech in such a way that it becomes difficult to differentiate the two in terms of the outcomes they produce. Foucault acknowledges this lack of binary by stating that there is no division to be made between what one says and what one does not say (1654). In terms of the government enforced censorship on sexuality and speech during the 1600s, this silence surrounding sexuality spoke volumes more than explicit dialogue about it. During this time another binary became prevalent, the public and the private. While the people remained relatively silent in public, they were conversing greatly privately. In the 1700s this silence multiplied the forms of discourse on the subject of sex (Foucault 1655). The topic of children sex exploded with many participants partaking in the discussion. There was a great market for this discourse on sex that included the realms of medicine and politics, often interweaving the two. The topic of sex was forced out of the private realm into the public. Foucault says that sex has become something society cannot speak enough about, that [society] convinced [itself] that [they] have never said enough on the subject, throwing society onto a perpetual search for answers (1657). The sexual realm does not reside in the binary of public and private, of being secret or outspoken, yet resides in both. It is because of this need for secrecy that sex has taken such a firm place outside of being a secret. Foucault says society teeters on the middle of the binary system of public and private, that society has consigned sex to a shadow existence, but that they dedicated themselves to speaking of it ad infinitum, while exploiting it as the secret (1658). The history of sex is a prime example of a concept being able to reside in the realms of the public and private binaries, and at the same time residing in neither. Sedgwick claims that sexuality lies in a realm separate than that of gender. She defines chromosomal sex as that of biology that follows the strict XX and XY chromosome pattern of distinction among Homo Sapiens (Sedgwick 2439). She defines gender as an elaborate and rigid social production that strictly serves the binary of only male and female (Sedgwick 2439). She then defines sexuality as an array of acts, expectations, narratives, pleasures, identity-formations, and knowledge, in both women and men that focus on genital sensations, but not adequately defined by them (Sedgwick 2440). She states that gender is only one dimension of sexual choice and that sexuality strictly deals with how the individual feels and has no relation to, or effect on, procreation. Whereas chromosomal sex is strictly based on procreative purposes since it lies in the realm of biology, where a sexed male and a sexed female are the only sexes that can reproduce with each other. This notion thus makes sexuality the polar opposite of chromosomal sex, rather than gender being its opposite, in the binaries. She states that both gender and sexuality are concepts to be chosen. The differences between them are that gender serves the binary of male and female, while sexuality, contingent on the individual, are not limited by such a simple binary. This binaries construction was only to serve the male identity. Sedgwick says that any system with gender at its focus will have an inherent heterosexist bias, meaning that the female gender is constructed as a supplement to the male identity (2442). That the binary by which gender is trapped only exists because it required being a binary, the female gender only exists because the male gender required a counterpart. The binary of heterosexual and homosexual fits a deconstructive template more so than the binary of male and female, thus rendering sexual orientation and gender different. All people at birth are publicly assigned to one of two genders and because of this are forever unalterable. Sexual orientation, on the other hand, is often times rearrangeable, ambiguous, and has a doubleness quality to it that allows for easy alterations (Sedgwick 2444). Sedgwick does not find the gender binary to be one of complexity, but of a rather simple and unchallengeable one. She states the essentialism of sexual orientation is less easy to maintain, incoherent, stressed and challenged (Sedgwick 2444). There is a contradictoriness to Sedgwicks claim that sexual orientation is easy to alter and rearrangeable, yet at the same time less easy to maintain. It is, however, this seemingly contradictoriness that makes sexual orientation different from the gender binary. It is this complexity and fluidity that gives sexual orientation its ability to make leaps and bounds across its multinary systems. The most important aspect of the difference between gender and sexual orientation is the fact that one can choose their sexuality, but not their gender. Lacan, Foucault, and Sedgwick all deal with historical values. That is to say, they deal with issues and topics that occur at the early stages of young life, thus making these dealings at the conception level of thought. Lacans mirror stage describes a childs actualization of self. Foucault deals with the history of sex and the history of childrens conception of sex. Sedgwick discusses the differences of sex, sexuality, and gender. The uniqueness of Sedgwicks notion is that gender is assigned at birth and can never be altered. This ties into Lacans mirror stage where once a child realizes its image, and the placement of that image in the world it lives in, it can never un-see that image, and moreover, can never remove that image from its surroundings. Foucault greatly discusses children in his chapter, however he does not delve deeper as to what about children relate to their sex. Sedgwick supplies contextual substance to Foucaults article that deals mainly with the history of sex and not the sex itself. Lacans concept of self-actualization of the I, can be coupled with Sedgwicks gender assignment at birth, that the I is gendered, and will effect, and often dictate, the childs asymptomatic journey to reach it. Lacans concept of the binary of physical and metaphysical realization of self-image, is the basis for a binary discussion, something either is or is not physically here. Foucault discusses the history of sex and how a binary of speaking about sex or remaining silent does not exist. Sedgwick deals with the gender binary. This theory of dualism, binaries, dichotomy, lays foundation for these authors, and philosophers, and their works.

