Albert Einstein’s vs. Newton: General Theory of Relativity

Albert Einstein, most famously known as a physicist, was a contributor to the scientific world with his many known researches and humanitarian work. As a Nobel Prize Winner in 1921, his chronicled and more important works include Special Theory of Relativity (1905), Relativity (English Translation, 1920 and 1950), General Theory of Relativity (1916), Investigations on Theory of Brownian Movement (1926), and The Evolution of Physics (1938). (Nobel Prize Foundation, 1921) In all his important works, Einstein’s Theory of Relativity has lead the way for how science currently views time, space, energy, and gravity. Relativity, which all motion must be defined relative to a frame of reference and that space and time are relative, rather than absolute concepts, consists of two principal parts: The theory dealing with uniform motion, or the Special Theory of Relativity (1905) and the theory dealing with gravity, or the General Theory of Relativity (1916). (dictionary. com, pars. 2) Einstein’s Special Theory of Relativity is the physical theory of measurement in inertial frames of reference. Although Einstein’s Special Theory of Relativity was â€Å"special† because it dealt only with inertial reference frames; his General Theory of Relativity accounts not only for these, but also for bodies that accelerate and are based on the postulate that the local effects of a gravitational field and of acceleration of an inertial system are identical. (dictionary. com, pars. 2) An example of Einstein’s Special Relativity: One of the peculiar aspects of Einstein's theory of special relativity is that the length of objects moving at relativistic speeds undergo a contraction along the dimension of motion. An observer at rest (relative to the moving object) would observe the moving object to be shorter in length. General relativity or the general theory of relativity (GR) in whole is the geometric theory of gravitation. It is what we currently define as gravity in modern physics. GR integrates with special relativity in relatively, but GR consists of Newton’s law of universal gravitation and describes gravity as a property of the geometry of space and time. Even though special relativity intertwines a lot with general relativity, these two viewpoints are really what GR is about and relate greatly to each other. In the first viewpoint of GR, it is a theory of the behavior of space and time. Before the 20th century, all physics theorists assumed space and time to be absolutes, or separated from each other. Now called spacetime, together space and time formed a background within which matter moved. (Felder, pars. 4-5) In Einstein’s theory of GR, this physical theory was to describe how different kinds of matter would interact with each other and predict their motions. The theories of space and time greatly changed after the development of the Special Relativity Theory and shortly later the General Relativity Theory by Einstein. This results that space and time came to be viewed as the important variables in physics, which are capable of being changed by the mater within them and in turn changing the way that matter behaves. (Felder, pars. 5) Spacetime is an important factor in GR. In Newton’s world and before the 20th century, physics space and time again were viewed completely separately. In relativity theory, time is the fourth dimension our world has instead of the three one would think there is. It is hard to picture a 4D world, so to make things simpler let’s picture a 2D world. As shown in diagram 1, we can view spacetime as a 2D surface where the horizontal direction is space and the vertical direction is time. The diagram below shows the world line of an object in a one-dimensional space (Felder, pars. 7): (Diagram 1) A spacetime diagram like this is very critical to help in understanding relativity. It answers questions like: What’s the world line of a particle at rest? What the world line of a particle moving with constant speed in one direction? How would you describe the motion of a particle with the world line shown below? Viewing spacetime this way allows us to formulate physics in new ways. It is a similar way in getting Newton’s first law of motion, which states that an object with no force acting on it will move in a straight line at a constant and we can just say that the world line of a free object (one with no forces on it) is a straight line. speed (Harrison, pars. 6) Comparing to Newton’s laws, spacetime are considered two separate things, while in relativity, both in special and general theory, it is necessary to view spacetime as one. In GR this team of spacetime is curved by the effects of gravity. Now in GR, curved space often refers to a spatial geometry, which is not â€Å"flat. † Spacetime becomes curved in the response to the effects of matter and there is no gravitational force deflecting objects from their natural, straight paths. This puts gravity to correspond to changes in the properties of space and time, which in turn changes the straightest-possible paths that objects will naturally follow. So the act of curving is caused by the energy-momentum of matter and affects matters behaviors. In Newton’s first law of motion, it states that, where an object at rest tends to stay at rest and an object in motion tends to stay in motion with the same speed and in the same direction unless acted upon by an unbalanced force. In a curved spacetime what used to be straight lines are now twisted and bent, and particles with no forces acting on them are seen to move along curved paths. (Physics Classroom, pars. 1) John Archibald Wheeler, an American theoretical physicist, paraphrases, â€Å"Spacetime tells matter how to move; matter tells spacetime how to curve. † (Britannica Encyclopedia, pars. ) To explain curved space in an example, suppose there are two people. Each person stands two feet apart from each other facing the same direction and begins walking straight. Even though one might think the two people are walking in parallel lines (since they are walking only in a straight line), is one will stand behind them in between them, he/she will notice that those two people will start to drift apart. In awhile the two people will become four feet apart instead of the 2 feet that they started on and both are not pointed in exactly the same direction as they started on. One might assume it’s because one is not going in a â€Å"straight† line. (Picture of Geodesics) Although, what is a â€Å"straight† line? One assumes that a straight line means being parallel or that a straight line is the shortest distance between two points. But in curved space path that stay parallel to each other are not paths of minimal distance and vice-versa, there is no path in space that fits a â€Å"straight† line being parallel or the shortest distance. In space, a straight line is curved and the shortest path between two points is called a geodesic. The second viewpoint of general relativity is described as a theory of gravity. In Newton’s second law of motion, that states that the acceleration of an object is dependent upon two variables – the net force acting upon the object and the mass of the object. (Physics classroom, pars. 2) In other words, getting two massive bodies like the Earth and Newton’s â€Å"famous† apple are going to pull each other because of the law of gravity. To explain further, if an apple started out at rest and when it just breaks off from a tree, gravity would make it move towards the Earth until it collided with it. Newton’s curiosity of a fallen apple not only explains his law of gravity and the falling of apples, but also the orbit of the moon about the Earth, the motions or the planets about the sun, and much more. Einstein’s theory of GR relates to this because it explains all of Newton’s laws, but in a very different way. In GR, a massive body like the sun causes the spacetime around it to curve and this act of curving in turn affects the motion of the planets, causing them to orbit around the sun. In Newton’s second law of motion, these objects (i. e. the earth and the apple) will have a gravitational attraction, causing them to accelerate towards each other until they eventually collide. In GR, the same effect will happen, but the description is different because gravity is not a force in GR. Objects neither exert nor feel any-non-gravitational forces, so basically the objects should act like free particles moving alone geodesics. (Felder, pars. 5) In a flat spacetime, which has no gravity, the geodesics would be in straight lines. Since objects started out at rest, their world lines would be vertical lines, this means that they would always stay the same distance from each other. However, in the effects of gravity, we know that the objects will have spacetime around it. In a curved space, parallel lines do not always stay parallel. The geodesics in this curved spacetime start out parallel but over time it doesn’t. This results in the objects colliding. Einstein shows that although Newton’s theory of two objects colliding is predicted, the underlying description of the curved space is different. To show an example about gravity and curved space with a couple of geodesics, here is another graph (Felder, pars. 14): To explain the graph in more detail, the yellow rectangle is the sun (and the space around the sun is really three-dimensional), the spatial axis is â€Å"r† (radius) instead of x, and â€Å"t† (time) instead of y. The geodesic lines (red ; blue, respectively) are the particles moving directly towards or away from the sun. The red geodesic shows that an object initially at rest will curve towards the sun. Even an object moving away from the sun could fall back in if it were moving slowly. While the blue geodesics, is for the particle starting out at the same place but with an initial outward velocity large enough that I will never fall back, objects that have an escape velocity. Explaining the basis of GR helps form a stepping stone to Einstein’s more complicated theories and consequences, along with some knowledge of the General Theory of Relativity. In this very complicated version by Einstein of Newton’s laws of motion, it in fact shows not that Einstein just complicated Newton’s theories, but showed that results are not the same. The result in fact that objects collide are there and come out slightly the same, but the behavior is different. Spacetime is therefore â€Å"curved† as a straight line. The theory of GR has brought the science world to a dramatic position of understanding the universe. Space and time, in which were two separate things are now explained as one union with each other. In GR gravity is not only viewed as a force but now as a description of the geometry of the universe. This helps scientists envision the universe in a more dramatic and insightful way. As Albert Einstein was forced to summarize the general theory of relativity in one sentence, he quoted: â€Å"Time and space and gravitation have no separate existence from matter. † Works Cited â€Å"Albert Einstein† Pac Bell. ; http://home. pacbell. net/kidwell5/aebio. html; â€Å"Albert Einstein†, Colliers Encyclopedia, (MacMillan, 1985) Volume 8, pg. 684-685 â€Å"Albert Einstein†, World Book, (World Book Inc. , 1999) Volume 6, pg. 146-147 â€Å"Albert Einstein†, Encyclopedia Britanica, ( Encyclopedia Britanica Inc. , 1997) Volume 4, pg. 403 â€Å"Albert Einstein†, Current Biography Who's News and Why, (H. W. Wilson Co. , 1953) Volume 1953, pg. 178-180 â€Å"Albert Einstein†, Current Biography Who's News and Why, (H. W. Wilson Co. , 1955) Volume 1955, pg. 177-178 â€Å"Albert Einstein†, The Biographical Dictionary of Scientists, (Oxford University Press, 1994) Second Edition, pg. 206-208 Felder, Gary. North Carolina State – Math and Physic Help. 2003. ;http://www4. ncsu. edu/unity/lockers/users/f/felder/public/kenny/papers/gr1. html; â€Å"general relativity. † Dictionary. com Unabridged (v 1. 1). Random House, Inc. 05 Feb. 2009. ;Dictionary. com http://dictionary. reference. com/browse/general relativity;. General Relativity† Albert Einstein Biography, Spark Notes. 05 Feb 2009 ;http://www. sparknotes. com/biography/einstein/section7. rhtml; Geroch, Robert. General Relativity from A to B. Chicago: University of Chicago Press, 1978. Harrison, David M. Homepage. 18 August 2007 ;http://www. upscale. utoronto. ca/GeneralInterest/Harrison/GenRel/GenRel. html; Leaving Certificate Physics Homepage. â€Å"Einstein’s Theory of Special Relativity. † ;http://www. teachnet. ie/torourke/Physicswebsite/Relativistic%20Length%20Co traction. htm; â€Å"Newton’s Laws. † The Physics Classroom. 1996-2009. ;http://www. physicsclassroom. com/Class/newtlaws/u2l1a. cfm; Nobel Prize Foundation. Nobel Lectures, Phys ics: Albert Einstein. 1901-1921. ; http://nobelprize. org/nobel_prizes/physics/laureates/1921/einstein-bio. html; Truth ; Reality. â€Å"Einstein Relativity. † 1997-2009. ; http://www. spaceandmotion. com/albert- einsteins-theory-of-general-relativity. htm; Wald, Robert M. General Relativity. Chicago: University of Chicago Press, 1984.

