Ancient Philosophy :: essays research papers fc

As Aristotle viewed the world around him, he observed that things are moving and changing in certain ways. Aristotle discovered that certain things cause other things, which in turn cause something else. Aristotle believed that an infinite chain of causation was not possible, thus, a prime mover of some kind must exist as the first cause of everything that changes or moves. The first evidence that Aristotle viewed was the world around him. He observed that everything is in motion, and that one motion causes another motion and so on. Much like billiard balls on a pool table. One ball hits another ball, that ball moves, hits a third ball, and the third ball moves. Like A causes B to move causes C to move etc. After careful observation, Aristotle noticed that everything is in motion, even the planets, and thus, there was a chain of causation. Aristotle believed that something can not come from nothing, that is, a thing can not pop in and out of existence, thus, there must either be an infinite chain of causation or a first cause/prime mover. Aristotle dismissed the possibility of infinite causation and instead attempted to prove that there is a prime mover or first cause. Aristotle also believed the universe was situated in a certain way. Aristotle believed that the heavens began just above the bottom of the moon and the everything above the lower portion of the moon wa s the heavens. In the heavens, Aristotle observed that everything was in a cyclical motion, and that the planets moved about each other in circles. If the planets moved about in circular motion then there must have been a cause to bring about their motion, thus, there must also be either an infinite chain of causation for heavenly bodies or a prime mover/first cause of the heavenly bodies. For Aristotle ‘local motion is the primary type of motion and the primary type of motion is circular motion' For Aristotle this means that everything is moving, and the best form of movement is movement in a circular motion because a circle is the perfect form of movement. It has no beginning and no end, it is continuous and everlasting. Aristotle saw this motion in everything, even the human existence is that of a cycle. We are born, reproduce and die, in a continuous existence just as the heavenly bodies begin at one point and move around until they are at the beginning point again.

Relationship between a model and Similitude

Relationship between a model and Similitude For a model, similitude is achieved when testing conditions are created such that the test results are applicable to the real design. There are some criteria that are required to achieve similitude; 1 . Geometric similarity – The model is the same shape as the application (they are usually scaled). 2. Kinematic similarity – Fluid flow of both the model and real application must undergo similar time rates of change motions. (Fluid streamlines are similar). 3.Dynamic similarity – Ratios of all forces acting on orresponding fluid particles and boundary surfaces in the two systems are constant.The application is analyzed in order to satisfy the conditions; 1 . All parameters required to describe the system are Identified using principles from continuum mechanics. 2. Dimensional analysis is used to express the system with as few Independent variables and as many dimensionless parameters as possible. 3. The values of the dime nsionless parameters are held to be the same for both the scale model and application.This can be done because they are dimensionless and will ensure dynamic similitude between the model and the application. The resulting equations are used to derive scaling laws which dictate model testing conditions. However, it is often impossible to achieve strict similitude during a model test. The greater the departure from the application's operating conditions, the more difficult achieving similitude is. Similitude is a term used widely in fracture mechanics relating to the strain life approach.Under given loading onditions the fatigue damage in an unnotched specimen is comparable to that of a notched specimen. Similitude suggests that the component fatigue life of the two objects will also be similar. One example that we can give here Is the. Pipe friction apparatus has been designed for students to measure pipe friction losses for laminar and turbulent flows. For laminar flow study, an ele vated head tank Is used for water supply, whilst for turbulent flow; the supply is from the Hydraulics Bench using oses with rapid action hose coupling.Students may control the flow rate of water by adjusting the flow regulator valve. The test section is connected to manometers via pressure tapplngs. The purpose (objectives) doing this experiment are; Measurement of the pressure loss for laminar flow Measurement of the pressure loss for turbulent flow Determination of the critical Reynolds' number Measurements using a tube manometer Measurements using a mercury U tube manometer Reynolds number in pipe frictionPressure drops seen for fully developed flow of fluids through pipes can be predicted 1 OF2 uslng tne Moody Olagram wnlcn plots tne Darcy-welsoacn Trlctlon Tactor T against Reynolds number Re and relative roughness. The diagram clearly shows the laminar, transition, and turbulent flow regimes as Reynolds number increases. The nature of pipe flow is strongly dependent on whether the flow is laminar or turbulent. using the Moody diagram which plots the Darcy-Weisbach friction factor f against Reynolds number Re and relative roughness . The diagram clearly shows the laminar,

