Effects of Music Essays

Effects of Music Essays Effects of Music Essay Effects of Music Essay Chris Buchwald English 201 Article Summary The Benefits of Music Education to Children By Edward Droscher This article was written about the profound effects of music on our society, the extraordinary effects of music education in the development of the brain, and why music should be a part of every childâ„ ¢s education. Droscher tells us that while music can create deep emotions, it has also been shown to improve the functions and development of the brain. The study of music can improve skills like creative thinking, problem solving, team work, processing language, reasoning skills, and discipline. By requiring students to perform many constant simultaneous activities, music helps develop the brain to function both mentally and physically. We believe the skills the arts teach -creative thinking, problem-solving, risk-taking, teamwork and communications are precisely the tools the workforce of tomorrow will need. If we dont encourage students to master these skills through quality arts instruction today, how can we ever expect them to succeed in their highly competitive business careers tomorrow -Richard Gurin, Chief Executive Officer, Binney and Smith, maker of Crayola crayons Students that have been put through music education have shown notably higher S.A.T. scores than those without it. Students have also shown to be more disciplined, both mentally and physically, and more creative. Students in music programs have also been proven to develop better reasoning and problem solving skills, and even better social skills. Droscher s article is trying to enlighten us all as to the nearly endless amount of reasons that education in the Arts in general, and to encourage all students to be put into areas of art, particularly music, to help prepare them for a brighter future.

Cumulative Sentence Definition and Examples

Cumulative Sentence Definition and Examples In grammar, a cumulative sentence is an independent clause followed by a series of subordinate constructions (phrases or clauses) that gather details about a person, place, event, or idea. Contrast with a periodic sentence. Also called  cumulative style or right-branching. In Notes Toward a New Rhetoric, Francis and Bonniejean Christensen observe that after the main clause  (which is often stated in general or abstract terms), the forward movement of the [cumulative] sentence stops, the writer shifts down to the lower level of generalization or abstraction or to singular terms, and goes back over the same ground at this lower level. In short, they conclude that the mere form of the sentence generates ideas. Examples and Observations He dipped his hands in the bichloride solution and shook thema quick shake, fingers down, like the fingers of a pianist above the keys.(Sinclair Lewis, Arrowsmith, 1925)The radiators put out lots of heat, too much, in fact, and old-fashioned sounds and smells came with it, exhalations of the matter that composes our own mortality, and reminiscent of the intimate gases we all diffuse.(Saul Bellow, More Die of Heartbreak. William Morrow, 1987)Her moving wings ignited like tissue paper, enlarging the circle of light in the clearing and creating out of the darkness the sudden blue sleeves of my sweater, the green leaves of jewelweed by my side, the ragged red trunk of a pine.(Annie Dillard, Holy the Firm. Harper Row, 1977)The unwieldy provision carts, draught horses, and heavily armed knights kept the advance down to nine miles a day, the huge horde moving in three parallel columns, cutting broad highways of litter and devastation through an already abandoned countryside, many of the ad venturers now traveling on foot, having sold their horses for bread or having slaughtered them for meat.(John Gardner, Life and Times of Chaucer. Alfred A. Knopf, 1977) The San Bernardino Valley lies only an hour east of Los Angeles by the San Bernardino Freeway but is in certain ways an alien place: not the coastal California of the subtropical twilights and the soft westerlies off the Pacific but a harsher California, haunted by the Mojave just beyond the mountains, devastated by the hot dry Santa Ana wind that comes down through the passes at 100 miles an hour and whines through the eucalyptus windbreaks and works on the nerves.(Joan Didion, Some Dreamers of the Golden Dream. Slouching Towards Bethlehem, 1968)I am with the Eskimos on the tundra who are running after the click-footed caribou, running sleepless and dazed for days, running spread out in scraggling lines across the glacier-ground hummocks and reindeer moss, in sight of the ocean, under the long-shadowed pale sun, running silent all night long.(Annie Dillard, Pilgrim at Tinker Creek. Harper Row, 1974)He wept silently, after the custom of shamed and angry men, so that when the pursuit party came tumbling, pounding, scrabbling down the trail, past the fold in which he and Hillel stood concealed, he could hear the creak and rattle of their leather armor with its scales of horn; and when the Arsiyah returned, just before daybreak, at the very hour when all of creation seemed to fall silent as if fighting off tears, Zelikman could hear the rumbling of the mens bellies and the grit in their eyelids and the hollowness of failure sounding in their chests.(Michael Chabon, Gentlemen of the Road: A Tale of Adventure. Del Ray, 2007) Cumulative Sentences Defined and Illustrated The typical sentence of modern English, the kind we can best spend our efforts trying to write, is what we will call the cumulative sentence. The main or base clause, which may or may not have sentence modifiers like this before or within it, advances the discussion or the narrative. The other additions, placed after it, move backward (as in this sentence), to modify the statement of the base clause or more often to explain it or add examples or details to it, so that the sentence has a flowing and ebbing movement, advancing to a new position and then pausing to consolidate it. (Francis Christensen and Bonniejean Christensen, A New Rhetoric. Harper Row, 1976) Setting a Scene With Cumulative Sentences The cumulative sentence is particularly good for setting a scene or for panning, as with a camera, a place or critical moment, a journey or a remembered life, in a way not dissimilar to the run-on. It is another kind of- potentially endless and half-wildlist. . . . And here is this writer Kent Haruf, writing a cumulative sentence, opening his novel with it, panning the smalltown western landscape of his story: Here was this man Tom Guthrie in Holt standing at the back window in the kitchen of his house smoking cigarettes and looking out over the back lot where the sun was just coming up. (Kent Haruf, Plainsong) (Mark Tredinnick, Writing Well. Cambridge University. Press, 2008)