Modern Piracy With A Breif History Essay -- essays research papers fc

Piracy is usually determined as a seizure of property (ship, airplane or software) that holds no commission from the owner (â€Å"Piracy† 1). It is mostly linked to the dirty, bearded men that sailed the seven seas and robed merchant ships or ships that carried a valuable cargo. This however, was not the case in the late eighties and is definitely not the case today in the nineties. Now software pirates copy software without the permission of the company for their own personal benefits. Since piracy interrupts trade between nations it has been considered to be an offense against international law (â€Å"Piracy† 1). While the pirates in the medieval age roamed for plunder on the high seas, pirate radio and television stations broadcast, unauthorized software pirates copy to save money and even if one form vanished, another would soon take its place. Although the roots of piracy go as far as 102 BC the true sea pirates golden age was between the time periods of the very late 1600’s and the year of 1923 when almost all pirates suddenly disappeared. Pirates attacked the Romans as early as 100 BC. This was not as rough as the future pirates would be, but the idealism of piracy was present. The so-called piracy’s golden age started in 1695 when the first famous pirate, Henry Every, began seizing sizable treasures in the Red Sea and this made him an idol to many unemployed seamen in England. Piracy offered no more risks than being on board an ordinary merchant or privateering (which is often confused with piracy) vessel and the returns could be indescribably greater than in trade or attacking enemy ships. This started an increase in the number of pirates. Soon, in some parts of the world, for example Nassau, there were so many pirate vessels sailing the seas that the trade between the colonies and the outside world was n onexistent because all the goods ended up in the pirate vessels. Although their ways were inhumane and sometimes highly brutal, they had some sort of passion to sail the unknown and break the law to fight a war on the ordinary world. Some pirates were famous for their incredible brutality or for their otherwise colorful personalities: Edward Teach (alias Black Beard), who terrorized the coastline of North Carolina in 1716-1718; Captain Kidd who was more known for his highly publicized trial than his wrongdoings; and Bartholomew Roberts who was the last and... ...mplies with the law, and that it issues an appropriate policy statement that is signed and respected by all involved (Software Publishers' Association). The sea pirates, the software pirates Hackers and the on the air pirates all have something in common. They all (with the exception of software pirates) do their job for the passion of it. All of these forms are considered illegal because of the losses made to the owner to save costs or to collect prizes (sometimes). Whatever the case, piracy can never be gotten rid of because a new form will show up when another vanishes, history proves that. What will the next form be? Use your imagination. Works Cited Botting, Douglas. â€Å"The Pirates.† Alexandria, Virginia: Time Life Books 1978. â€Å"Piracy.† Grolier Multimedia Encyclopedia. 1995. â€Å"Software Piracy.† CQ Researcher. May 21, 1993 MAS. Byrd, Kelly V. "Kelly's Place" Computer and Law http://www.acsu.buffalo.edu/~kbyrd/piracy.html: Spring 1996. Software Publishers' Association. "Software Use and the Law". http://www.spa.org/piracy/homepage.html: November 20, 1996. Computers In Society 6th ed. Dushkin Group/Brown&Benchmark Publishers: Guilford, CT, 1996.