Dramatic effects to in Act 1, Scene 1 and Act 3, Scene 1 of “Romeo and Juliet” Essay

How does Shakespeare use language and dramatic effects to in Act 1, Scene 1 and Act 3, Scene 1 of Montague family. Later in Act One Scene Five he authenticates that all that is ever on his mind is war as when he sees Romeo at the Capulet party (Romeo being a Montague and therefore not wanted), instead of letting it pass as a party in Elizabethan times and today is no place for fighting, he asks Capulet for permission to fight him there and then – â€Å"Uncle, this is a Montague, our foe; a villain, that is hither come in spite to scorn at our solemnity this night.† This quote demonstrates Tybalt’s willingness to vehemently insult others and the â€Å"s† sounds he uses suggests he is almost hissing his hatred. Throughout the play Tybalt is extremely one-dimensional when it comes to language; when he speaks it as always at a dramatic or leading up to a dramatic point in the play. Maybe due to the similar circumstances that he speaks in or the fact that he is a warrior and no poet he repeatedly speaks in blank verse (or prose) Romeo is an archetypal lover, who despite his good intentions is still forced into fighting. He is the one male character in the entire to play that is willing to forsake his family name for love; this portrays him as an outsider to typical Veronian behaviour. This is strongly proclaimed by Shakespeare in Act One Scene One after a brawl between the two families in the streets – â€Å"What fray was here? Yet tell me not for I have heard it all!†-Demonstrating Romeo’s mood as someone who is detached from the fighting as he dares to be. Although Shakespeare substantially promotes non-belligerence throughout the play using the character Benvolio, he does not agree with the way Romeo attempts to break up the fight between Tybalt and Mercutio (â€Å"I thought all for the best†) – perhaps he is conveying to us that interference is bad. This is well shown in the Franco Zeffirelli (1968) film of â€Å"Romeo and Juliet† as the fight is made out to be g entlemanly and playful, it is shown to be Romeo’s fault Mercutio dies. Romeo’s extensive language adds to the atmosphere of the play and gave the highly trained ear of an Elizabethan play watcher an insight into what was going to happen. Whilst Romeo is not in a scene that is displaying any particular passion for love or war he speaks in blank verse, whilst when he is with Juliet he switches to sonnet (or rhyming verse) form – this was  considered very romantic in this period of history, finally when Romeo challenges Tybalt he seeps into more colloquial, cruel pros to demonstrate his anger. What is most noticeable about the language Romeo uses is actually that it seems always to be tainted, this is due to the constraint oxymorons he uses – â€Å"Feather of lead, bright smoke, cold fire, sick health.† This bolsters the contrast Shakespeare creates, the way that the play is constantly switching between violent or death or love scenes. The character of Romeo is all about contrast – one second he is the loving husband of Juliet, the other he is the bloodthirsty killer of Tybalt. From the beginning to the end of the play, Shakespeare exploits this contrast. In the prologue, the audience is told that the â€Å"lovers take their life†. Love is tainted with death. At the end, by using Romeo and Juliet as a sacrifice, ending the ancient grudge, we continue to experience mixed emotions because of this contrast. Although death claims two innocent lives, love is ultimately triumphant. Tybalt’s opposite is Benvolio. Unlike Tybalt, war is the last thing he thinks about, instead he feels that there is much more to life than fighting and in reconciliation of this he will always try to break up fights, this is shown in the Act One Scene One when he attempts to break up the fight that Sampson and Gregory have created by shouting â€Å"Part, fools! Put up your swords; you know not what you do.† Benvolio’s underlying judiciousness is shown by the use of the word â€Å"fools†; proving that he considers Samson and Gregory to be imbeciles for fighting. Not only does Benvolio try to break up fights, he also is willing to give council to his friends – the particular case shown in the play is when he confides with Romeo about Rosalin – â€Å"What sadness lengthens Romeo’s hours?† Shakespeare uses him as a dramatic device, for example he always truthfully reports fights, does not get killed and has an active participation s o could possibly be viewed as a role model. Also, interestingly enough in Act Three Scene One he does not get involved in the fighting even when Mercutio is killed; this is another of Shakespeare’s more pacifistic of opinions saying that you should not even fight if it is to bring someone to justice. Amid the highs and lows of the play Benvolio only employs two different styles of language, he uses prose or blank verse when he is speaking in a time of peace e.g. when counselling Romeo, and merges  into a rhymed verse when his adrenalin is at is peak – like when he is breaking up a fight. The rhymed verse shows his high principles and how he understands the responsibilities of being a noble. Although Tybalt, Romeo and Benvolio are undoubtedly the dominant male characters, males such as Mercutio, Sampson and Gregory succeed in making important points concerning the main theme of the play, masculinity. Sampson and Gregory spearhead the first scene with a crude, slanderous conversation that ultimately leads to a brawl in the tight streets of Verona. Shakespeare moulds them into a tool for expressing loutish – therefore not truly manly behaviour. They also play an important part in starting the fight, which captures the audiences’ attention in the beginning of the play. These louts are more interested in showing off to each other than helping to maintain a stable society, they do this by making bold comments concerning sex and fighting – it makes their already oversized ego swell with feelings of machismo. The language they use reinforces this behaviour – â€Å"I will push Montague’s men from the wall and thrust his maids to the wall.† The verbs â€Å"push† and â€Å"thrust† are very violent adding to Gregory’s and Sampson’s characters. Overall Sampson and Gregory set the initial tone of the play, they show the audience the relevance to masculinity in it, that the play will have a varied temperament and to expect wordplay – especially with characters such as Mercutio to come. Concerning wordplay, Mercutio uses it extensively; even when he is on the brink of death he jokes – â€Å"Ask for me tomorrow, and you shall find me a grave man.† Mercutio does this to conserve his manliness; in modern day terms it is comparable to a rugby player being injured seriously and asking to continue playing. However, after his witty fusillade of comic comments it is revealed to his friend that he is in fact in terrible pain as in his last breaths he shouts out â€Å"A plague a ‘both your houses,† He repeats this three times for added effect. This curse was one of incredible seriousness at the time, as in the 16th century England had been devastated by plagues several times. With this, Mercutio the joker ends his life on a malicious tone; this reinforces the idea that the feud is to blame for his death. Shakespeare creates the play’s atmosphere using several dramatic effects, a very important one is the terminology used for swords especially during the first seen. Sampson and Gregory refer to their weapons with sexual connotations, for example the terms â€Å"fiddling stick† and â€Å"naked weapon† are both used, these props swell the testosterone filled nature of the young duelling males. This effect is essential as in the 16th century a swordsman of Tybalt’s calibre was admired; this is demonstrated when the placid Benvolio describes Tybalt as â€Å"stout†. Shakespeare makes a key point concerning masculinity in Act Three Scene One when the prince denounces Romeo’s masculine, but not law-abiding action when he kills Tybalt to avenge Mercutio in order to protect the citizens of Verona. Shakespeare makes the prince do this to express that people should do what is in the community’s interests rather than allowing deaths to slip past their gaze. The prince puts down this manly action by exiling Romeo thus pleasing both houses and keeping peace – â€Å"Romeo slew him; he slew Tybalt, and for that offence we do exile him hence.† This corresponds directly towards Elizabethan England as due to numerous noble duels, many high up people were getting killed so duals began to be clamped down on more thoroughly. Yet another way in which Shakespeare adds to the feel of tension in the play -as well as giving the audience an additional awareness of the social context is by the setting. Shakespeare sets the play in the swelteringly hot and extraordinarily cramped city of Verona; this style of city was typical of the Elizabethan period adding to the play a more realistic feel. A good example of this being shown is when Romeo asks the way to the house of Capulet and the servant replies â€Å"up.† – this is an obvious referral to the architectural style of the Elizabethan period. In addition the combination of heat and little space may have irritated the characters – adding to their aggression. Later on in act  three Benvolio sums this up by saying â€Å"The day is hot, the capels are aboard, And if we meet we shall not escape a brawl, For now, these hot days, is the mad blood stirring.† Shakespeare creates a testosterone driven world that reflects the aggressive and competitive attitudes of males in Renaissance Europe. The contrasting characters suggest different male attributes; some being kind and trustworthy, whilst others are nasty and cruel. This explosive structure creates tension; at any moment passion and anger could erupt – throwing society into disarray. Perhaps Shakespeare s suggesting men need to control their desire to fight and should be open, friendly and compassionate.