Persuasive Speech Essay Example | Topics and Well Written Essays - 1000 words - 1

Persuasive Speech - Essay Example Bright packing, celebrities advertising these or those goods, enormous list of ingredients, higher prices, lower prices, discounts- all the means are justified in achieving this goal. It seemed that food producers suffered and struggled seriously until the concept of organic food was invented. However, it is possible to state that organic food existed as long as humanity itself but only in our time it became trendy when people understood that it can bring money. Selling organic producers play on our subconscious desire to buy best product, the most nutritious and the least harmful, however, in reality it is only the way to buy old goods under new names in new packing. So it is important to find out what organic food is basically and why it has become so popular. Because it turns out that third part of American consumers prefer organic products to conventional products and are ready to spend extra money buying them despite the fact that the crucial difference between these two kinds of products was not established (Warner, 2005). In this essay I will try to outline the difference between organic and inorganic food and prove that organic food is just another method of selling products for higher prices. This will be done to make readers understand that the label â€Å"organic† must be perceived as additional advertisement not as absolute mark of quality (Blair, 2012). First of all organic products are those products which are grown without any chemicals, such as synthetic pesticides, artificial fertilizers, radiation aimed to kill bacteria. As for the animals the label organic signifies that animals were fed organic food only and were treate d without antibiotics and hormones (Blair, 2012). These chemicals became popular in the 20th century as they allow protecting crops from pests. In the United States of America farmers must adhere to certain rules and regulation to be allowed to call their products organic. USDA regulates adherence to these regulations.

Marketing Health Intervention in Hospitals General Medical Services Essay

Marketing Health Intervention in Hospitals General Medical Services Ltd - Essay Example In the general area of commercial market, marketing is often considered as ‘an exchange between marketers and consumers that aim to satisfy consumer needs and maximize the return on investment for shareholders; thus, there is an inevitable and omnipresent tension between marketers' interests and those of consumers which form the basis for different positions on the ethics continuum of marketing practices’. It has also been observed that ‘placing consumers' interests against those of marketers on the ethics continuum may be too simplistic, because it may imply that marketing is a zero-sum game and reject the possibility of a win-win outcome; both marketers and consumers may form their perceptions of the ethics of specific marketing scenarios according to ethical principles such as rights, justice, fairness, and equity; in many cases, marketers and consumers agree on the ethical evaluations of certain marketing scenarios and raise no ethical concerns. From a differen t point of view, marketing has been characterized as ‘a social process by which individuals and groups obtain what the need and want through creating and exchanging products and value with others’. Moreover, traditional marketing has been divided into ‘four segments denominated as the place, promotion, product, and price’. Referring to health care, marketing concerns: access "place"- the ability of a patient to get into the health care delivery system as well as the location where health care goods and services are sold;