Friedrich Nietzsche’s Influence on Hitler Essay

Friedrich Nietzsche had broached the idea of Ubermensch (translated as â€Å"Superman†) as one of the core features of his philosophy. This idea which set the stage for individualism by touching on concepts of self-surpassing and self-mastery is explicitly propounded in his most famous work, Thus Spake Zarathustra where the protagonist, Zarathustra said: â€Å"I teach you the superman. Man is something that is to be surpassed. What have you done to surpass man? † â€Å"The Superman is the meaning of the earth. Let your will say: The Superman shall be the meaning of the earth! I conjure you, my brethren, remain true to the earth, and believe not those who speak unto you of superearthly hopes! Poisoners are thy, whether they now it or not. Despisers of life are they, decaying ones and poisoned ones themselves, of whom the earth is weary: so away with them! (Nietzsche, 1999: 3)† This, together with another concept introduced by Nietzsche, the â€Å"will to power† had triggered in Hitler a narcissistic interpretation of Nietzsche’s philosophy where Hitler most certainly identified himself, and served as his justification for his concept of racial superiority. Although Nietzsche may not have intended to influence Hitler towards anti-Semitism, it was in his language to which Hitler’s distortion could be attributed. His use of the concepts â€Å"whole-man† and â€Å"half-man† as well as â€Å"master morality† and â€Å"slave morality† as means towards the achievement of a new order gave Hitler a ground for his Anti-Semitic ideas. Nietzsche believed that noble morality, in contrast to slave morality, contributed towards the improvement of the race. Nietzsche describes the nobles as people who see themselves as creators of civilization, saviors of the all and protectors of everyone from everything contemptible (Nietzsche, 1999). Meanwhile, the slaves are those who see the nobles as oppressive and themselves, the oppressed, being incapable of production and giving rise to their resentment towards creativity. As Hitler sees them, through their inherently oppressed status, they induce in the nobles a feeling of guilt and resentment towards their own superhuman status, hindering their own productivity and thus, serve as a bar against the realization of their full potential. To him, the salvation of humanity dwells only in the hands of the nobility and definitely not in the slaves. In Mein Kampf, Hitler writes: â€Å"A human community appears well organized only if it facilitates the labors of these creative forces in the most helpful way and applies them in a manner beneficial to all†¦ In this it must proceed from the principle that the salvation of mankind has never lain in the masses, but in its creative minds, which must therefore really be regarded as benefactors of the human race (Hitler, 1971: 367). † Compounded by Hitler’s narcissistic interpretation, his identification with the Superman, and his anti-Semitic philosophy, it is not surprising that Hitler would identify himself with the nobles who, applying Nietzsche’s concept of â€Å"will to power† and Nietzsche’s affirmation of the existence of destroyers of the earth who must be eliminated: â€Å"Poisoners are thy, whether they now it or not. Despisers of life are they, decaying ones and poisoned ones themselves, of whom the earth is weary: so away with them! (Nietzsche, 1999: 3)† must have felt the urge to cleanse the race from such impurities as the slaves who prevent the human race from reaching the zenith of civilization and whom he most likely associated with the Jews. His determination of the nobles and slaves in the real world can be best demonstrated in Mein Kampf: â€Å"The most unbeautiful thing there can be in human life is and remains the yoke of slavery. Or do these schwabing [? ] decadents view the present lot of the German people as ‘aesthetic’? Certainly we don’t have to discuss these matters with the Jews, the most modern inventors of this cultural perfume. Their whole existence is an embodied protest against the aesthetics of the lord’s image (Hitler, 1971; 154). † In Hitler’s mind, this â€Å"facilitation of the labor of creative forces† involves mass killings to an end of racial extinction. For Nietzsche, it is the Superman who would create a new morality in order to harness the will to power and destroy slave moralities. He believes that with an increase in greatness in a man, there is a contemporaneous increase in his wickedness and terribleness. This is justified because such increase in wickedness and terribleness are the only means to bring the status of humanity to a higher state; a means to surpass himself; to move away from the lesser creature that he was; as consistent with the purpose of the Superman. In