The Story of Baseball Player Michael When He Gets Injured and Loses Essay

The Story of Baseball Player Michael When He Gets Injured and Loses Sight - Essay Example Despite all Michael's fame and fortune, Michael feels incredibly lonely at times. His father, Phil, is virtually never around home because he spends a large part of the year traveling around the world as a symphony orchestra conductor. Up until now, Phil has been able to make up for his long absences with expensive gifts from the four ends of the earth. On the other hand, Michael’s mother, Sarah, is completely the opposite type of character; she is very weak physically as a result of a recent stroke. As such, Sarah cannot travel as much as Phil does. Despite her limitations, Sarah is a strong-willed woman who tries her best to keep Michael in check. Because of their close proximity to each other, Michael and his mother have a close yet sometimes fractured relationship. To make up for her lack of mobility, Sarah has made use of Julia, who works as a servant around the family home. Life for Michael couldn’t be better when tragedy strikes – he suffers a facial injur y during a baseball game that could result in the loss of sight in both or one of his eyes. At first, Michael does not know what to think. Ever since he was a young child, his goal was to become a professional in one of the bigger leagues. If he cannot recover from this injury, his lifelong dream may be in jeopardy. After flying to a specialist eye hospital many hours away, the doctor examines Michael and then informs him of some depressing news – Michael has suffered massive internal bleeding that has the potential to threaten his long-term eyesight. However, there is one small ray of hope that Michael clings onto for dear life. It might be possible for him to have an operation to regain his eyesight, but only after his internal bleeding is cured. This is a process that may take up to two years and is a long shot at best.  

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Researching politics - Essay Example At the same time there lies one problem with this definition of informal sense because all decisions made are deliberative and consistent in nature and therefore it becomes difficult to distinguish between the rational and the irrational. Taking cue from this we can say that everything comes under the definition of informal choice. (Grundmann et al, 2001, p. 106) The second sense in which the professions use the rational choice theory is more formal in nature. This definition of the rational choice theory says that consumers have transitive choices and they try to maximize their utility from the set of preferences they have. The consumers in fact try to maximize their benefits from the choices in spite of the various constraints which they face while making their choices. Some of the economists find the formal sense of the theory so very obvious that they believe that it can have no limitation.   The critics of the formal definition of the theory on the other hand say that even the formal one is tautological in nature like the informal definition. They have tried to say that there is almost no behavior that does not seek to maximize the utility through their choices. The second criticism about the informal sense says that one can show some inconsistencies or puzzles in the notion of transitive preferences. (Grundmann et al, 2001, p. 106-10 7) Researchers have said that the rational choice theory is very helpful in formulating hypothesis regarding market behavior. They have given five reasons as to why the rational choice theory is of much use. First of all it is seen that the theory allows the economists to make predictions about economic behavior and those predictions are mostly based on the empirical evidence. For instance the rational scenario predicts that the when the wage rate increases all the other factors remaining constant the supply of labor increases. (Grundmann et al, 2001, p. 107) Secondly the

How can cognitive behaviour therapy (CBT) be modified to fit the needs Outline

How can cognitive behaviour therapy (CBT) be modified to fit the needs of young children - Outline Example This paper will address some of the ways in which cognitive behaviour therapy can be modified to fit the needs of young children. As it is usually the case with almost all paediatric procedures, they are usually tested with adults before they can be brought to children; therefore, cognitive behaviour therapy is no exception. Due to children’s limitations in metacognition and their inability to classify feelings, clinicians need to adjust their pacing of therapy’s content and the speed of therapy (Butler, Chapman, Forman & Beck, 2006, p22). One of the things that psychiatrist need to adjust in cognitive behaviour therapy for children is the time frame with which they carry out the therapy (March et al, 2005, p813). Children do not have fully developed metacognition abilities therefore the speed at which they will respond to therapy will be slower than that of adults. Due to these challenges, therapist need to ensure that the spacing of the whole course of the therapy is in such a way that the child will not be overburdened by the therapy due to congestion of the therapy or it will be too spaced such that the effectiveness of the therapy will be compromised. The inability of children to express their feelings, which may help in easier diagnosis of the disorders, will require the time required for full cycle of therapy to increased (Wood et al, 2006, p315). Due to the stage of development in children cognitive abilities, cognitive behavioural therapies for children will always focus on the behavioural aspect of the therapy since it will be more effective, however, the behavioural aspect too will require the children to be trained in social and problem solving skills (Nauta, Scholing, Emmelkamp & Minderaa, 2003, p1273; Kendall & Hedtke, 2006, p101). These characteristics among children requires that the therapy be combined with other skills or at least provide an opportunity for the child to learn

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Saving the world - Case Study Example This is not only chaotic but also challenging as it involves managing teams spread all over the globe. The management will need to make the response center teams smaller and more specific to their roles to ensure there is maximum and timely delivery. Tin order to use technical, human and conceptual skills, the company ensures that working never comes to a standstill. This is attained by ensuring that when one team in Dublin works one day, the team in Santa Monica takes over and when they finish their day, the team in Tokyo steps in the next day and they pass it to Dublin to continue with the cycle. This ensures that the workers are not bored with the routine work, which helps them get motivated and work in a professional manner. Since its foundation in 982, the company puts a great emphasis on customer service and innovation by stating their commitment to provide solutions and security in information management and in efficient manner. The management and workers are guided by a set of values that ensure the customers are always the focus of their products through customer driven strategizing. In innovation, the company uses open innovation helps the company to provide the customers with the best products. There are several lessons that other managers can learn from Patrick Fitzgerald and the way Symantec approaches its work. This include, working with diverse people at the global level, maintaining efficiency through the use of smaller teams, managing time efficiently, putting emphasis on worker motivation and trying to break work

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Science Report About Education Process Essay There is one fact, and that is that children are curious about everything, and a good way of promoting this is by letting them find and explore new things in their daily lives and in the classroom. So it is essential for them to seek for answers and solve problems. I find it interesting how children are so true and honest about everything they do, for example, when they are looking for something in specific, they get engaged with it and encourage themselves to keep searching until they get the answers. So, if they do this in their daily lives, why not applying this in their learning basis? Children need to work with concrete activities, so that it is easier for them to motivate themselves and develop knowledge in the topic. If we want our students to have a positive attitude in each activity they develop during class, then as a teacher we must have it as well. As an educator, we have to be engaged with science, and we don’t need to be a biologist to work with it, we just have to make research about the topics, the materials used in class, what is appropriate to use in the classroom, and that sort of things. So as a teacher, it’s all right being messy, however we must be organized at all times. Something that I really captured about the reading is the importance of letting children learn with each activity by using their senses. I think the use of senses is probably the best way to provide a well elaborated work. Such as: letting them smell new natural smells, finger-play with different materials or by planting flowers or different vegetables, by looking at pictures and recognizing each element, and also by tasting maybe a vegetable (the teacher needs to do research about it), but still giving them the possibility of experimenting with each activity, and working concretely. Diversity is the key to working in and with science, so it is necessary and essential to bring science to the classroom to engage each student in discovering and building new ideas.

A streetcar named desire Essay Example for Free

A streetcar named desire Essay The story of A Streetcar Named Desire focuses around the life of a woman used to having lots of money, maids and slaves. The story is about her moving to the poorer, friendly, less sophisticated, multiracial city of New Orleans to live with her worse off sister and brother in law in their small, messy apartment. Blanche, the woman, used to be a wealthy landowner but gradually lost it all as time went on. She was sacked from her teaching job because she was on the early stages of a nervous breakdown and lost her home, Belle Reve, which is why she temporarily moved in with her sister. Stella is Blanches sister. She used to live with Blanche when she was younger but has moved to New Orleans and become used to life there with her husband and friends. She lives in a small apartment block called Elysian Fields. She is pregnant when Blanche moves in. Stanley is Stellas husband. His family are polish but he says he is 100% American. He is quite rough and violent but he loves his wife. He also loves bowling and gambling but he dislikes Blanche simply because she owns more expensive property than Stella does. Stanley sizes up a womans personality just by looking at her. His first impressions of Blanche are not too bad but as the play progresses and he learns more about her past his impressions get worse. Blanche and Stanley want to destroy each other from the start. Their personalities clash too much for them to get along. Blanche describes Stanley to Stella: He acts like an animal, has an animals habits! Eats like one, moves like one, talks like one! Theres even something sub-human something not quite to the stage of humanity yet! Blanche is a very delicate, wealthy looking woman. She is quite good looking but tries to avoid light as it brings out every wrinkle in her face and shows off her real age. She pretends to be young, although she is about five years older than Stella. She tells lies to people who dont know her because that is how she thinks things should be. Stella and Stanley came to be together with Blanche because Blanche was sacked from her teaching job for having an affair with a seventeen year old student and lost her plantation, Belle Reve, due to lack of money. She went to stay with Stella and Stanley because she needed somewhere to live where she can have someone to look after her. At first, Blanche acts quite nervously around Stanley although before long she starts to flirt with him. Stanley doesnt like Blanche too much at first but is friendly towards her because Stella tells him to be. However, after a while Stanley gets angry with Blanche because of her expensive property and long baths in the mornings. He is often shouting at her and even goes as far as raping her nearer the end of the play. Blanche is disgusted with Stanleys behaviour and starts to think of him as an animal. Stanley finds out that Blanche has lost Belle Reve. He also notices Blanches collection of fine clothing and jewellery of which he exclaims: Open your eyes to this stuff! You think she got them out of teachers pay? This makes me think that Stanley believes that Blanche got the money for her clothes and jewellery from Belle Reve. It is at this point when Stanley takes control of the relationship between the three and brings up the Napoleonic Code: In the state of Louisiana we have the Napoleonic Code according to which what belongs to the wife belongs to the husband and vice versa. Stanley becomes angry when he doesnt receive any money from the loss of Belle Reve. Stanley uses Stella as an attempt to get Blanche to leave. Stanley knows that if he cant persuade Blanche to leave then Stella can. He is constantly trying to find th dope on Blanche. Simultaneously, Blanche tries to convince Stella to leave Stanley: Dont dont hang back with the brutes (referring to Stanley)! Also, Stanley refrains from Stellas wishes and decides to give Blanche a hint. For her birthday he gives her a one way ticket back to Laurel, the city in which Belle Reve was based, showing heartlessness and selfishness. This destroys Blanche. Throughout the play, Blanche taunts Stanley as a Polack: You healthy Polack, without a nerve in your body, of course you dont know what anxiety feels like! To which Stanley replies angrily: I am not a Polack. People from Poland are Poles, not Polacks. But what I am is a one hundred per cent American, born and raised in the greatest country on earth and proud as hell of it, so dont ever call me a Polack. Stanley complains about Blanches constant bathing. He mimics her; washing out some things, soaking in a hot tub. Stanleys friend, Mitch becomes a victim of the relationship when he falls for Blanche. Blanche lies to him about her age and background. Just as Blanche believes that she shall get married to Mitch, Stanley destroys the relationship by revealing the truth behind the lies which were told to Mitch. Stanley defends Mitch from Blanche and although the relationship between the two had finished, Mitch still became angry at Stanley and went as far as threatening to kill him when Stanley had her taken away by a doctor and his matron. Whilst Stella is giving birth to her child Stanley goes back to Elysian Fields drunk. When he gets back to the apartment he meets Blanche, wondering, dreamily about the rich life. In his drunken state he tries to seduce Blanche but when she is having none of it he rapes her. This is a major point in the story because it symbolises the strength of Stanley, the fragility of Blanche and how much more power he has over her. Stanley had gradually destroyed Blanche from the moment he found out about Belle Reve and, at the end of the story, he managed to get her to leave by using her own weaknesses against her. Therefore, Stanley triumphed over Blanche.