How did WWII change America and the World Essay Example for Free

How did WWII change America and the World Essay The World War II remains the bloodiest and deadliest crisis in world history. It involved the best ever battle lines, enormous armed forces, along with the most destructive weapons in the history of the world (Martel 245). The worldwide disagreement that was regarded as or labelled World War II emanated from the 1930s great depression, a turmoil that undermined, destabilized and weakened economies, governments’ and nations around the world. For instance, in Germany, the rise of Hitler occurred partially because he alleged to be capable of transforming a destabilized Germany by then to an autonomous economic and military power that could control its destiny not only in Europe, but in the entire world as well (Martel 240). This paper therefore explores how this global conflict (WWII) changed America and the entire world. For the US, World War II constituted the most significant fiscal event of the 20th century (Higgs 53). The war’s consequences on the United States were diverse and far-reaching. It indomitably ended the great depression, and the US federal government came out from the war as a possible economic actor, capable of regulating fiscal activity and to partly control the world economy via spending and consumption. What’s more, the wartime economic explosion spurred and promoted a number of social trends. First was the job creation that paralleled the growth of industrial production, in so doing, attained what Roosevelt’s New Deal programs had been incapable to achieve (Rindfuss, Morgan Swicegood 86). According to Higgs (58), in 1940, there were more than eight million unemployed Americans. However, by 1941, unemployment became a thing of the past. There were in fact labour shortages in numerous industries. Consequently, federal inspectors did ignore laws deterring employment of women and children (Martel 250). With little or no public outcry, several high school dropouts escalated substantially. Also, several women were absorbed in the workforce to assist make implements and munitions of war. These women were later nicknamed ‘Rosie the Riveter’ and were pivotal part of the US success in war (Martel 251). Additionally, the WWII revitalized American industries, and a lot of sectors were by the end of the war (1945) either brusquely oriented to defence production (for instance, electronics and aerospace) or entirely dependent on atomic energy (Rindfuss, Morgan Swicegood 82). The organised labour unions were as well strengthened far beyond the depression period and became a key counter-balance to both private and government industry. Given the fact that novel employment took place in unionized workplaces, plus industries funded by the American government, the continuance of membership decision during World War II was a magnificent advantage for organized labour (Rindfuss, Morgan Swicegood 84). As a result, organized labour increased from ten million in 1941 to approximately fifteen million by 1945. Also, about thirty six percent of the work-force in non-agricultural sector was unionized, recording the highest percentage ever in American history. Similarly, the war’s speedy technological and scientific changes continued and deepened trends commenced during the great depression and shaped lasting anticipation of continued novelty on the part of several engineers, citizens and government officials. Besides, the significant increases in individual income as well as quality of life throughout the war resulted in a number of Americans foreseeing permanent improvements to their material needs (Rindfuss, Morgan Swicegood 85). That said, the World War II brought to an end the godless Nazi regime plus their murder machine. It as well wrecked Japan’s control over Pacific, thereby ushering in the atomic age (Martel 255). Europe that had been under authoritarian Nazi boot became under the Communist boot. Besides, the war led to medicine improvements in the world, particularly in the use of antibiotics. New-fangled forms of occupational and physical therapy to assist returning veterans and wounded soldiers were as well invented and used. What’s more, the work of individuals, such as von Braun in the Second World War greatly transformed world technology, especially rocket technology, which became a major focus during Cold War (Neufeld 164). The dramatic transformations in military technology resulted in changes to operational and tactical skills. Stanovov (1) asserted that all contemporary warfare grew from the concepts which first came from 1939-1945. The actions of pooled units, close relations of dissimilar armed services, the greatly escalated significance of radio-electronic warfare, strategic bombings, psychological and mass information warfare, to mention just some factors. The World War II became in fact total in psychological, technical and informational senses, radically transforming the prerequisites to logistical support. Moreover, it spectacularly changed the balance between small and large economies in the world platform. Whilst previously the disparity between the armed forces of a small and large country was largely quantitative, with WW2 it became qualitative, as a few nations in the world could manage to create fully-fledged nuclear-era armed forces (Stanovov 1). Finally, every great conflict, especially concerning great allies and axis, brings something unique to the art of warfare. But Second World War was outstanding in that respect. The changes in the hardware, equipment, structure and the way military forces were utilized were unique both in their significance and scope. Even WWI that first witnessed major use of war tanks, submarines and planes had never brought to fore such massive change to the world.