Thus Spake Zarathustra, Nietzsche, through his protagonist said: â€Å"Man is something that is to be surpassed. What have you done to surpass man? All beings hitherto have created something beyond themselves: and you want to be the ebb of that great tide, and would rather go back to the beast than surpass man? What is the ape to man? A laughing-stock, a thing of shame. And just the same shall man be to the Superman: a laughing-stock, a thing of shame (Nietzsche, 1999: 3). † If it is true that Hitler was influenced by Nietzsche’s writings, Hitler read Nietzsche’s â€Å"terribleness† to mean the need for brutality and destruction in order to refine humanity and remove all traces of imperfection to achieve a race of Superhumans. Humanity can only be cleansed of imperfection if such lesser human beings are prevented from interbreeding, propagating their genes to allow further continuance of the slave line, To Hitler, this is the only means to which a Superman, that is, referring to himself, can rule the world. In Mein Kampf, he says: â€Å"†¦when the highest type of man has previously conquered and subjected the world to an extent that makes him the sole ruler of the earth (Hitler, 1971: 288). † Extermination, then, becomes an essential element for the realization of Hitler’s utopia. He, in his own hands sought the application of Darwin’s evolution by ruthlessly eliminating his â€Å"weaker† and â€Å"lower† human beings. According to him: â€Å"Those who want to live, let them fight, and those who do not want to fight in this world of eternal struggle do not deserve to live (Hitler, 1971: 289). † That said, for Hitler, mass killings and the use of violence can be justified if only for the purpose of saving mankind from the slaves who are the sole source of its degeneration, that is, those who lack the motivation for self-preservation and those who impose guilt on the nobles by perpetually seeking others’ help. His resolve was characterized by alienating any manifestation of slavery by exterminating them. It cannot be gainsaid that Hitler used Nietzsche’s philosophy to justify his own. What Hitler had done however, cannot in any way be imputed to Nietzsche. Reading all of Nietzsche’s works as a whole, one cannot help but doubt whether Nietzsche truly shared whatever anti-Semitic sentiments that prevailed during their time. At most, the resultant justification that Hitler was able to get hold of from Nietzsche was merely a product of his megalomaniacal search for an intelligent bearing to support his propaganda and to further cultivate his delusions of grandeur and personal hatred against specific races, accepting what phrases that apply to his vision and rejecting those that did not. Works Cited Hitler, A. (1924). Mein Kampf (James Murphy, Trans. ): NL: Fredonia Books. (Original work published 1927-1927). Nietzsche, F. (1999). Thus Spoke Zarathustra (Thomas Common, Trans. ): New York: Dover Publications. (Original Work published 1883-1885).

Buddhism Essay Essay

One of the Buddha’s most significant teachings is that everyone is different, and hence each individual’s path to enlightenment is unique. For this reason, Buddhists acknowledge that they must take inspiration from a variety of sources to complete their individual journey to Nirvana. Belief in the concept of enlightenment is therefore important within Buddhism with different branches and schools giving varying emphasis to the many teachings of Buddha and his close followers, while some believe in Bodhisattvas, from whom they take motivation, all believe in shaping their individual effort to achieve enlightenment. Throughout this essay, the Buddha’s teachings on belief and enlightenment, how the four Noble Truths and Buddhist practices relate to belief and enlightenment, and the positions of the two major branches of Buddhism – Theravada and Mahayana – will all be analysed to determine the role of belief in Buddhism, and hence prove or disprove the a bove comments on enlightenment and belief for Buddhists. Enlightenment or _Nirvana_ is a supreme state; free from suffering, individual existence and all worldly concerns; such as greed, hate and ignorance. It is the ultimate goal of all Buddhists, breaking the otherwise endless cycle of death and rebirth known as samsara. Theravada Buddhism (â€Å"Doctrine of the Elders†) teaches that by refraining from all kinds of evil, purifying the mind and having a deep thirst for knowledge, â€Å"†¦ a Theravada Buddhist can reach the state of perfection and enter Nirvana.