Shellac for Film Formation and its Modification

Shellac for Film Formation and its Modification Shellac for film formation and its modification for enhancement of properties Abstract With the growing environmental concerns associated with synthetic polymers, the need for biopolymers has strongly emerged which can have applications ranging from packaging to electrical applications. Shellac, which is a naturally occurring product resin obtained from insects (female lac bug), is one such component which can be used for production of biopolymeric film. However, due to limitations on mechanical and barrier properties, modification of Shellac is necessary. Following is a reviewed study of modifications of Shellac to improve its film properties, heat resistance, water resistance, gloss and hardness. Keywords: Biopolymers, Shellac, modification, coatings. 1. Shellac With the decrease in petroleum reserves, the need for biocompatible polymers has emerged. Polylactic acid, Zein protein films and Shellac, as in this case, have become vital for environmental concerns. Shellac is a naturally occurring polymer, obtained from resinous secretions of lac insects, Laccifer Lacca (Soradech et al) 1. Shellac as a coating material is mainly used in the fields of food and pharmaceutical industries (Jinwei Wang, Lei Chen, Yedong He) 2. However, one of shellac’s problems is a lack of solubility in commonly used coating solvents such as ketones and glycol ethers (Jennifer T. Otto, David L. Trumbo) 3. Problems associated with shellac are batch-to-batch variation, need of organic solvent, less stability and less solubility in alkaline pH of intestine, comparing to synthetic and semi-synthetic enteric polymers. Shellac is primarily used as a naturalprimer,sandingsealant,tannin-blocker,odour-blocker,stain, andhigh-glossvarnish. Applications of Shellac Due to excellent film forming and protective properties, it is widely used in food industry, paint industry and to a considerable extent in pharmaceutical industry. Use of biopolymers for packaging applications is severely limited due to poor barrier and mechanical properties (Melissa Gurgel Adeodato Vieira et al) 4. Significant work was carried out by (Hult et al) 5 by using Microfibrillar cellulose (MFC), incorporation of which reduces the Oxygen Transmission Rate (OTR) value (Syverud et al)6 combined with Shellac to produce fibre based packaging. Significant oxygen barrier for packaging was not obtained but multilayer coating with MFC and Shellac reduced OTR greatly. (D. Phan Te et al) 7 presents another way of eliminating the limitations of biopolymers for packaging. Formation of hydrocolloid-shellac bilayer films produced an enhanced resistance to water and moisture permeability with good mechanical properties. Better mechanical properties and better adhesion to the hydrocolloid layers was obtained with the use of plasticizer. Shellac has also been used widely in Pharmaceutical and drug retention applications. (Berg et al) 8 describes shellac as one of the very few materials to be used as a pharmaceutical coatings. It finds special applications in health applications and nutraceuticals (Krause et al) 9. 2. Modifications of Shellac for enhancement of properties Modification has been carried out to overcome many popular limitations of Shellac films like low heat resistance, poor water resistance, poor solvent resistance, chemical resistance, brittleness, etc. (Sharma et al.) 10 2.1 Crosslinking of acetoacetylated Shellac with multifunctional amine or acrylate (Jennifer T. Otto, David L. Trumbo) 3 Crosslinking of films was carried out by reaction between acetoacetylated shellac with a multifunctional amine or with a multifunctional acrylate under Michael addition reaction parameters (Jennifer T. Otto, David L. Trumbo et al.)3. According to (Jennifer T. Otto, David L. Trumbo et al.)3 Shellac/t-butylacetoacetate films were synthesised for this purpose. The glass transition temperature of the modified shellac was observed to be 4.5 °C. The Tg of unmodified shellac is 54.6 °C.High level of acetoacetylation is indicated to have occurred as acetoacetylation is known to reduce Tgs by reduction in hydrogen bonding capabilities (Clemens, RJ, Rector, FD et al)11. Major purpose was to alter the solubility of the shellac. Modified Shellac was attempted to dissolve in various solvents. It was noted that the modified shellac was soluble in MEK, methyl amyl ketone (MAK), acetone, CHCl3, dipropylene glycol monomethyl ether (DPM), THF, and DMAC. The unmodified shellac was soluble in ethano l and DMAC and sparingly soluble or insoluble in MEK, CHCl3, MAK, and DPM. Thus, desired modification was obtained, and (Jennifer T. Otto, David L. Trumbo) 2 formed thermoset films crosslinked with two different species, an amine and a multifunctional acrylate. It is possible to modify shellac by reaction with t-butyl acetoacetate. This modification changed significantly different solubility characteristics and the ability to be crosslinked with different species at different temperatures, including ambient temperature. The crosslinked films have well to excellent properties, with the exception of low angle gloss for the DYTEK A cured films. This could reflect some incompatibility on a microscale between the modified shellac and the diamine. Gel content measurements suggest that a high degree of crosslinking has been obtained. 2.2 Modification by use of Maleated Shellac (Hasmukh S. Patel and Sumeet J. Patel) 12 Following modification was employed for coating preparation of maleated shellac-acrylic resin emulsion paints, acrylic resin its application as surface coating materials and characteristic. According to (Hasmukh S. Patel and Sumeet J. Patel) 12, maleated Shellac was synthesised by treating Shellac with Maleic Anhydride. Shellac solution in tetrahydrofuran (THF), different proportions (10–30% wt of shellac) of maleic anhydride was added and well mixed. The resultant reaction mixture was refluxed for 5 h before cooling and pouring into cold water. Adhesion and smooth finish film were obtained and no observable damage and detachment of the film was observed. Blending of Maleated Shellac with acrylic resin might give rise to the polymerization and/or crosslinking between the two components through the functionality due to unsaturation which resulted in better water resistance and decent alkali resistance even though shellac and becomes easily soluble when it comes in to contact wi th water and alkali, respectively. The coated panels were immersed by (Hasmukh S. Patel and Sumeet J. Patel) 12 in water for 5 months and no detachment or discolouration was observed. On the coating after taking out the panels from water. It was noted that water that was socked by the panels, evaporated kept at room temperature. Deterioration water socked panels of the coating was not observed which indicates that the composition resisted uphold of the water/ moisture within the system which is an important feature of the paint formulation. 2.3 Blending of Shellac with Epoxy resin (D. N. Goswami and S. Kumar) 13 The reaction represented below was employed as a modification for Shellac. Figure 1: Shellac and Epoxy group reaction (D. N. Goswami and S. Kumar) 13 The above reaction represented in Figure-1 is a reaction mechanism between Shellac and Epoxy group. This reaction was monitored by reducing acid value or reducing epoxide value. The properties obtained were found to be optimum for cured samples containing 70 parts of shellac and 30 parts of the epoxy resin (Tripathi et al) 14. Following figure (Fig. 2) shows the variation in dissipation factor (tan ÃŽ ´) for various shellac-epoxy resin blends with time. Figure-2:Variation of dissipation factor (tan ÃŽ ´) of shellac-epoxy resin varnishes with time. (1) Dewaxed lemon (DL) shellac: epoxy resin = 60:40, mol. wt. of epoxy resin 500; (2) dewaxed lemon (DL) shellac: epoxy resin = 70: 30, mol. Wt. of epoxy resin 1 OOO; (3) dewaxed orange (DO) shellac: epoxy resin = 50: 50, mol. wt. of epoxy resin 1 OOO. (D. N. Goswami and S. Kumar) 13 The dissipation factor undergoes an initial rise up to around the sixth day after blending and remains almost constant thereafter. The variation of conductivity of different shellac-epoxy resin blends with time is shown in Fig. 3. Figure-3: Conductivity variation with time (D. N. Goswami and S. Kumar) 13 Conductivity, like dissipation factor, also showed an initial increase with time. Around the sixth day, the variation was found to be biphasic in nature with an inflection. For the blends containing epoxy resins with molecular weights of 500 and 1000 the nature of variation of both dissipation factor and conductivity with time was found to be similar. The variation of specific viscosity of the 70: 30 and 50: 50 blends with time is shown in Fig. 4. Figure 4: Variation of specific viscosity of dewaxed lemon (DL) shellac-epoxy resin varnishes (D. N. Goswami and S. Kumar) 13 It was observed that initially specific viscosity increases with time and becomes almost constant after six days. A small plateau was observed for the next few days and thereafter specific viscosity increases. It was observed that the values of dissipation factor, conductivity, dielectric strength and specific viscosity of the epoxy resin-free shellac solutions were more or less constant. If the reaction is carried for a longer period, besides the reaction mechanism as shown previously, cross-linking occurs. In this process, the hydroxyl groups of shellac produced by the above mentioned reaction probably react with the epoxide group and/or with the carboxyl group forming a three-dimensional network as shown in Fig.5 Figure 5: Reaction between Hydroxyl group and/or Epoxy or Carboxylic group. (D. N. Goswami and S. Kumar) 13 2.4 Combination of Shellac and Polyamidoamine (R. K. Dey, G. S. Tiwary, Tanushree Patnaik, Usha Jha) 15 The modification mentioned below was essentially done for drug delivery applications. Natural biodegradable and biocompatible polymer is encouraged as a starting material for synthetic purpose so as to reduce the production of the toxic biodegradable products in body’s physiological environment. By varying the ratio, a wide range of polymers were prepared. Shellac: PAA as 1: 1, 1: 2, and 1: 3 ratios was taken though the characterization was done by taking Shellac and PAA in the ratio 1: 1. According to (R. K. Dey, G. S. Tiwary, Tanushree Patnaik, Usha Jha) 15, the samples were prepared using the appropriate amount of PAA dissolved in 20 mL of methanol, added to a solution of Shellac in methanol. A solution of 2, 2-dimethoxy-2-phenyl acetophenone (about 2 wt % with respect to the PAA) was added in methanol (around 5 mL) to this mixture with mild stirring. The reaction mixture was poured into a glass petridish and was kept at room temperature. The polymerization was initiated by irradiation with an incandescent broad-spectrum lamp (Philips Comptalux, 150 W), positioned 25 cm above the petridish. Irradiation was continued for 7 h until gelation occurred. The schematic sketch of the reaction leading to the formation of polymeric material is shown in Figure 6. The polymeric material was extensively washed with methanol to remove any residual monomer, then freeze-dried and stored until further use. The resultant product was cut in films, dry in air for three days, and place in a vacuum oven at 25 °C until constant weight. It was observed that PAA was soluble in water where as the corresponding polymer of Shellac-PAA was insoluble in water. Figure-6: Synthesis of Shellac-PAA by photopolymerization technique (R. K. Dey, G. S. Tiwary, Tanushree Patnaik, Usha Jha) 15 Ethanol served as an ideal solvent for dissolving both the PAA and Shellac-PAA. In acetone the Shellac-PAA was found to be partially soluble. In acetone the Shellac-PAA was found to be partially soluble. Intrinsic viscosity in ethanol for Shellac-PAA was calculated to be 0.247 dL/g. 2.5 Modification of Natural Shellac using a diamine (Jinwei Wang, Lei Chen, Yedong He) 2 Due to the growing concern on the environment and health made it necessary and extremely urgent and valuable to develop environmental friendly coatings. Many commonly used coatings such as polyurethane, epoxy etc. were produced as waterborne coating, solvent-free paint, and radiation curing paints, etc. so that their injury to people and environment could be reduced as little as possible. Shellac is one such environmental friendly coating based on natural product. Shellac was prepared by using aliphatic diamine as a crosslinking agent and ethanol as a solvent. Experimental procedure as reported in (Jinwei Wang, Lei Chen, Yedong He) 2 is that 30 ml purified shellac in ethanol solution (10%wt.) was poured into a flask with mechanic siring. When the solution temperature reached 50 à ¢- ¦C, 1,3-propanediamine (5%wt.of shellac) was dropped into the flask in 30 min followed by continuously stirring for another 1 h. The modified shellac could be obtained as a yellowbrown solution which c ould be used directly or deep brown powder by evaporating the ethanol at 45 à ¢- ¦C under vacuum. Natural Shellac was modified with 1,3-propanediamine by using Ethyl alcohol functioning as a solvent. When compared this modified shellac to the usual shellac, it was observed that the anticorrosive performances of the modified shellac on copper was greatly improved. These betterments were said to have occurred due to the establishment of network structure and the origination of hydrophobic propane chain in the shellac structure, and hence reducing the penetration speed of ionics and water onto the surface of copper. Other organic diamine such as, ethylene diamine, 1,6-hexamethylenediamine, etc. can also be used for similar modification. Depending on the chain lengths of these aliphatic groups, we might have different effect on the protective performance of the modified shellac. 3. Conclusion Thus, considering the various limitations of Shellac like pH sensitivity, limited solubility, less stability, etc we can employ the modifications described in the above section. Modifications can include blending with another polymer to form a biocompatible polymer, or crosslinking. It can also be done by converting Shellac to some other material, as in this case, Maleated Shellac. Such modifications are of great importance which will result in better heat resistance, gloss, hardness, water resistance, etc. and overcoming of limitations of Shellac, which is a vital component in the field of biopolymer. References Sitthiphong Soradech, Jurairat Nunthanid, Sontaya Limmatvapirat, Manee Luangtana-anan (2011) â€Å"An approach for the enhancement of the mechanical properties and film coating efficiency of shellac by the formation of composite films based on shellac and gelatin† Journal of Food Engineering 108 (2012) 94–102 Jinwei Wang , Lei Chen, Yedong He (2008) â€Å"Preparation of environmental friendly coatings based on natural shellac modified by diamine and its applications for copper protection† Progress in Organic Coatings 62 (2008) 307–312 Jennifer T. Otto, David L. Trumbo (2010) â€Å"A shellac derivative in thermoset coatings† J. Coat. Technol. Res., 7 (4) 525–527, 2010 Melissa Gurgel Adeodato Vieira, Mariana Altenhofen da Silva, Lucielen Oliveira dos Santos, Marisa Masumi Beppu (2010) â€Å"Natural-based plasticizers and biopolymer films: A review† European Polymer Journal 47 (2011) 254–263 Eva-Lena Hult, Marco Iotti, Marianne Lenes (2010) â€Å"Efficient approach to high barrier packaging using microfibrillar cellulose and shellac† Cellulose (2010) 17:575–586 Syverud K, Stenius P (2009) Strength and barrier properties of microfibrillar cellulose (MFC) films. Cellulose 16(1):75–85 Phan The D, Debeaufort F, Luu D, Voilley A (2008) Moisture barrier, wetting and mechanical properties of shellac/agar or shellac/cassava starch bilayer bio-membrane for food applications. J Membr Sci 325:277–283 Sonja Berg, Manuela Bretz, Eva Maria Hubbermann, Karin Schwarz (2011) â€Å"Influence of different pectins on powder characteristics of microencapsulated anthocyanins and their impact on drug retention of shellac coated granulate† Journal of Food Engineering 108 (2012) 158–165 Krause, K.P., Mà ¼ller, R.H., (2001) â€Å"Production of aqueous shellac dispersions by high pressure homogenisation†. International Journal of Pharmaceutics 223 (1–2), 89–92 S. K. Sharma, S. K. Shukla, D. N. Vaid (1983) â€Å"Shellac-Structure, Characteristics Modification† Def Sci J, yo] 33, No.3, July 1983, pp 261-271 Clemens, RJ, Rector, FD (1989) ‘‘Synthesis of Acetoacetyl—Functional Resins.’’ J. Coat. Technol., 61 770 Hasmukh S. Patel and Sumeet J. Patel (2010) â€Å"Novel Surface Coating System Based on Maleated Shellac† E-Journal of Chemistry 2010, 7(S1), S55-S60 D. N. Goswami and S. Kumar (1984) â€Å"Study on the Curing of Shellac with Epoxy Resins by Dielectric Measurements† Die Angewandte Makromolekulare Chemie 126 (1984) 145 152 (Nr. 1992) S. K. M. Tripathi, S. Kumar, G. S. Misra, Indian J. Technol. 4 (1966) 15 R. K. Dey, G. S. Tiwary, Tanushree Patnaik, Usha Jha (2012) â€Å"Shellac-Polyamidoamine: Design of a New Polymeric Carrier Material for Controlled Release Application† Journal of Applied Polymer Science, Vol. 125, 2626–2635 (2012)