Kids and Social Networking: Pros and Cons Essay -- Facebook and Pretee

In 2010, 57% of kids used the internet at home, and 85% had access to a computer at home (Child Trends, 2012). In 2012, the National Consumers League reported that 32% of children ages 8-10 and 69% of 11 and 12 year olds had their own cell phone. Of these, almost 50% could access the internet through their phone. In addition, children have access to everything on the internet at the touch of a button through newer technology, such as the iPad, iPad mini, mp3 players, and iPod Touch. And with devices like the iPod, parents may only think about it as a music device and not realize that they are opening the whole internet to their child. It is estimated that there are about 5.6 million Facebook accounts that are used by children 12 and under, and this is only one social networking site. Parents and school personnel need to be knowledgeable and ready to instruct children on the best and safest way to use and benefit from the internet. Benefits of Social Networking for Peer Relationships Research has shown many positives and negatives of social networking for children in the 9-12 age group. For those who have heard mainly about the risks and challenges, it may be surprising to learn there are many benefits social networking sites can add to social development. The following are some examples researchers have reported: Social Networking can help children 1. who may be isolated in their own community, such as those who have interests beyond what is available locally or who have a disability that limits physical contact with peers, find compatible peers and build an otherwise unavailable sense of community (Steward, Barnfather, Magill-Evans, Ray, & Letourneau, 2011) 2. who are â€Å"only children† o... ...& Letourneau, N. (2011). Brief report: An online support intervention: Perceptions of adolescents with physical disabilities. Journal of Adolescence, 34(4), 795-800. Subrahmanyam, K. & Greenfield, P. (2008).Online communication and adolescent relationships.The Future of Children, 18(1), 119-146. Valkenburg, P.M. & Peter, J. (2007).Preadolescents’ and adolescents’ online communication and their closeness to friends. Journal of Developmental Psychology, 43(2), 267-277. Valkenburg, P.M., Peter, J., & Schouten, A.P. (2006).Friend networking sites and their relationship to adolescents' well-being and social self-esteem.Journal of CyberPsychology and Behavior, 9(5), 584-590. Valkenburg, P.M., Schouten, A.P., & Peter, J. (2005). Adolescent identity experiments on the internet. Journal of New Media and Society, 7(3), 383-402. Author: Jessica Krier