Anne Frank Goes Into Hiding, 1942

Anne Frank Goes Into Hiding (1942): Thirteen-year-old Anne Frank had been writing in her red-and-white-checkered diary for less than a month when her sister, Margot, received a call-up notice around 3 p.m. on July 5, 1942. Although the Frank family had planned to go into hiding on July 16, 1942, they decided to leave immediately so that Margot would not have to be deported to a work camp. Many final arrangements needed to be made and a few extra bundles of supplies and clothes needed to be taken to the Secret Annex ahead of their arrival. They spent the afternoon packing but then had to remain quiet and seem normal around their upstairs renter until he finally went to bed. Around 11 p.m., Miep and Jan Gies arrived to take some of the packed supplies to the Secret Annex. At 5:30 a.m. on July 6, 1942, Anne Frank awoke for the last time in her bed at their apartment. The Frank family dressed in numerous layers so as to take a few extra garments with them without having to cause suspicion on the streets by carrying a suitcase. They left food on the counter, stripped the beds, and left a note giving instructions about who would take care of their cat. Margot was the first to leave the apartment; she left on her bike. The rest of the Frank family left on foot at 7:30 a.m. Anne had been told that there was a hiding place but not its location until the day of the actual move. The Frank family arrived safely at the Secret Annex, located in Otto Franks business at 263 Prinsengracht in Amsterdam. Seven days later (July 13, 1942), the van Pels family (the van Daans in the published diary) arrived at the Secret Annex. On November 16, 1942, Friedrich Fritz Pfeffer (called Albert Dussel in the diary) became the last one to arrive. The eight people hiding in the Secret Annex in Amsterdam never left their hiding place until the fateful day of August 4, 1944 when they were discovered and arrested. See full article: Anne Frank

Organic Chemistry Hydrocarbon Nomenclature Prefixes

The purpose of organic chemistry nomenclature is to indicate how many carbon atoms are in a chain, how the atoms are bonded together, and the identity and location of any functional groups in the molecule. The root names of hydrocarbon molecules are based on whether they form a chain or ring. A prefix to the name comes before the molecule. The prefix of the molecules name is based on the  number of carbon atoms. For example, a chain of six carbon atoms would be named using the prefix hex-. The suffix to the name is an ending that is applied that describes the types of chemical bonds in the molecule. An IUPAC name also includes the names of substituent groups (aside from hydrogen) that make up the molecular structure. Hydrocarbon Suffixes The suffix or ending of the name of a hydrocarbon depends on the nature of the chemical bonds between the carbon atoms. The suffix is -ane if all of the carbon-carbon bonds are single bonds (formula CnH2n2), -ene if at least one carbon-carbon bond is a double bond (formula CnH2n), and -yne if there is at least one carbon-carbon triple bond (formula CnH2n-2). There are other important organic suffixes: -ol means the molecule is alcohol or contains the -C-OH functional group-al means the molecule is an aldehyde or contains the OC-H functional group-amine means the molecule is an amine with the -C-NH2 functional group-ic acid indicates a carboxylic acid, which has the OC-OH functional group-ether indicates an ether, which has the -C-O-C- functional group-ate is an ester, which has the OC-O-C functional group-one is a ketone, which has the -CO functional group Hydrocarbon Prefixes This table lists the organic chemistry prefixes up to 20 carbons in a simple hydrocarbon chain. It would be a good idea to commit this table to memory early in your organic chemistry studies. Organic Chemistry Prefixes Prefix Number ofCarbon atoms Formula meth- 1 C eth- 2 C2 prop- 3 C3 but- 4 C4 pent- 5 C5 hex- 6 C6 hept- 7 C7 oct- 8 C8 non- 9 C9 dec- 10 C10 undec- 11 C11 dodec- 12 C12 tridec- 13 C13 tetradec- 14 C14 pentadec- 15 C15 hexadec- 16 C16 heptadec- 17 C17 octadec- 18 C18 nonadec- 19 C19 eicosan- 20 C20 Halogen substituents are also indicated using prefixes, such as fluoro (F-), chloro (Cl-), bromo (Br-), and iodo (I-).  Numbers are used to identify the position of the substituent. For example,  (CH3)2CHCH2CH2Br is named 1-bromo-3-methylbutane. Common Names Be aware, hydrocarbons found as rings (aromatic hydrocarbons) are named somewhat differently. For example, C6H6 is named benzene. Because it contains carbon-carbon double bonds, the -ene suffix is present. However, the prefix actually comes from the word gum benzoin, which as an aromatic resin used since the 15th century. When the hydrocarbons are substituents, there are several common names you may encounter: amyl: substituent with 5 carbonsvaleryl: substituent with 6 carbonslauryl: substituent with 12 carbonsmyristyl: substituent with 14 carbonscetyl or palmityl: substituent with 16 carbonsstearyl: substituent with 18 carbonsphenyl: common name for a hydrocarbon with benzene as a substituent