Slave Power Conspiracy :: essays research papers

Title IX: Reverse Discrimination Beginning some time shortly after the end of World War II, there has been tremendous growth in women’s athletics. For decades female athletes have been striving to become as equally respected as their male counterparts. After years of reaching for their goals, female athletes finally realized their dreams in the form of Title IX. As stated by Jim Minter, former editor of the Atlanta Journal-Constitution, â€Å"Title IX is the federal government telling colleges and universities that if X number of athletic scholarships are given to males, then an equal number must be awarded to female students†¦Ã¢â‚¬ (AJC A14). Title IX, a United States federal law passed in 1972, was a milestone in the history of the women’s rights movement. Female athletes could at last have the same opportunities that male athletes had always had. But this is not the end of the story, nor does the story have a happy ending. There is a darker side of Title IX, a side that discriminates against male athletes. A good example of discrimination against male athletes involves the sport of wrestling. Not only is wrestling the oldest sport known to man, it is also an American tradition. If the average person in the South were asked to name his favorite wrestler, however, that person would probably blurt out the name of some phony professional wrestler. Why would this person be so ignorant about the oldest sport known to man? The reason is that Title IX has virtually wiped out collegiate wrestling in the South. Starting back in the late l970’s, SEC schools began dropping their wrestling programs to make room for more women’s sports. Today there are only five or six colleges in the South that still have wrestling programs. This lack of wrestling programs in the South has significantly decreased the opportunities for ex-high school wrestlers, like me, to continue their sport in college. Wrestling , however, is not the only men’s sport affected by Title IX; the overall diversity of men’s collegiate sports has also decreased. At the University of Georgia, there are ten women’s sports and only seven men’s sports (â€Å"Football’s A14). Although I am not a math major, this ratio seems anything but equal to me. Women are getting more opportunities to compete in the sports that they enjoy than men are. Consequently, there are more scholarships available for women. For example, a good female volleyball player has a virtual cornucopia of college scholarships available at her discretion, whereas a great wrestler must look to colleges in the North to have even the slightest chance of attempting to walk-on a team.