Islam Essay

1. The word â€Å"Islam† is derived form the Arabic root â€Å"asalama† which literally means peace, purity and submission. Thus Islam means â€Å"surrender to the Almighty† and Muslim means â€Å"one who is in a state of submission†. It is understood that this submission is to the Will of God, as is laid down in the Quran. This tenet is unequivocally accepted by all sects of Islam be they Shia, Sunni or Sufis. 2. Islam is an unerringly monotheistic religion. It enjoins the existence of one God, his prophet Muhammad who is the Last Prophet (khatam-in-nabiyin) in a long line of prophets sent throughout time and to every civilization, and the Quran as the Word of God revealed to Muhammad through the angel Jibrael. Muslims believe that God is one and incomparable and the purpose of life is to worship him and to adhere to his word, as laid down in the Quran, and in Sunnah (the normative practices of the Prophet), as closely as possible. They believe that Islam is the final, completed and universal version of a faith (Deen-e-Ibrahimi) revealed too many prophets before; most notably Abraham, Moses and Jesus, but whose message has now been distorted. 3. The practices of Islam are based on the ubiquitous â€Å"Five Pillars†. These are, in order of importance, Shahadah or acceptance of One-ness (Taw hid) of God, Salat or five daily Prayers, Saum or Fasting in the month of Ramadan, Zakat or obligatory Alms-giving, Hajj or Pilgrimage to the Kaabah (House of God) at least once in a lifetime, for those able to afford it. These five â€Å"Pillars of Faith† are incumbent upon every Muslim and form the basis for his belief. Some scholars say that the pillars in Shia Islam involve an additional four points in addition to the principal ones. Namely, Nabuwah or Prophet Hood of Muhammad, Jesus, Moses etc., Imamah or Leadership of the Tweleve Imams, Qiyamah or Day of Judgment and Adel or Justice. 4. The fundamental goals of Islam are a complete submission to God and adherence to the teachings of the Quran and the example of Sunnah. When a child is born he is â€Å"ordained† into Islam by reciting the Kalima (the verses outlining Tawhid) into his ear, and thereby giving Shahadah i.e. acknowledgement of the One-ness of God. Muslims must perform the ritual of prayer five times a day, fast and give alms in the month of Ramadan, and perform the pilgrimage to the Kaabah if he is of sound mind and body and is able to afford it. The principles of the Promotion of Virtue (amr bil-maaroof) and Prevention of Vice (nahi an-al-munkar) are long-standing and Muslims are expected to inculcate them in their dealings with others. As Islam enjoins peace and harmony with mankind and with nature there is a great emphasis placed on community. Indeed, the Muslim brethren at large are considered one community (Ummah), irrespective of political, cultural or physical barriers. A Muslim is encouraged to perform good deeds for the community (masawaat) and to call people to worship the One God (Dawah). 5. Authority in Islam remains with God. His injunctions, as laid down in the Quran, and the practices and teachings of the Prophet, Sunnah are to be followed in establishing a political structure. Traditionally the concept of political leadership was embodied by the â€Å"Great Caliphs† (Khulfa-e-Rashiduun), who succeeded Muhammad in leadership of the nascent Islamic Empire. This political set-up personified adherence to the Shariah, duty of the rulers to seek consultation or Shura and of censuring unjust rulers. It is widely believed that the â€Å"Great Four†, the four to succeed Muhammad in succession, were the only ones in practice true to the cause of Islam and subsequent rulers fell victim to dynastic politics and greed. With the fall of the Ottoman Empire there was an abolition of the Caliphate, no matter how symbolic, and closure of the traditional Islamic political setup. Shia Islam has a theological concept of the Imamate. This term is often used interchangeably with the Caliphate but has very different connotations. The Shia believes that it is a divine institution succeeding the Last prophet and the Imams divinely chosen. The chosen Imams take up the mantle of religious, political, social etc. leader of all the Ummah. Traditionally Shia followers and scholars have shown political aloofness or activism against what was viewed as an increasingly corrupt caliphate. 6. The legal ideal in Islam resides with God. His injunctions form the basis for Islamic Law or Shariah. Shariah derives from two sources: divine revelations set forth in the Quran, and the normative practices of the Holy Prophet, Sunnah, as pertained to everyday matters. Fiqh or Jurisprudence extends on matters not directly touched upon in these primary sources. The foundations for Fiqh come from Ijma or consensus of learned scholars and qiyas, analogy from quran and Sunnah. Shia jurisprudence replaces this with aql or â€Å"reason†. Shariah law is not widespread, and even in Muslim countries there are often parallel justice systems. In countries where it enjoys official status Shariah is upheld by the qadis. Shariah has widespread implications; from matters of politics and economics to diet and personal hygiene. Shia scholars employ a different tack. According to them sources of law (usul-e-fiqh) are: Quran, Sunnah, the practices of the Twelve Imams and aql (reason). 7. Islamic philosophy and theology have more or less a harmonious perspective. Theology in Islam centers on six main articles of belief; Belief in One God (Tawhid), Belief in the Last Prophet (Nabi) and all the Messengers of God (Rasul), belief in Angels (Malaika), books sent by god (kutub), judgment (qiyamah) and predestination (qadar). Islamic philosophy as produced in an Islamic society is not exclusively concerned with religious matters nor is it wholly Islamic in origin; rather it has grounds in Hellenistic and Pre-Islamic Indian traditions. The golden age of Islamic philosophy is centered on the 8th to 12th centuries and exemplified Averroes and Avicenna. The first aspect of theology is Kalam which deals with theological questions and the other is Falsafa based on Aristotelianism. Kalam centers on ijtihad or using thought to investigate the doctrines of the Quran, while Falsafa was mainly concerned with the translation of Greek and Hindu texts and expounding them to the community at large. It is quite possible for a Muslim to hold separate philosophical and theological beliefs; believing on the one hand in the Aristotelian principle that the existence of the world is not only a possibility but also a necessity, and also valuing the fact that existence of the world in due only to God. The Shia school of thought differs only in what it considers purely theological matters i.e. Roots of religion (Usul e-Din) and Branches of Faith (Furu-e-Din) 8. By the end of the 12th century, the Islamic Empire was a vast entity. Stretching from beyond the shores of the Mediterranean to much of India. Thus Islamic art and architecture shows wide and varied themes, each influenced by the culture and climate of the particular land. The principal Islamic architectural styles are the mosque, tomb, fort and palace and from these an idea of the recurring themes may be gleaned. Soon after Muhammad, a recognizable style of architecture emerged comprising interior vaulted spaces, a circular dome and decorative arabesques. The great mosque of Samarrah in Iraq, the Dome of the Rock in Jerusalem, and the Hagia Sofia in Turkey are prime examples. The conquest of the Persian Empire in the 7th century introduced large arcades and arches. Moorish architecture is perhaps the most familiar example in the western world. The Great Mosque (Mezquita) in Cordova, the Alhambra and the fort of Granada introduced wide breezy interiors and decorative foliage and Arabic inscription motifs. Mughal architecture has built a class of its own. Perhaps the most famous is the Taj Mahal, built in white marble entirely in symmetry with large minarets and cupola domes. The Mughals also introduced gardens as a relevant theme in their architecture, most famously the Shalimar Gardens. While theology does not have a very significant impact on Islamic architecture a recurring theme is the absence of human or animal imagery, widely considered to be forbidden by the Prophet. Instead calligraphic inscriptions of the Quran and geometric patterns replace as decorative influences.