† (Oracle ThinkQuest, 2012) This knowledge comes almost entirely from the Tipitaka, meaning â€Å"three baskets†. This collection of scriptures contains slightly different versions between the two schools, but is considered to comprise of the most accurate accounts of the Buddha and his close disciples. It is important to note that Theravada Buddhists believe that due to the requirements for enlightenment, monks and nuns are significantly more likely to achieve Nirvana than lay people who should therefore focus on gaining good karma enabling them to be a monk or nun in their next rebirth. Mahayana Buddhism has a variety of scriptures, many of which have been written by high ranking monks since the time of the Buddha, in order to keep the teachings up to date with the culture of the period. Notably, they also  believe that all people have the capability to become enlightened. Apart from the different scripture emphasis, Mahayana Buddism is significantly diverse to Theravada due to the belief in multiple Buddhas and Boddhisattvas. Boddhisattvas are people of deep compassion who are said to delay entering Nirvana in order to help guide others to enlightenment. As such, Mahayana Buddhism adds to the Theravadan definition of Nirvana being the absence of self-centeredness (and therefore the absence of suffering) and the state of spiritual perfection, displayed by total compassion and concern for others. Two well-known Buddhist quotes which summarise the Buddha’s position on beliefs and enlightenment are: â€Å"Don’t blindly believe what I say. Don’t believe me because others convince you of my words. Don’t believe anything you see, read, or hear from others, whether of authority, religious teachers or texts. Don’t rely on logic alone, nor speculation. Don’t infer or be deceived by appearances.† â€Å"Find out for yourself what is truth, what is real. Discover that there are virtuous things and there are non-virtuous things. Once you have discovered for yourself give up the bad and embrace the good.† The above quotes help explain why Buddhists dislike teachings being referred to as beliefs. The first quote highlights the need for scepticism when reading the teachings. The second quote goes further by explaining the individuality of Nirvana, and the idea that not all teachings apply to everyone. Because followers of Buddhism are encouraged to challenge ideas presented and ascertain their own understanding of the major teachings, it is offensive to refer to this knowledge as belief, since `belief’ often refers to faith or trust in an idea(s) which has not been personally experienced. Hence Buddhists only believe in Nirvana, and the basic principles to reach their goal. Theravada and Mahayana both agree with the Buddha’s view that anyone can attain Nirvana, and one can do it within one’s present life if the Buddha’s instructions are followed carefully and applied sincerely. The two main branches of Buddhism have the same Four Noble Truths and interpret these  teachings in a similar manner. The only relevant difference is that Mahayana Buddhists have Bodhisattvas to aid in follower’s quests for Nirvana, whereas Theravada Buddhists believe that since this path is unique, it is the individual’s task to determine how to incorporate the Buddha’s teachings in their own lives. As stated on BuddhaNet, _†Theravada Buddhism places great emphasis on the clergy (Sangha) as the only ones capable of attaining Nirvana__.†_ (Lyall, 2008). As such, the role of the laity (lay people: normal householders) in Theravada Buddhism is to support the clergy and lead a good life according to the Buddha, in the hope of a better rebirth. Whilst it is not taught that a lay person cannot reach enlightenment, as this would be going against a popular teaching of the Buddha, it is perceived as highly unlikely. In return for the lay people’s support, it is common for the monks to teach the laity, provide advice and conduct ceremonies such as marriages. In contrast, the Mahayana Teachings encourage both the laity and the clergy to become Boddhisattvas and attain enlightenment in their current life. Especially in the case of the laity, belief in the possibility of enlightenment at some stage in the many rebirths a person can undergo, is vitally important and an integral part of not only the religion, but the various cultures the religion exists within. The Four Noble Truths are the essence of the Buddha’s teachings. Similar to a doctor’s method for analysing a health issue, the Buddha has diagnosed the problem (suffering) and identified the cause (of the suffering) within the first and second Noble Truths. The third Noble Truth is the description of a cure, while the fourth is the prescription and instructions to recover. Buddhists believe in the Four Noble Truths in the hope of getting closer to enlightenment and find these teachings realistic and hopeful, rather than pessimistic. The first Noble Truth, suffering (Dukkha), describes suffering as presenting itself in many forms of which some are