European Imperialism And The Colonization Of Africa

Amongst the 1870s and 1900, Africa confronted European imperialist hostility, political pressures, military assaults, and ultimately the conquest and colonization. At the same time, African civilizations put up numerous methods of resistance against the effort to inhabit their countries and enforce foreign control. By the early twentieth century, however, much of Africa, except Ethiopia and Liberia, had been inhabited by European powers. The European imperialist drive into Africa was encouraged by three main factors, economic, political, and social. It established in the nineteenth century following the collapse of the profitability of the slave trade, its abolition and suppression, as well as the expansion of the European capitalist Industrial Revolution. The requirements of capitalist development—including the request for guaranteed sources of raw materials, the search for definite markets and profitable investment passages—encouraged the European scramble and the par tition and ultimate conquest of Africa. Mainly the reason colonialism was a part of this lifestyle where the only way to gain power was to rule the biggest and the most land out of everybody else. Colonialism is when a larger nation should take control of another usually smaller nation. By the 18th century the Europeans had colonized about 55% of earth’s surface and by 1878, 67% and by 1914 about 85%. The effects of colonialism on different parts of the world had made a controversy. Walter HallShow MoreRelatedEuropean Imperialism - Dbq Essay804 Words   |  4 Pagesthe history of the world, imperialism has played a major role. Imperialism is one country’s complete domination of the political, economic, and social life of another country. Imperialism has many positive and negative effects. The Age of Imperialism is considered 1800 - 1914. During this time Europe became a major world leader. European countries set up colonies all over Africa, Latin America, and Asia, a nd encouraged their citizens to populate them. European imperialism boosted Europe’s economyRead MoreThe Age of Imperialism Essay1573 Words   |  7 PagesImperialism was a time period in which more developed nations colonized less developed nations. The developed nations took advantage of the less developed nations resources, people, lands, and much more. Many countries lost their freedom and independence due to imperialism, however, they also received new technologies and innovations. Since there were many nations involved, there were many attributes that led up to imperialism. Firstly, the Europeans wanted economic expansion. Since the industrialRead MoreImperialism in the 19th century1746 Words   |  7 Pagesgreat deal of Imperialism in the 19th century, led by mostly westerners from Europe. Imperialism is the act in which one nation extends its rule over another. Imperialism had a substantial effect on the 19th century throughout the entire world by bringing upon changes to many different countries, for better and for worse, especially to Africa. Prior to the nineteenth century, westerners did interfere with many of the affairs of nations outside of their boarders, so signs of imperialism are shown manyRead More Theme of Colonialism and Imperialism in Conrads Heart of Darkness1008 Words   |  5 PagesThe Theme of Imperialism in Heart of Darkness       Of the themes in Conrads Heart of Darkness, imperialism and colonialism are probably the most important. While Heart of Darkness is actually set on the Thames River, the events Marlow describes are set on the Congo River. The Congo is the river that brought about the partition of Africa that occurred from 1880 to 1890 (McLynn 13). This event marked the beginning of the colonization of Africa. In 1884, European nations held a conference andRead MoreEssay on Joseph Conrads Heart of Darkness1276 Words   |  6 Pagesof Darkness presents one of fictions strongest accounts of British imperialism. Conrad’s attitude towards imperialism and race has been the subject of much literary and historical debate. Many literary critics view Conrad as accepting blindly the arrogant attitude of the white male European and condemn Conrad to be a racist and imperialists. The other side vehemently defends Conrad, perceiving the novel to be an attack on imperialism and the colonial experience. Understanding the two viewpoints sideRead MoreThe Grand Scheme of the New Imperialism1391 Words   |  6 Pageseconomic and political prosperity, the Europeans did the same for the sake of the mother country, which greatly influenced the respective aspects. The European or the new Imperialism is a movement, which brought the worldwide effect of white supremacy. As far as the ideas of historians are concerned, new Imperialism was the product of economic rationale. It is obvious that every nation looks forward to uplift their economic status. Although the new Imperialism was a product of economic rational, itRead MoreImperialism Dbq Ap European History846 Words   |  4 Pages1880 to 1914, European powers went after overseas empires in Africa. The governments and political leaders of the European powers believed that this colonization of the African empires was necessary to maintain their global influence. A second group of people supposed that African colonization was the result o f the greedy Capitalists who \only cared for new resources and markets. The third group of people claimed it to be their job to enlighten and educate the uncivilized people of Africa. Although theRead MoreConsequences Of Colonization Of Africa1599 Words   |  7 Pages20th century, Africa was at the mercy of Europe imperialism. Politics and economics led powerful European nations to colonize the continent of Africa. What was later coined as â€Å"The Scramble for Africa†, led powerful nations to aggressively take over the continent and exploit its materials, people, and land. The European powers that took control of most of Africa included Britain, France, Germany, Belgium, Italy, Portugal, and Spain. The continent was divided and given to these European countries inRead More European Colonialism, Imperialism, and Cultural Superiority Essay1092 Words   |  5 PagesEuropean Imperialism and Cultural Superiority      Ã‚  Ã‚   Many factors contributed to the colonization of Africa by European powers between 1895 and 1905. Among these factors were the effects of European history, the growing capitalist economy, and the growing competition between European powers. Most important was the belief that European culture was superior to African culture. During the height of imperialism, the vast majority of the African continent was controlled by Europe (à ¬Extentà ® 19). ItRead MoreEuropean Imperialism in Late 19th Century Africa1624 Words   |  7 Pages European Imperialism in Late 19th Century Africa: African Response and Effects Rafael Delatorre History 002B Professor Standish April 12, 2014 Between 1870 and 1914, European countries ceased about ninety percent of Africa. Native Africans faced political, military, and imperialism pressure from various European countries. After the end of the profitable slave trade in Africa, due to abolishing of slavery, Europeans explored for