Free Grapes of Wrath Essays: The Joads Journey :: Grapes Wrath essays

The Joad's Journey in The Grapes of Wrath Throughout history man has made many journeys, both far and wide. Moses’ great march through the Red Sea and Columbus's traversing the Atlantic are examples of only a couple of men’s great voyages. Even today, great journeys are being made. Terry Fox's run across Canada while fighting cancer is one of these such journeys. In every one of these instances people have had to rise above themselves and overcome immense odds, similar to a salmon swimming upstream to full fill it's life line. Intense drive and extreme fortitude are qualities they needed to posses during their travels. In The Grapes of Wrath, Steinbeck illustrates the Joad’s endurance by his use of extended metaphors in intercalary chapters. Steinbeck uses intercalary chapters to provide background for the various themes in the novel. He effectively foreshadows upcoming events by telling of the general state of the local population in the intercalary chapters. He then narrows it down to how it effects the main characters of the novel, which are the Joads. Setting the tone of the novel in the reader’s mind is another function of Steinbeck's intercalary chapters. In chapter three, Steinbeck immaculately describes the long, tedious journey of a land turtle across a desolate highway. From the onset of his journey, the turtle encounters many setbacks. Along the way ants, hills, and oak seeds hinder him under his shell. The turtle’s determination to reach his destination is most apparent when a truck driven by a young man swerves to hit the turtle. The turtle's shell is clipped and he goes flying off the highway, but the turtle does not stop. He struggles back to his belly and keeps driving toward his goal, just as the Joads keep driving toward their goal. Much like the turtle from chapter three, the Joads had to face many great hardships in their travels. The planes of Oklahoma, with their harsh summer weather, were the Joads desolated highways. The truck driver represented the Californians, who Buried food and killed livestock to keep the Joads and others like them away from their dream. And their ants and hills were sickness. Even through all of this, the Joads persevered. They were driven by two great motivating powers, poverty and hunger. Just as the turtle searched for food, the Joads were searching for paradise, "The Garden of Eden.

McCrae and Costa’s Concept of Introversion Essay

1.According to McCrae and Costa, Neuroticism are factors or traits characterized by anxiousness, depression, tension, irrational behavior, moodiness, low self-esteem, guilt feelings, worriedness, insecurity nervousness and are high strung. Sabrina would score high in neuroticism because she possesses some of the traits or factors. In the case study, Sabrina is insecure and has a low self-esteem because she is not satisfied with her body and she wishes to have surgery to correct her supposed â€Å"defects† such as her nose too big, her small breast, she looks fat even though she is not, she also wants to look less African-American . 2.Openness to experience according to McCrae and Costa is characterized by factors such as originality, independence, creativity and a daring attitude. Sabrina would also score high on this because she is very original and creative, an example is that when Sabrina dresses up for her job as a waitress, she tries out different roles; wearing loud, flamboyant and gregarious outfits in order to perfect her acting skills. She is also very daring and independent; Sabrina likes to try new things, such as dressing in the bohemian way and incorporating African-American styles as well, she also tries different foods which include Ethiopian food, and she also loves to travel. 3.McCrae and Costa’s concept of introversion and extraversion is very similar to that of Carl Jung. They both see extraverts as outgoing, open, sociable, and lively and oriented to the external world, introverts are seen as shy people. Carl believes that everyone possesses both attitudes and can exhibit both but only one is dominant, and while Eysenck believes that these attitudes or traits tends to remain stable throughout one’s life despite the different social and environmental experiences people have.

Russia Georgia Conflict

During the week prior to the South Ossetia attack, Russian troops conducted a military exercise with one strategy being a hypothetical attack made by unnamed forces on Georgia’s province of South Ossetia. The attack involved more than 8,000 troops and the aim was to protect â€Å"Russian citizens† and offer humanitarian aid. The scenario was considered as a threat of invasion by the Georgian Foreign Ministry. In result Georgia conducted its own military exercise consisting of about 1,000 US troops, 600 Georgian troops, and token forces from Ukraine, Armenia, and Azerbaijan.It was in South Ossetia that tensions escalated, when an Ossetian village police chief was killed by a bomb and the head of the pro – Georgian government escaped injury from a road side mine. That night both the South Ossetians and the Georgians launched artillery attacks on each other’s villages and check points resulting in about a dozen killed or wounded. Calls for both sides to show restraint and resume peace talks were issued by the European Union, the OSCE, and the Council of Europe.Georgia’s explanation of the attack was that â€Å"they were left with no other options after an increasing number of attacks from separalist in South Ossetia. † In response Russian President Medvedev declared a state of war upon Georgia, claiming that ‘women, children and the elderly are now dying in South Ossetia† and that â€Å"most of them are citizens of the Russian Federation. † He also stated â€Å"those who are responsible will be duly punished. Through mediation by the French presidency of the European Union, the parties reached a preliminary ceasefire agreement on 12 August, signed by Georgia on 15 August in Tbilisi and by Russia on 16 August in Moscow. Several weeks after signing the ceasefire agreement, Russia began pulling most of its troops out of uncontested Georgia. Russia established buffer zones around South Ossetia and created c heckpoints in Georgia's interior. These forces were eventually withdrawn from uncontested Georgia.