obvious, such as old age, sickness and death (which Buddha encountered immediately after leaving his palace), and others more subliminal. Buddha explained the problem in a more profound way, teaching that all human beings are subject to desires and cravings but acquiring satisfaction from these desires and pleasure is temporar y and will not last without becoming monotonous. The origin of suffering (Samudaya) is the second Noble Truth, and consists of Buddha’s  claims to have found the cause of all suffering – desire (tanha) – which comes in three forms (which have had various names including the Three Roots of Evil, the Three Fires and the Three Poisons). These forms are the ultimate source of suffering, and are; greed and desire, ignorance or delusion, and hatred and destructive urges. The way to extinguish desire is to liberate oneself from attachment, as is explained in the third Noble Truth – Cessation of Suffering (Nirodha). This truth states that attaining enlightenment involves extinguishing the three fires of greed, delusion and hatred and could be considered as a `definition’ for Nirvana. The path to the cessation of suffering (Magga) is the fourth Noble Truth and is often referred to as the Eightfold Path because Buddha outlined a set of eight principles to follow. These are the right understanding, intenti on, speech, action, livelihood, effort, mindfulness, and concentration. Theravada Buddhism, being the more traditionalist branch, follows the practices that have been passed down by senior monks since the Buddha’s time. These traditions or practices include living in forests and performing both sitting and walking meditation. As part of their early training, Theravadan monks and nuns generally live in huts called `kutis’ situated in forests. These huts are built on stilts to keep animals and insects out and have a path for walking meditation. Older monks and nuns are not required to live in the forest, often residing in monasteries. Early each morning and evening, the monks and nuns from a particular school meet together for meditation and recitation. After these ceremonies, which are called _pujas_, they are required to study the Dharma. An important ritual carried out by people entering the temples is to wash their feet with water which has been carried up to the monastery from a stream, generally found below in the forest. The goal of the monks and nuns is to become an _Arhat_, a person free of suffering, through the meditation. Once free of suffering they can continue on their path to Nirvana. Different forms of Mahayana Buddhism have different religious practices. These practices are often heavily influenced by the culture of the society the Buddhist school(s) resides in. Tibetan Buddhist temples are heavily â€Å"†¦decorated with many kinds of Buddha images and wall hangings called  _thankas_.† Big prayer wheels, containing mantras written on strips of rice paper, are set into the walls of the temple while smaller, handheld versions are also common. Tibetan monks generally live in these temples and in between turning the prayer wheels and studying the various teachings, they hold various festivals. These festivals incorporate an array of prayer flags and other colourful decorations to celebrate significant periods. Japanese and Chinese monasteries are very similar to the Tibetan’s, but often with less vibrant, colourful decorations and less festivals. The monks and nuns recite Sutras and sit in meditation together regularly, akin to their Tibetan counterparts. The idea of studying, reciting and meditation in Mahayana Buddhism is to endeavour to accelerate the monks and nuns journey’s to enlightenment, in order that they can become Bodhisattvas and assist others as they near their journey’s end. Theravada and Mahayana Buddhism are very similar with regard to the fundamental teachings. They both accept Buddha (Siddhartha Gautama) as the Teacher, have identical Four Noble Truths (and therefore Eightfold Path), share ideas on the origins of the world, practice their faith similarly and accept many comparable Buddhist concepts. The only outright difference is the scriptures they most value and consider authoritative, which affect the general path members of each branch follow to attain Nirvana. Belief in the concept of enlightenment is therefore important within Buddhism with different branches and schools giving varying emphasis to the many teachings of Buddha and his close followers, while some believe in Bodhisattvas, from whom they take motivation, all believe in shaping their individual effort to achieve enlightenment. BIBLIOGRAPHY BBC, 2009a. BBC – Religions – Buddhism: Meditation [WWW Document]. BBC Religions. URL http://www.bbc.co.uk/religion/religions/buddhism/customs/meditation_1.shtml