Dowry, an Investment System Free Essays

Dowry system is when the bride’s family gives goods, money, or estate to her husband and his family during marriage (E. Pauls Prine (Ed. ), 2008). We will write a custom essay sample on Dowry, an Investment System or any similar topic only for you Order Now This practice is mostly common in South Asia, specifically the Indian culture (E. Pauls Prine (Ed. ), 2008). On the other hand is the practice of bride price system which is where the husband gives cattle, land or goods in exchange for a woman’s hand in marriage (Schwimmer, 2002). This is mostly practiced in Africa among traditional households, where it is a price for the economic services and children a woman adds to another family (Schwimmer, 2002). Dowry and bride price are mostly practiced in exchange for the bride’s well being (E. Pauls Prine (Ed. ), 2008). There is a strong possibility that a wife might be mistreated if the dowry was not enough or satisfying for the groom’s family (E. Pauls Prine (Ed. ), 2008). Most times if the husband leaves or mistreats his wife the dowry is to be returned to her (E. Pauls Prine (Ed. ), 2008). It is also used as a means to discharge a husband of his duties to provide well for his wife, this is most common in marriages where two young people are wedded (E. Pauls Prine (Ed. ), 2008). Although the practice of dowry from the bride’s family to the groom’s is a norm in the Indian culture it the opposite for the African culture. Where as in Africa a groom’s family gives bride price to the bride’s family. These practices seen in the context of their culture are completely normal, but seen from a modern perspective are primitive and inhumane since they resemble a system of slave exchange (Schwimmer, 2002). This is due to the over turn in the practice in the twentieth century. In South Asian culture dowries have been demanded and paid to the groom’s family conjugating the term â€Å"groom price† (Maitra, 2007). In India it is evident that there is a great inflation in dowry practice (Maitra, 2007). There was also an evident increase in violence against brides who were unable to fulfill the dowry payment demanded (Maitra, 2007) . This was against the fact that in 1961 there was a Dowry Prohibition Act which made it illegal to give dowries (Maitra, 2007). This has flamed many women’s rights issues due to many cases of mistreatment of brides in India (Dowry system in, 2010). It is also criticized because it is not to provide for the bride in unforeseen circumstances but to appease the groom’s family’s greed (Dowry system in, 2010). For example, it was reported by the Vancouver Sun that a bride had died and her 13-month old daughter had suffered severe burns after the bride’s family started a fire after being dissatisfied with the dowry (Nelson, 2012). The article also highlighted that such dowry dissatisfaction causes for deaths of up to 8, 000 women in India each year (Nelson, 2012). Therefore, even though there is awareness of the cause of such mistreatment against women in India it is still a norm to practice dowry which can possibly put a daughter’s life in danger. Where as in the African culture the system of bride price is most practiced. Here bride payments are mostly interpreted as the wealth received by the bride’s family which compensates for the daughter that will be of economic use and will bare children for another family (Schwimmer, 2002). Among the Dani of New Guinea there are 3 occasions where a groom must give a bride’s family valuables, such a cattle