Genetically Modified Foods

Genetically Modified Foods Assignment #6 By Danish Ahmed 103323080 2633-2 Lauzon Road Windsor, ON. N8T 2Z5 (519)-251-1776 [email  protected] ca 26-100-91 Legebow December 6, 2010 2-2633 Lauzon Road Windsor, Ontario, N8T 2Z5 December 6, 2010 Chris Legebow Professor English Dept. University of Windsor Dear Prof. Legebow, I am writing to submit Assignment #6. Throughout my time enrolled in this course, I have learned many valuable lessons. However, the most important lesson that I have learned is how to be a better writer. By completing the various assignments in this course, particularly the substantiation assignment, I have learned how to better explain my opinions as well as support them. However, one of the major challenges that I faced in this course was properly citing my work. Since I have used a different style of citation throughout high school, it was difficult for me to adjust to the new citation rules at the university level. With regards to assignment six, I enjoyed completing this assignment. Part of the reason why I enjoyed it was that it was a topic that I really liked. However, the tricky part of the assignment, according to me, was coming up with facts to support the essay. Nevertheless, I believe that I did a pretty good job finding enough evidence to support the thesis. Overall, I was pretty satisfied with this course. Although I did not achieve the mark I desired, I still learned valuable lessons throughout the course of this subject. One specific quality that I liked about this course was the use of Turnitin. It was a very helpful tool which made handing in assignment very easy and convenient. Another aspect of the course that I really admired was the availability of the Catalyst. Due to its easy access, I was able to learn key skills to help strengthen my assignments. Last but not least, the use of peer review was very beneficial as well. It was a very unique tool to help students improve their essay. One thing that I do recommend for the future is to provide the students with a grading criteria. Often times, I was confused as to what I need to incorporate to ensure I receive the proper marks. Nevertheless, this is a very educational course and I highly recommend it to future students. I wish to thank you for reviewing my assignment. If you have any question please contact me at [email  protected] ca and (519)-251-1776 to reach you at. Sincerely, Danish Ahmed Student Number: 103323080 Business Administration DA ENCLOSURES: Assignment #6 COPY: FILE Genetically Modified Foods The release and use of genetically modified (GM) crops and GM-derived ingredients has caused debates in many parts of the world. Moreover, many experts, despite having conflicting views, share a good deal of common ground on certain features of the GM debate: in particular, the GM foods’ unknown long term effects. In other words, experts agree that many issues, like potential health, ecological, and economical hazards, concerning GM foods merit attention due to the current, uncertain results of GM food technology. GM crops come under the broad category of Genetically Modified Organisms (GMOs) and defined as organisms whose genetic information has been altered by DNA Recombinant Technology (a technique that allows the artificial combination of genetic material of different individuals) (Whitman 1). Although this scientific technique is fairly recent, it has, nevertheless, revolutionized the agricultural industry. Scientist are now able to produce new species of rice, maize, soy bean, corn and many other staple crops with resistance to drought, herbicides and many pests (Campbell and Reece 406). As such, it holds the potential to increase crop yield as fewer crops are destroyed due to environmental conditions. However, it was not until 1998 when GM crops’ initial drawbacks were realized. Genetically modified foods, including both raw crops and processed ingredients, impose serious health risks, both to humans and other organisms. Moreover, there is evidence that genetic modifications can trigger uncontrollable genetic interactions amongst the host genes, endangering many agricultural species. In August 1998 the first controversy was sparked, especially in Europe, by a report from a leading nutrition researcher, Dr. Arpad Pusztai, concerning the safety of GM foods. Pusztai claimed that GM food fed rats showed stunted growth and weak immune systems. His report, however, was greatly criticized and rejected by many scientists because of lack of substantial evidence (Pusztai 1). Nevertheless, the report opened up an area of contemplation. In May 2005, a report published by Monsanto, a leading biotech firm, confirmed differences in kidney sizes and blood composition of rats fed with GM corn (Lendman 1). Although these documented reports are limited to laboratory settings, the results do point to a possibility of health hazards in the long run. It is evident that GM foods require more research before they are safe for consumption because if the symptoms do arise, it will affect a wide range of consumers and the damage will be impossible to overcome. Apart from direct health hazards, there are concerns over the emergence of insecticide resistant weeds and pests because of GM foods (Weaver 160). Since certain species of GM crops are resistant to insecticides, they allow farmers to spray more chemicals in order to avoid weeds and pests from destroying their harvests. However, since all living organisms are biological entities subject to the natural processes of evolution and ecology, any insecticide designed to kill an organism adds selective pressure for resistance on that target organism. According to S. A Weaver and M. C. Morris of the Journal of Agriculture and Environmental Ethics, this theoretical concern has been repeatedly demonstrated with the emergence of antibiotic resistance bacteria in human medicine and in the evolution of resistance to chemical pesticides in agriculture (Weaver 161). There are over 500 species of insects known to be resistant to insecticides, and the numbers will steadily grow if not controlled (Bergman 1). Insecticide resistance poses severe effects to agriculture and health. If pests become resistant to conventional insecticides, more quantities of more powerful chemicals may have to be used. This increased use of insecticides will, in turn, increase chemical exposure on other forms of life in the surrounding area, including humans, and will have adverse effects on soil and water due to run offs (National Research Council 2). These effects are amplified in regions where GM crops are planted as GM crops, unlike conventional crops, do not absorb or breakdown any of these chemicals. As such, more chemicals are left over in active form. Nevertheless, the lives of humans and other organisms are endangered. Another potential health concern in using GM foods is the possibility of allergic reactions in humans due to the insertion of exotic genes into plants. This hazard came into notice in 1993 when Pioneer Hi-Bred International, another biotech firm, developed a soybean variety with an added gene from a Brazil nut. A study later done by the University of Nebraska revealed that the added gene could cause allergic reactions in humans (Leary 1). The second category of risks is that to the environment, especially by insecticide-resistant GM crops. Insecticide-resistant crops make up the largest segment of GM crops. According to statistics, nearly 81% of all GM crops harvested worldwide contained a gene for insecticide resistance (Sustainable Agricultural Network 3). Since all agricultural systems exist within an overall ecosystem, there is concern among scientists that numerous complex interrelationships amongst natural organisms can become disrupted by the introduction of GM crops. This concern became particularly important in a study done in the United Kingdom in May 2005 which proved that biodiversity was lower in fields with insecticide-resistant crops when compared to the conventional varieties (Weaver 169). The reason for the shocking results was attributed to the physical differences between insecticide resistant plants and conventional crops. Insecticide resistant plants have immunity to chemicals and pests because they produce a form of toxic protein called Bt protein (Weaver 160). During conventional insecticide spraying, only the above ground part of the plant is exposed to chemicals. However, in the case of insecticide resistant GM crops, toxin is present throughout the plant, even in the roots. When the GM crops are harvested, the remains of the roots release these Bt toxins. Thus, the concentration of toxins in the soil is increased, endangering even the beneficial organisms of the area. The effect of toxins expressed through GM crops is, therefore, of real concern. However, the biggest environmental concern associated with genetic modification is the inability to prevent exotic genetic material from transferring into the wild population. Many experts are concerned that the genes inserted into GM crops to increase their yield might transfer into weeds by complex genetic movement pathways (Pandey 1). This would cause the spread of â€Å"super weeds. † Such weeds will become immune to the chemicals normally used to control them, resulting in the use of stronger chemical controls (Randerson 1). The surrounding population of organisms, including humans, will inevitably be affected with increased toxicity in the environment. There is also a concern that insect resistance genes in GM plants may escape into the wild, leading to the more rapid development of resistance in insect populations, or to insect resistance in wild plants. Nevertheless, the delicate relationship that exists in the ecosystem will be disrupted, as the normal insect-plant relationship will be altered. Although these are one of the first instances of genetic transfer, scientists are now beginning to question GM foods’ implications on the environment. The third category of risks is that relating to economics. Despite increased yields, GM crops remain an economical concern, especially to the third world. This concern is highlighted by the development of a highly controversial genetically modified food technology – the terminator seed. The terminator seeds are genetically modified to produce plants that bear infertile seeds, which the biotech companies feel will reduce gene transfer into the wild (McDonagh 1). However, analysts feel these seeds could devastate small farmers everywhere and give multinational biotech companies an even stronger grip on world food production since terminator technology will force farmers to buy new seeds every season instead of reusing seeds from their crops (Mooney 1). Even if terminator technology is outlawed, GM crops will still not allow third world nations to compete with the developed countries in the area of agriculture. Since all of the major genetically modified seeds are patented by multinational biotech companies, the prices of these seeds are controlled by such corporations (Nestle 1). Struggling economies, whose major financial resources depend on agricultural exports, are unable to purchase these seeds. Moreover, conventional crops are no match to the increased harvests of GM crops. As such, most of the market share is owned by developed nations who harbour major biotech companies. Hence, the global economy is affected due to the sanctioning of GM foods. In conclusion, the concern about the genetic modification of food is an issue that involves complex area of study, like health, ecology and economics. The combination of theoretical knowledge and empirical data provided clearly outlines the associated risks of genetic modification of food/crops in the long run. Unlike conventional crops, GM crops are inherently unstable in expressing their genetic information and exhibit abnormal proteins which cause fatal allergic reactions and other health risks in humans and other organisms. Moreover, the genetic transfer of information from GM crops to the wild can promote the evolution of â€Å"super weeds† and insecticide resistant pests, causing disturbances in delicate ecological relationships and increased use of pesticides. Furthermore, the decision to release GM foods holds important economic concerns that must be addressed when assessing the risks of GM foods. The terminator seed technology as well as increased involvement of biotech corporations in the agriculture business can bring about changes in the global economy, some of which could be catastrophic for the developing nations. Works Cited Bergman, Jerry. Pesticide Resistance in Insects: Bad News for Macroevolution Theory. Association of Alberta. April 2004. Web. 28 Nov 2010. Campbell, Neil, and Jane Reece. Biology. San Francisco: Pearson, 2005. Print. Leary, Warren. Genetic Engineering of Crops Can Spread Allergies, Study Shows. New York Times. 14 March 1996. Web. 28 Nov 2010. Lendman, Stephen. Health Hazards of Genetically Engineered Foods. Rense. 22 February 2008. Web. 28 Nov 2010. McDonagh, Sean. The Pros and Cons of GE Foods. Columban. 2003. Web. 28 Nov 2010. Mooney, Pat. Terminator Seeds Threaten an End to Farming. Third World Traveler. 1998. Web. 28 Nov 2010. National Research Council. Ecologically Based Pest Management: New Solutions for a New Century. Washington DC: National Academy Press, 1996. Print. Nestle, Marion. One Company. Lots of Patented Seeds. Most of Your Food. The Daily Green. 12 March 2010. Web. 28 Nov 2010. Pandey, A. Genetically modified food: Its uses, future prospects and safety assessments. Science Alert. 21 October 2010. Web. 28 Nov 2010. Pusztai, Arpad. Genetically Modified Foods: Are They a Risk to Human/Animal Health?. ActionBioscience. June 2001. Web. 28 Nov 2010. Randerson, James. Genetically-modified Superweeds â€Å"not uncommon† . New Scientist. 5 February 2002. Web. 28 Nov 2010. Sustainable Agriculture Network. Clarification on the Prohibition of Genetically Modified Crops. Sustainable Agriculture Network. July 2008. Web. 28 Nov 2010. Weaver, Sean. â€Å"Risks associated with genetic modification: An annotated bibliography of peer reviewed natural science publications. † Journal of Agricultural & Environmental Ethics 18. 2 (2005):157-189. Print. Whitman, Deborah. Genetically Modified Foods: Harmful or Helpful?. ProQuest. April 2000. Web. 28 Nov 2010.

Computer Mediated Learning Education

For busy adults with conflicting schedules facing a multitude of family and work demands, who still wish to add to their academic credentials or vocational qualifications, computer mediated learning may seem like an ideal way for such adults to satisfy their educational needs. For an elementary school instructor, however, computer mediated learning lacks the supervisory, mentoring, and hands-on capacity that is usually deemed necessary for imparting basic skills. An â€Å"on-line, collaborative learning approach using the Internet offers solutions to many of the problems plaguing university education,† such as oversubscribed classes and the difficulty for university students to gain access to the required classes that they need to graduate on time. (Jones, 2004) At a higher education level, computer mediated learning allows for students to be enrolled in more sections on a year 'round basis in a university environment-but this is not an advantage enjoyed by elementary school students. At best, in terms of dealing with high enrollment, the computer-mediated classroom is an asset, not a supplement to face-to-face learning on the lower levels of education. Even advocates of distance or computer mediated learning on the university level have stressed that such an educational format works best when students are mature, preferably adult learners, â€Å"comfortable with independent learning and computers,† who have a clear intention of why they wish to obtain their degree. Jones, 2004) Such a description could not be more antithetical to elementary school children. Moreover â€Å"to be successful, the implementation of such a learning approach requires significant technical and educational skills and experience,† as well as motivation on the part of the learners. (Jones, 2004) Does this mean that computer based learning has no place in an elementary school curriculum? Not necessarily. Foreign language instruction that would not otherwise be available to elementary school children is possible through the use of computer based learning, as children can hear and interact with native speakers, and even communicate with classes their own age, across the world. (Perez, 1996) When teaching a foreign language, one teacher found that the new technology encouraged students to think critically, encouraged self-directed learning, and provided a library on-screen of different texts in the language the students was learning. But because the computer medium can allow for passivity on the part of the student, Lucia Perez stresses that a teacher must take an intensively constructivist or hands on approach, to motivate the students to be proactive in their learning, such as assigning independent research topics, rather than permitting students to ‘veg out' in front of a screen, as might be their custom at home when using the computer for pleasure. Likewise, when using computer based learning to teach, for example â€Å"the teaching dilemma was how to simultaneously motivate the students by applying mathematics learning to real life problems of concern to them, and help them to gain quickly the basic skills to do the necessary mathematics manipulations almost automatically,† and once this motivation was integrated into the computer based learning, the program appeared to work well. (Shaw, 1996) Thus, computer based learning can and must be more than simply an effort to transfer face to face classroom instructional practices into a different or virtual medium, for the learning does not take place face to face, but is primarily student-directed. Also, there is more responsibility upon the head of an average Elementary teacher to create assignments that motivate and engage student's imagination when making use of computer based learning for specific, targeted purposes, but when done so effectively, the rewards are great for both teachers and students.