BBC, 2009b. BBC – Religions – Buddhism: The Four Noble Truths [WWW Document]. BBC Religions. URL http://www.bbc.co.uk/religion/religions/buddhism/beliefs/fournobletruths_1.shtml Dr. C. George Boeree, 2000. Buddhist Meditation [WWW Document]. Shippensburg University. URL http://webspace.ship.edu/cgboer/meditation.html GCSE RE site, 2011. Revision: Buddhism [WWW Document]. GCSE RE Site. URL http://www.mmiweb.org.uk/gcsere/revision/buddhism/keybeliefs/6_theravada.html Goldburg, P., Blundell, P., Jordan, T., 2009. Investigating religion. Cambridge University Press, Port Melbourne, Vic. Gunasekara, V., 2012. Basic Buddhism [WWW Document]. URL http://www.vgweb.org/bsq/basbud.htm#ch5 Gursam, L., 2009. The Importance of Meditation [WWW Document]. URL http://www.lamagursam.org/importance_of_meditation.html Harderwijk, R., 2011. The Four Noble Truths [WWW Document]. View on Buddhism. URL http://viewonbuddhism.org/4_noble_truths.html Heckert, L., 2012. An Overview of Buddhist Meditation [WWW Document]. Johansson, R., Tillekeratna, A., De Silva, L., 2012. Buddhist Studies: Nirvana [WWW Document]. URL http://www.buddhanet.net/e-learning/dharmadata/fdd43.htm Lyall, G., 2008. Buddhist Studies: The Rise of the Mahayana [WWW Document]. BuddhaNet. URL http://www.buddhanet.net/e-learning/buddhistworld/maha2.htm Nikaya, S., 2012. The Fourth Noble Truth [WWW Document]. BuddhaNet. URL http://www.buddhanet.net/cmdsg/truths5.htm Oracle ThinkQuest, 2012. Buddhism: Buddha [WWW Document]. Oracle ThinkQuest Library: Projects by Students for Students. URL

Term Vs Whole Life Essays - Life Insurance, Whole Life Insurance

Term Vs Whole Life Essays - Life Insurance, Whole Life Insurance Term Vs Whole Life TERM VS WHOLE LIFE If you're like most people, there's nothing more important to you than your family. As difficult as it is for you to imagine not being there for them, it's a risk we all face. To help be sure your loved ones have the financial protection they'll need, it's important to not only think about the unexpected, but to plan for it. If you were gone, who would provide for your loved ones? Who would help... Provide cash for family income? Cover the cost of raising your children? Pay off your mortgage? Pay off your debts? Life insurance can help give your family the protection they need while providing you with peace of mind. It can help provide continuing income and help pay the billskeeping your family's hopes and dreams alive even after your death. or to find out if you're approved for up to $150,000 of immediate 10-year term life insurance that could save you up to 30%.* Coverage starts today with no medical exam if you're approved.** Or, get more information on other life insurance coverage offered through U.S. Bancorp Insurance Services: in higher coverage amounts for maximum coverage at the lowest premiums that can be designed for long-term protection while providing flexibility in terms of premium payments and cash value accumulation. Applying for 10- and 20-year underwritten term and universal life insurance involves an interview and a medical exam (including blood and urine samples). Term Insurance Advantages Initially, premiums are lower than those for various forms of whole life insurance, thus allowing you to purchase higher amounts of insurance coverage. It is good for covering specific needs that will disappear in time, such as mortgages and other loans. Disadvantages Premiums will increase as you grow older and at the end of the term of the policy you purchase, such as 10 year term. In the 11th year the premiums will increase. Eventually, coverage may lapse due to the expense of the policy the older you do get.Generally, the policy does not have cash value. Permanent Insurance Advantages As long as the necessary premiums are paid, the life insurance policy is guaranteed to be there for your entire life. Your premium can be fixed or flexible to meet your own personal needs. The policy accumulates a cash value that you can borrow against. Loans would need to be paid back with interest or your beneficiaries will receive a reduced value of benefit if you pass away prematurely. If you ever needed to have your premiums paid for with you existing cash value, you can. If you surrender your policy, the cash value will be returned to you. Disadvantages The required premiums may make it to expensive to purchase the necessary amount of insurance you and your family needs. It may cost more than term insurance if you do not keep the policy long term. I think I would take the whole life insurance because it will adjust to your personal need as the term wont it is just a fixed rate but the whole life also has a fixed rate but it will fluxuate to fit your personal needs at the time that your in that would be why I pick