or shells (Schwimmer, 2002). First, when the groom marries the bride and she starts working on his farm; second, when the groom has sexual rights to the bride and consummates the marriage; third, when his wife bears a child (Schwimmer, 2002). In the Igbo culture of South Africa, bride price is considered as the payment to have fertile woman and if the bride is not fertile or chooses to leave the marriage before producing children she must return the wealth given to her family by the groom (Schwimmer, 2002). With such cases of bride price many men choose marry many women and it is usually the older man that marry before the young (Schwimmer, 2002). This is due to the fact that older men have had the time to accumulate more wealth and necessary resources to pay for a bride (Schwimmer, 2002). Such practices have also raised cases where the brides have been divorced or are infertility so the families of the bride have to return the price paid to the groom (Schwimmer, 2002). For example, in the Zulu culture in South Africa there is an exchange of cattle among the groom and the bride’s father or brother (Schwimmer, 2002). This exchange is called lobola and has to be returned if the bride is divorced or cannot bare children (Schwimmer, 2002). Also, in such cultures when a son receives his first lobola from his daughter’s marriage he must give it to his father as repayment for his marriage (Schwimmer, 2002). These practices observed by outsides would resemble much to slave exchange; morally this is wrong yet it is normally practiced in South Africa because of its wide acceptance in the culture (Schwimmer, 2002). In conclusion, from an anthropological point of view there is a cultural norm set by traditions and human greed which causes for such immoral practices of dowry and bride price. Although, these practices are considered a norm in these cultures, an outsider observing would be very shocked to see such inhumane treatment of women. This is a type of degradation which is still to this day present even with government laws which prohibit against it (Dowry system in, 2010). In order for such practices to become a rarity and not a norm a strong education system for women is important this is a suggestion and an observation an anthropologist would make with a moral leniency. Bibliography: Nelson, D. (2012, 10 16). Woman dies in dowry spat. The Vancouver Sun. Retrieved from http://www. vancouversun. com/Woman+dies+dowry+spat/7395783/story. html Woman in coma after suicide attempt dies in sardarnagar. (2012, 10 30). Times Of India. Retrieved from http://timesofindia. indiatimes. com/city/ahmedabad/Woman-in-coma-after-suicide-attempt-dies-in-Sardarnagar/articleshow/17012521. cms Dowry system in india. In (2010). Country Facts Information. Kwintessential Ltd. Retrieved from http://www. kwintessential. co. uk/articles/india/Dowry-System-in-India/3024 Dowry. In (2008). E. Pauls Prine (Ed. , Encyclopedia Britannica. Retrieved from http://www. britannica. com/EBchecked/topic/170540/dowry Maitra, S. (2007). Dowry and bride price. In (2nd ed. ). International Encyclopedia of the Social Sciences. Retrieved from http://dept. econ. yorku. ca/~smaitra/SMaitra_IESS. pdf Schwimmer, B. (2002, 05). Bride wealth. Retrieved from http://www. umanitoba. ca/faculties/arts/anthropology/tutor/marriage/bride_wealth. html (Schwimmer, 2002) Brid ewealth. In (2012). Encyclopedia Britannica. Retrieved from http://www. britannica. com/EBchecked/topic/79255/bridewealth How to cite Dowry, an Investment System, Essay examples