El Filibusterismo 10 Kabanata

1  Ã‚  Velocity, Speed, Acceleration, and Deceleration The goal for today is to better understand what we mean by terms such as velocity, speed, acceleration, and deceleration. Let’s start with an example, namely the motion of a ball thrown upward and then acted upon by gravity. A major source of confusion in problems of this sort has to do with blurring the distinction between  speed  and  velocity. The speed  s  is, by definition, the magnitude of the velocity vector:  s  := |v|. Note the contrast: – velocity –|   | – speed –| The change in  velocity  is uniformly downward.   | The  speed  is decreasing during the upward trajectory, and increasing during the subsequent downward trajectory. | The laws of physics are most simply written in terms of velocity, not speed. Physics uses a technical definition of  acceleration  that conflicts with ordinary vernacular use of the words â€Å"acceleration† and â€Å"de celeration†. That’s tough. You’ll have to get used to it if you want to do physics. In physics, acceleration refers to a change in velocity, not speed. If you want to be really explicit, you can call this the  vector acceleration.   | In the vernacular, â€Å"acceleration† commonly means speeding up, i. e. an increase in speed. If you insist on using the word in this sense, you can remove the ambiguity by calling it the  scalar acceleration. | |   | The scalar acceleration can be considered one component of the vector acceleration, namely the projection in the â€Å"forward† direction (although this is undefined if the object is at rest). | In physics, the word â€Å"deceleration† is not much used. In particular, it is not the opposite of acceleration, or the negative of acceleration.Any change in velocity is called an acceleration. |   | In the vernacular, â€Å"deceleration† commonly means slowing down, i. e. a decrease in speed. | Do not confuse the vector acceleration with the scalar acceleration. | In physics, acceleration does not mean speeding up. | | |   Ã‚  Ã‚  Ã‚  Ã‚  | To repeat: In physics, the term  acceleration  is defined to be the change in velocity, per unit time. It is a vector. This term applies no matter how the acceleration is oriented relative to the initial velocity. There are several possible orientations.The following table shows how to convert vector language to scalar language in each case: – Vector language –|   | – Corresponding scalar language –| Acceleration in the same direction as the velocity. |   | Speeding up. | Acceleration directly opposite to the velocity. |   | Slowing down. | Acceleration at right angles to the velocity. |   | Constant speed. | Note: Sideways acceleration corresponds to turning. In the case of uniform circular motion, the magnitude of the acceleration remains constant, and the direction of acceleration re mains perpendicular to the velocity.This is a classic example of a situation where the scalar acceleration is zero even though the vector acceleration is nonzero. | Acceleration at some odd angle relative to the velocity. |   | No good way to describe it in terms of scalars. | Acceleration of an object at a moment when its velocity is zero. |   | No way to describe it in terms of scalars; the scalar acceleration formula produces bogus expressions of the form 0/0. | 1. To decrease the velocity of. 2. To slow down the rate of advancement Problem #1:  Ã‚  Ã‚  A skater goes from a standstill to a speed of 6. 7 m/s in 12 seconds.What is the acceleration of the skater? | | Step 1:  Ã‚  Ã‚  Write down the equation needed for solving for acceleration. | a =  Ã‚  vf  Ã¢â‚¬â€œ vi  Ã‚  Ã‚  =    v  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  t   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  t| Step 2:  Ã‚  Ã‚  Insert the known measurements into the equation. | Known  :   The initial speed of the skater was zero since he was not in motion. The skater finally reached a speed of 6. 7m/s in 12 seconds, which is the final speed or velocity. The equation will look like this:a =  6. 7m/s – 0m/s  =  6. 7m/s  =  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  12s   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  12s| Step 3:  Ã‚  Ã‚  Solve. Carefully put all measurements into your calculator.You must solve the change in velocity portion of the equation before you can do the division portion to solve for acceleration. Don't forget that the SI unit for acceleration is m/s2   . | SOLUTION:  Ã‚  The skater had an acceleration of   . 56m/s2 . a =  6. 7m/s – 0m/s  =  6. 7m/s  = . 56m/s2  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  12s   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  12s| PRACTICE PROBLEMS: 1. As a shuttle bus comes to a normal stop, it slows from 9. 00m/s to 0. 00m/s in 5. 00s. Find t he average acceleration of the bus. 2. During a race, a sprinter increases from 5. 0 m/s to 7. 5 m/s over a period of 1. 25s.What is the sprinter’s average acceleration during this period? 3. A baby sitter pushing a stroller starts from rest and accelerates at a rate of   0. 500m/s2. What is the velocity of the stroller after it has traveled for 4. 75 minutes? * A bicyclist accelerates at 0. 89ms2  during a 5. 0s interval. What is the change in the speed of the bicyclist and the bicycle? * A freight train traveling with a speed of 18. 0m/s begins braking as it approaches a train yard. The train’s acceleration while braking is -0. 33m/s2. What is the train’s speed after 23 seconds? * A skater travels at a constant velocity of 4. m/s westward, then speeds up with a steady acceleration of 2. 3m/s2. Calculate the skater’s speed after accelerating for 5. 0s. | * Practice Problems: Solving for Time Solving for Time:| | * * Marisa’s car accelerates at an average rate of 2. 6m/s2. Calculate how long it takes her car to accelerate from 24. 6m/s to 26. 8m/s. * If a rocket undergoes a constant total acceleration of 6. 25m/s2, so that its speed increases from rest to about 750m/s, how long will it take for the rocket to reach 750m/s. * A dog runs with an initial speed of 1. 5m/s on a waxed floor. It slides to a stop with an acceleration of -0. 5m/s2. How long does it take for the dog to come to a stop? | Additional acceleration problems (with answers) 1. A body with an initial velocity of 8 m/s moves with a constant acceleration and travels 640 m in 40 seconds. Find its acceleration. 2. A box slides down an inclined plane with a uniform acceleration and attains a velocity of 27 m/s in 3 seconds from rest. Find the final velocity and distance moved in 6 seconds (initially at rest). 3. A car has a uniformly accelerated motion of 5 m/s2. Find the speed acquired and distance traveled in 4 seconds from rest. 4.A marble is dropped from a b ridge and strikes the water in 5 seconds. Calculate the speed with which it strikes and the height of the bridge. 5. A ship starts at rest and reaches a speed of 83 km/h. Suppose it took 2. 0 minutes for the ship to reach that speed. What is the acceleration of the ship? Answers 1. A body with an initial velocity of 8 m/s moves with a constant acceleration and travels 640 m in 40 seconds. Find its acceleration. (a = 0. 4 m/s2) 2. A box slides down an inclined plane with a uniform acceleration and attains a velocity of 27 m/s in 3 seconds from rest.Find the final velocity and distance moved in 6 seconds (initially at rest). (Vf = 54 m/s, d = 162 m) 3. A car has a uniformly accelerated motion of 5 m/s2. Find the speed acquired and distance traveled in 4 seconds from rest. (Vf = 20 m/s, d = 40m) 4. A marble is dropped from a bridge and strikes the water in 5 seconds. Calculate the speed with which it strikes and the height of the bridge. (Vf = 49 m/s, d = 122 m) 5. A ship starts at res t and reaches a speed of 83 km/h. Suppose it took 2. 0 minutes for the ship to reach that speed. What is the acceleration of the ship?