whole life over term life. TERM VS WHOLE LIFE If you're like most people, there's nothing more important to you than your family. As difficult as it is for you to imagine not being there for them, it's a risk we all face. To help be sure your loved ones have the financial protection they'll need, it's important to not only think about the unexpected, but to plan for it. If you were gone, who would provide for your loved ones? Who would help... Provide cash for family income? Cover the cost of raising your children? Pay off your mortgage? Pay off your debts? Life insurance can help give your family the protection they need while providing you with peace of mind. It can help provide continuing income and help pay the billskeeping your family's hopes and dreams alive even after your death. or to find out if you're approved for up to $150,000 of immediate 10-year term life insurance that could save you up to 30%.* Coverage starts today with no medical exam if you're approved.** Or, get more information on other life insurance coverage offered through U.S. Bancorp Insurance Services: in higher coverage amounts for maximum

Edge cities Essay Example | Topics and Well Written Essays - 1000 words

Edge cities - Essay Example The developer is able to make considerations on what they would want for the city and using this, they are able to choose a strategic location for the city. They developer can choose a location that will be close to the resources needed by the city or even a location that is close to the developer’s target market. A location can reduce the costs of raw materials, transportation costs and costs of delivering products to the market place. The edge city can also be located to close to social service points. Edge city developers are also able to provide proper and efficient social services and supplies such as water, electricity and medical services. In historic cities, the quality of social services is determined by the other factors such as finances, population size and geographical size. Edge cities enjoy the benefit of better planning over historic cities. This is because the developers plan for the expected population size in the edge city. When the population is determined the city planners are able to optimally determine the infrastructure needed and the layout of the various structures in the edge city. Historic cities chronically suffer from social-fiscal problems such as poverty and crime and capacity problems such as congestion. Another advantage of edge cities over historic cities is that they have flexibility in terms of redevelopment and restructuring. Since the developer has control over the layout and operations in the city, they can change the layout of the city so that it meets the desired objective. This would only need enough finances and it is done. Historic cities are quite inflexible as redeveloping them would require a lot huge amounts of funds for compensating owners of different structures as well as lots of documentation on policy and legislation. When edge city developers are choosing the location and capacity for their mega-projects, they have to make several

Collaborative Teaching Research Paper Example | Topics and Well Written Essays - 3000 words

Collaborative Teaching - Research Paper Example This article provides information on the impact of collaborative and self-teaching for primary and early childhood education teachers. The article explores the effect of changes in the learning and teaching in a sociology paper for first years for the ECE students. Teacher educators wanted to know the effect of the paper changes influenced on learning and teaching the students. The teachers had a collaborative teaching relationship for three years creating an environment, which recognized the voice of the students through student-teacher engagement.Research question:What are the strengths and challenges of collaborative teaching in enhancing teaching and learning? The research question is important as it seeks to identify the successes and challenges of collaborative teaching, which is the basis for this research. Research hypothesis:Collaborative teaching influence teaching and student learning. The aim of the research was to test different approaches to teaching and learning in big classes through self-study by examining personal values and professionals practice. The research took three years from 2010 to 2012 involving two-teacher educators and a primary and ECE first-year teachers. The students were enrolled in the paper with the title of ‘Whanau’, which was taught to both the ECE and primary teachers doing Bachelor of Education degree. The participants worked together, shared feelings of satisfaction, joy, disappointment, and frustration and made room for solutions.