Pragmatism in World Language Classroom

Question: 1. Do you agree with this pragmatic philosophy theory, where activities are the esssence of learning? Yes or No and Why? 2. Is it always possible to connect our curriculum to real-life lessons? How? 3. How difficult would it be to provide our students with this great teaching curriculum theory however; align it to Common Core Standards and testing paradigms? Please explain. Answer: 1. I do agree with the Pragmatic philosophy which states that activities are the actual essence of learning. According to the given scenario, the pragmatic approach encourage the learning sessions by using homogeneous classroom setting where factual activities equip the students to deal with real tasks. Activity or actions forms the core objective Pragmatic philosophy theory. Thus, it is evident that, mental activity is linearly associated to the physical interaction of individuals. Hence, such an attitude enables learning through activities. Moreover, the real-life experiences forms the core of curriculum that is better understood if it is implemented in action (Betz Huth, 2014). As said by Confucius; Forgetting is eventual with teaching; involvement in the lesson is actually related to understanding. Pragmatism prepares the students to flourish in the dynamic world making them perfectly ready to act in practical situations by making them learn through activities. 2. The Philosophy of Pragmatism is student centric approach where teachers are asked to motivate students intrinsically through real-life and factual scenarios. This enables the students to think and relate the learning with the environment around them. Curriculum is connected to the real life experiences by participating in various project and activities that offers factual problems. Moreover, in world language classroom, Multiculturalism plays the key role that can only be attained by students through exploration of real-life experiences of hosting visitors of other cultures within the classroom (Flix-Brasdefer Cohen, 2012). The session of Q A improve the multicultural behaviour between students and remove the cross-cultural barriers. Connecting curriculum with real-life experiences involve watching of authentic videos of diverse countries, ability to identify their customs and language, etc. Students realize their active part they play in learning when curriculum is connected to real-life sessions, through constant practice and group work. Knowledge is the common practice in classroom, whereas alignment of real-life scenario will enable cohesiveness and collaboration. 3. Pragmatic approach to learning signifies a school culture of shared learning classrooms where both the student and teacher have equal contribution in academic and social growth. However, it will be difficult to train students in this significant teaching curriculum and alignment of it into Core standards such as Communication, connections, cultures, comparison and communities (Rafieyan et al.2013). Shared classroom experience is necessary to gain adequate knowledge about other cultures, its comparison to own cultures and integration to individual communities. This becomes difficult due to cross cultural barriers and restrict student practice as a group. Hence, in order to align the teaching curriculum theory with common core standards students must realize the importance of group work, learn to socialize and gain deep knowledge about the other countries, and development of respectful attitude towards other cultures and societies. Alignment of pragmatic teaching curriculum into com mon core standards will be difficult unless collaboration and cohesive practice is encouraged (Sykes, 2013). Cohesive and collaboration will eventually encourage innovative thinking, make efforts to understand the language/problem, and utilize higher order thinking abilities to comprehend the problem. Such an approach will enable the group of learners to act practically during the real-life or factual situations. Reference List Betz, E. M., Huth, T. (2014). Beyond grammar: Teaching interaction in the German language classroom.Die Unterrichtspraxis/Teaching German,47(2), 140-163. Flix-Brasdefer, J. C., Cohen, A. D. (2012). Teaching pragmatics in the foreign language classroom: Grammar as a communicative resource.Hispania,95(4), 650-669. Rafieyan, V., Majid, N. B. A., Eng, L. S. (2013). Relationship between Attitude toward Target Language Culture Instruction and Pragmatic Comprehension Development.English Language Teaching,6(8), p125. Sykes, J. M. (2013). Synchronous CMC and pragmatic development: Effects of oral and written chat.CALICO journal,22(3), 399-431.