Military Tactics essays

Military Tactics essays There were many types of military tactics in World War 1 that were new to the war, some such tactics were trench warfare, new technology that helped to penetrate the defenses base such as the flame thrower, mustard gas, tunneling, and in some cases tanks. The flame-thrower used pressurized air, carbon dioxide or nitrogen to force oil through a nozzle. Ignited by a small charge, the oil became a jet of flame. The Flame-thrower was first used in the western front in 1914. It was operated by two men, and was mainly used to clear enemy soldiers from front line-trenches. In the beginning they had a range of 25 meters but later it increased to 40 meters, which meant they were only effective over narrow areas of no mans land. Another type of war tactic was Mustard Gas; first used by the German army in 1917. The most lethal of all the poisonous gases used during the war, it was odorless and took twelve hours to work. The skin of the victims blistered, the eyes became very sore and they began to throw-up. It caused internal and external bleeding and attacked the bronchial tubes, stripping off the mucous membrane. This was extremely painful and most soldiers had to be strapped to their beds, which meant fewer soldiers for the opposing sides. Another type of tactic was trench warfare. In the beginning of the war the British soldiers were given 10 ounces of meat and 8 ounces of vegetables a day. Later, the size of the army grew and the German blockade became more effective, the army could not maintain these rations and by 1916 this had been cut to 6 ounces of meat a day. Later troops not in the front-line only received meat on nine out of every thirty days. In the western front, the soldiers meals in the trenches were caned corned beef, bread and biscuits. By the winter of 1916 flour was in such short supply that bread was being made with dried ground turnips. The main food after supplies ran out were pea soup with a f...