Latino/a Sexuality and the Heteronormative

Latino/a Sexuality and the Heteronormative In his novel The Brief and Wondrous Life of Oscar Wao, Junot Diaz examines Latino identities and sexuality, and the ways in which both are affected and informed by violence. This violence is enacted through institutions like the state, through representation and misrepresentation, and by the very nature of sex and sexuality. Diaz gives an analysis of identity and sexuality, pointing to the way in which it is not only formed and generated by oneself, but also put on and impressed, through violence or with violent repercussions. Reinaldo Arenas’s autobiography Before Night Falls conveys similar themes as Diaz’s novel about the way in which sexuality is policed through violence from the stateparticularly in the form of dictatorships. Arenas depicts life in Cuba at the time of Castro, discussing how Castro, and the state, presented homosexuality as evidence of being unpatriotic and against nationalism, as well as grounds for torture and imprisonment. Many of the men who engage in homosexual acts are not homosexual themselves, and it is in fact such policing that causes more sex acts to occur. This environment of violence and sexuality, then, also carries over to all other aspects of life. Similarly, Diaz discusses the way sexuality comes into play in the Dominican Republic, during the time of Trujillo. Oscar’s mother Beli falls prey to the violence of the state in the form of an attack sanctioned by Trujillo’s sister, who does not agree with her relationship with her husband, the Ga ngster. In this way Diaz, like Arenas, dismantles the idea of the state as a noble protector and enforcer of just laws, illustrating the ways in which it in fact carries out injustices, and performs its own agenda. Both authors also describe how such violent enforcement does not garner successBeli continues to have an amorous relationship with the Gangster, even after the attack, and Arenas continues to have sex with men, in fact gaining more opportunities for sex acts due to state oppression. Foucault, in his The History of Sexuality, discusses the idea of the repressive hypothesis, talking about how sexuality is thought of as having a history of repression, and discussions of sexuality have been withheld since the Victorian era. Foucault points to the inaccuracy of this claim, stating that silence itself performs a certain kind of discourse, and the repression of discourses on sexuality are instrumental in their formation. Diaz, too, discusses a similar idea regarding the withholding of informationhe relates a story in which Abelard, Oscar’s grandfather, is imprisoned and violently tortured by Trujillo for hiding away his daughter and wife from his rapacious sexual appetite. He then contrasts this narrative with mention of another possible reason for his imprisonment, relaying information about a possible book that Abelard could have written about Trujillo, displaying the supernatural qualities of Trujillo and his regime. In doing so, Diaz gives mentions la pagina blanca, the information that is missing or unknown from such narratives, and the ways in which it can speak louder than any words can. The erasure of violence from public knowledge, as well as the erasure for the reasons for its production, does not remove knowledge of its existence or its effects. In this way, sexuality and violence, even when being given the illusion of being silenced, emerge and are spoken about even through its absence from public discourse. Ricardo L. Ortiz, in his article â€Å"Cultural Erotics of Cuban America† analyses the impact of Arenas’s life and death. As a homosexual, Arenas was placed outside of the context of Cuban nationalism, even being categorized as a terrorist subject in regards to his homosexuality, and through his death, Arenas simultaneously reaffirmed his identity as a Cuban in spite of being outside of Castro’s nationalist project, and attacked him as the cause of his death. Ortiz discusses Arena’s death in a pro-life context of protest through calling attention to the flaws and injustices of the Cuban government, while claiming sexuality as an element necessary for sustaining life. Similarly, Diaz constructs a similar understanding of Oscar’s death in his novel. Oscar essentially commits suicide by choosing to stay with Ybin, in spite of knowing that her violently angry boyfriend will come after him. As Ybin’s boyfriend is employed by the state, he can be s een as a manifestation of its violence, as well as a re-embodying of the violence of state enacted in past times, to Beli. Oscar’s sexuality comes to be the cause of his death, and he comes to fulfill his Dominican identity through its expression. As such, both authors point to the nature of protest through death and beyond life, and Latino sexuality as crucial to understandings of Latino identity. Further, the state can be evidenced as manipulating representations of sexuality for its own aims. In A Queer Mother For a Nation, Licia Fiol-Matta analyzes how the state became encapsulated in the image of Gabriela Mistral, and why she became a symbol for the nation. Mistral’s masculine, gender-queer identity and demeanor allowed her to be taken seriously in spite of being female, and still encompass desired state-sanctioned feminine traits like motherhood. Mistral followed in the state’s racist rhetoric, maintaining an â€Å"othering† gaze against blacks and pushing for racial cleansing through producing more white-mixed offspring. This racist rhetoric provided the state with a language in which to â€Å"other† black populations through the passive violence of exclusion and negative representation. Similarly, Diaz presents the figure of Oscar Wao in an interestingly contradictory light. He does not possess any of the traits of a stereotypical Dominican, and throughout his life finds it extremely difficult to flirt, date, or have sex with any girls because of his extremely nerdy and socially awkward personalityeventually coming to do violence to himself in part because of his inability to perform this aspect of his identity and sexuality. In spite of this, he eventually fulfills the saying that no Dominican man dies a virgin, by having sex with his prostitute girlfriendand in doing so comes to exemplify the idea that even as an exception to the rule, he can perform his â€Å"Dominican-ness† to the fullest. As such, Diaz examines in a tongue-in-cheek manner the way Latino bodies are stereotyped, even inside of the Latino community, and the violence of this type of representation, as well as the affect it can have on identity. In this way, both authors discuss the politics of representation and the contradictory and performative nature of identity and sexuality. Philippe Bourgois, in his anthropological analysis of Puerto Rican street life depicted in In Search of Respect: Selling Crack en El Barrio performs a similar violence through his representation of Latino bodies. As an outsider to this community, Bourgois casts an â€Å"othering† gaze on Puerto Rican crack dealers and creates a culture of difference between readers (as well as himself) and the members of the community he depicts. One of the aspects of this distance comes from an eroticisation of violence in the name of providing unadulterated truth (and of course, for consumer marketability)which brings to mind questions of, when is it okay to reproduce structures of violence, when doing so produces the same violence? Diaz asks a similar question in his reproduction of stereotypes of oversexed, hypersexual Dominicans in the figures of Yunior and Oscarwhat is authorial responsibility, especially in regards to the understandings of readerships? How can this violence be avoided? Diaz himself constructs problematic depictions of females and female sexuality, describing women in a somewhat chauvinistic lightmany of the female figures are represented as objects for the males to conquer through sexual pursuit. For both authors, the replication of such structures supports and reproduces racist and sexist ideas through consumerism. Such ideas then become part of a system of capitalism, providing interesting implications regarding the â€Å"selling† of problematic constructions of identity and sexuality. And as sexuality plays a large part in understandings of the formation of identity, these types of representations can have the effect of creating an environment in which violence becomes normalized in everyday consciousness. In his theoretical work Disidentifications, Jos? Esteban Munoz discusses his theory of disidentification, stating the ways in which categorization through sexuality and race, among other things, allows for a dismissal of or limiting understandings of identity. Disidentification, then, becomes a survival strategy, a way of avoiding the way in which representation can be unrelatable, or reproduced through the systemic violence of rearticulation. Much as Munoz examines the work of Carmelita Tropicana or Marga Gomez, and how they reclaim possibly harmful representations through camp, Diaz reproduces tongue-in-cheek stereotypes of Dominican identity and sexuality, and provides alternative representations of Latino identity and sexuality through his characters. Lola, for example, is represented as having a very present sense of sexuality, but is costumed in the role of a â€Å"goth.† Both writers point to the importance of the multiplicity of identity, and find ways to articulate La tino identity and sexuality that do not conform with the violence of heteronormative ideals. Junot Diaz examines the nature of identity and sexuality in regards to Latino bodies, and the ways in which they are impressed, manipulated, or reproduced through violence. Disidentification, perhaps, provides a necessary step towards providing an alternative consciousness and understanding of identity that does not become enmeshed in the culture of differenceand asks further questions about the way hegemonic society, institutions, and normalized violence enforces and regulates these ideas. How, then, can we use disidentification to further remove ourselves from the violent and harmful heteronormative? And what are the ways we can imagine ourselves in a more broad, inclusive sense of being?

What is the Future of the Humanities Essay Example | Topics and Well Written Essays - 750 words - 11

What is the Future of the Humanities - Essay Example The films and literature are considered so easy to master, and most of the people believe that humanities belong to the weaker students. There is also pressure from the parents and relatives to pursue science related courses. Thus, most of the students are discouraged to major in the humanities. I agree with the research that shows that, the study in humanities has reduced as students are being encouraged to enroll in science related courses. Humanities provide a platform for one to work and communicate with others. Most of the scientists are unable to communicate their ideas clearly. Scientists only work on coming up with new ideas and forget to communicate and working with others which is a crucial aspect of their lives. Through studying humanities, students develop communication skills and they can clearly articulate their ideas through both spoken and written languages (Frankly 3). They are opened up to the real world because they directly deal with individuals. Additionally, with globalization, in order to succeed in the commerce industry, people have to develop a communication strategy for them to attract a wide audience. Thus, students must learn how to communicate which only happens through enrolling in the humanities and taking them as courses. Additionally, the study of humanities enables the students to identify the future scientific needs of the society. Through the study of history, students understand the i mpact of the study of science and technology and the impact the technology has on the lives of the people. It shows the negative effects science and technology has on the lives of the people and looks for ways of eliminating the negative impacts. Subsequently, humanities form a very crucial role in our today’s life. We are living in a society where most of the young people dont know how to relate with one another. Most of the children have abandoned their culture, and they do not know their origin.