How Dare a Writing Contest Take Your Rights

How Dare a Writing Contest Take Your Rights After posting the Story Shares writing contest in the newsletter a couple weeks ago, people wrote me, asking what I thought about the fact those who enter give up payment and rights You have read the terms correctly; we are asking writers who enter the contest to give us the rights to publish their stories widely and for free. This arrangement allows us to fulfill one of our core missions for Story Shares, which is to increase the library of materials available to teens and young adults who struggle with reading. If we only displayed the 5 winning stories, the library would not be nearly as big as it will be under the current terms for the contest. Since this is a nonprofit initiative, we are not seeking any financial benefit from publishing the stories. We are simply trying to do as much as possible to fill the need for more high-quality reading materials available to the millions of struggling teen and adult readers who need them. In order to do that, we need to retain the rights to publish stories for free. We understand that these might not be ideal conditions for you to publish and will be sorry to miss out on your story. Folks . . . being a nonprofit does not negate the need to pay your suppliers. They will pay the publisher. I guarantee that they pay the website designer and hosting service for the Story Shares site. They have access to grants and sponsors to fund these writers and all else they do, especially riding on the wave of education. Instead of trying to find the funds to pay the writers, they instead  take the work for free. And trust me . . . their promotion of you is not going to open many doors. In a subsequent email, they went on to say they endorse writers and promote them, though they are not paid. They claim to have great relationships with all their writers, saying, in essence, the organization isnt malicious or gold-digging. However, they are using the contest to populate their program. I get irritated with some literary journals that do the same thing, but at least those markets are selective and state that some non-winning stories may be considered for publication. Here, however, Story Shares states you give up rights upon submission. They are giving $5,000 in prize money. Why not use that money to pay smaller amounts to all writers who submit, calling it a Call for Submissions? I can tell you why. The substantial prize money is bait to gather more submissions that they can use for free. Sorry, but I dont think the Outreach Coordinator (who has published through Story Shares) who wrote me or the founders and CEO of the program are working for free. If they choose to do so, good for them; however, I take issue with the fact they think others should do the same. But somehowI sense they are getting paid. If you feel this is a good charitable cause, and wish to donate your work, feel free. But FundsforWriters was founded upon writers earning a living from their work, and therefore,  FundsforWriters does not endorse storyshares.org/ and apologizes for having listed it in a previous newsletter.

International Marketing Essay Example | Topics and Well Written Essays - 2500 words - 3

International Marketing - Essay Example Internationalization Process A) Stages in Entry Process Internationalization process allows new ventures to gain growth and positive returns through capitalizing on their unique resources as well as capabilities. Learning also becomes possible and internationalization facilitates the new ventures to create and exploit its knowledge. While entering into any markets of any country, it becomes essential to look for opportunities for the product in that particular country so that success can be achieved. There are five basic steps that can be taken into account while expanding operation in other countries. They are ‘country identification, preliminary screening, in-depth screening, final selection and direct experience’. Country Identification It becomes too essential to carry out a common overview of prospective new markets. It may happen at times that two countries share a similar culture, political ideology or religion such as China and Cuba, similar language like the Uni ted States and Australia, similar heritage such as the United Kingdom and Australia. In this stage, the selection becomes straight forward. Preliminary Screening This is the stage where it becomes essential to have a serious look at those countries remaining after undergoing preliminary screening. Here one begins to score weight or rank the nations according to macro-economic factors such as level of domestic consumption, exchange rate, currency stability and others. This is the stage where companies begin to start calculating the nature of the market entry cost. It is to be decided what portion of the company entering into the market is possessed domestically. A proper PESTEL analysis needs to be done before entering the market of other countries. In-depth Screening This is the stage where it would be considered feasible for market entry. Therefore, it becomes important to gain detailed information on the target market so that the strategies can be formulated accordingly. Final Sel ection At this stage it becomes essential to prepare the final shortlist of the potential nations. It would be viable to look at the close competitors or the domestic companies which have already entered into the market in order to get firm costs concerning market entry. In this stage, the managers often looks for nations that it has already entered in order to check the similarities or learning which can be used for decision making. Direct Experience This is the stage where the marketing managers may travel to those particular nations in order to experience the nation’s culture as well as business practices. However, based upon the case study, the following steps of foreign market entry have been identified. 1. Identification of company’s objective in the foreign market entry 2. Preliminary country screening 3. Opportunities and threats in the target country 4. Capabilities, resources and skills needed to succeed in foreign markets 5. Identification of company’ s strength and weakness on key success factors 6. Decisions regarding entering the target market 7. Comparison and ranking of the target market B) Decision to Be Made In Each Stages In case of identifying the objective of the company in the foreign market entry, companies need to identify why it wants to enter into the foreign market. The motives may be to exploit large and