Fast Food, Fat Food Essay

Nowadays, fast food is a very popular trend in Thailand. Teenagers think it is very smart when they go into the fast food restaurant, especially, the restaurant which is a part of foreign franchise restaurants. Not only teenagers that like fast food but also children and adults. In the busy schedule of modern times people have no time to prepare nutritious food during the day so fast food becomes a very convenient choice. However, there are several health issues related to consuming fast food; one serious concern is the connection between fast food and obesity. Because of the growth of fast food restaurants, you can see them located anywhere in daily life. For example, on the first floor of MBK Centre, there are numerous fast food restaurants, such as KFC, McDonald’s and Burger King situated not far from each other. However, at lunch time, you cannot find any seats if you arrive late. Similarly, at Chulalongkorn University there are more than 5 branches of 7-eleven, which is a shop where you can buy fast food such as sandwiches, hot dogs, and hamburgers. You would think that there are not many people there. Although there are many branches, students also have to wait in a long queue. This can show how popular fast food is. Fast food is very popular not only in Thailand but also all over the world. The information from Wikipedia showed that â€Å"Burger King has more than 11,100 restaurants in more than 65 countries, Pizza Hut is located in 97 countries with 100 branches in China, KFC is located in 25 countries and McDonald’s is located in 120 countries on 6 continents and operates over 31,000 restaurants worldwide. † Although fast food is very popular, it is not good for health because fast food is often high in carbohydrates, fat and sodium. Common menu items at fast food restaurants are fried chicken, French fries, hot dogs and ice cream. All of them are made of dangerous ingredients such as low quality bread, high fat meat and salt. The fast food bread is made from refined grains that have been modified from their natural composition, so a fraction of the nutrients in grains are removed, remaining only excessive starchy. Next ingredient is the high fat meat which can cause several health problems. Fat from animal sources is saturated fat that increased the bad cholesterol (LDL) levels which results in adverse negative effects on the health of person’s heart (â€Å"The Importance of Dietary Fat and Cholesterol†). The last dangerous ingredient is the thing that makes fast food has a delicious taste; it is salt or sodium chloride. Scientists from the Scientific Advisory Committee on Nutrition recommend only 4 grams of salt per day because overconsumption of salt will cause high blood pressure and obesity (qtd. in â€Å"Salt†). In fact, according to the CASH survey, a Pizza Hut meal deal, which consisted of a Cheesy Bites Meat Feast, a medium Super Supreme, a portion of garlic bread, a portion of potato wedges, chicken wings, and a cheesecake dessert shared equally between four, could contain 12. 3 grams of salt per person (qtd. n â€Å"Fast food salt levels shocking†). â€Å"People are increasingly being warned against the ill effects of fast food and the potential damage they pose to human health† (Manohar). Many publications write about health problems from fast food such as nutrition deficiencies, increased cholesterol levels and diabetes. However, the most concern is obesity because this can link to many other dangerous health problems. One reason that fast food can cause obesity is because of its high calories. In one day, men need about 2,700 calories and women need about 2,000 calories but you can get excess calories from only one meal with fast food. For example, a KFC meal set includes KFC famous Bowls (Rice and Gravy), a breast of fried chicken, a box of French fries and a 32-oz Gulp of Pepsi. You can gain 790 calories from the bowl, 370 calories from the chicken, 500 calories from French fries and 425 calories from Pepsi, so from all of these you will have about 2,085 calories (â€Å"KFC Nutrition Guide†). As a consequence from the warning in many publications, the danger of fast food is widely known. However, no matter people know how it is linked to many health problems, it is also the popular choice. We cannot avoid fast food completely in our day-to-day life considering its taste, convenience and instant delivery. Fast food is suited to our everyday lifestyle, but, as we know, a little bit of everything is always good while overexposure to that â€Å"little bit† is disastrous more often than not. Fast food is not an exception to this.

Submit and Syllabus

Facts:-During fall 2012, Simpson submitted a Syllabus Acknowledgement. -Course syllabus contains information about course requirements, grading procedures, and late or missing assignments. -Course syllabus informed students that Assignment 10 was due no later than 12pm, November 2, 2012. -Simpson turned in assignment at 12:31pm on November 2, 2012 -Professor Skinner reduced Simpson’s grade from 100 to 85. -Simpson had not asked for additional time to complete the assignment.Professor Skinner admitted he would have given an extension had Simpson asked for one. Issue: Does Professor Skinner have the discretion to deduct an arbitrary number of points from a late assignment? Holding: Yes, Professor Skinner does have the discretion to deduct an arbitrary number of points from a late assignment. Reasoning: The court cited that the fact that Simpson neither read nor understood the Syllabus Acknowledgement is irrelevant. Simpson signed and submitted the Acknowledgement. Therefore Simp son agreed to follow the course requirements.He the violated those terms by knowingly submitting his assignment late. He is subject to a penalty for submitting his assignment late. Simpson should have been aware of his rights and duties as a student. Since he knowingly submitted his assignment late and/or failed to request additional time, Professor Skinner had the authority and discretion to impose the 15 point penalty. The course syllabus states that â€Å"assignments are due on time. Late points may be applied at the instructor’s discretion. † (Syllabus, p.2)â€Å"Students may submit requests for extra time. If granted, the instructor cannot deduct late point. † The Syllabus Acknowledgement states, in plain English, that by signing and submitting the Acknowledgement the student avows that he had â€Å"read the syllabus and agrees to all the course requirements. † (S. A. p. 11) Simpson admitted that he submitted a Syllabus Acknowledgement without readin g it. The syllabus does not limit the instructor’s discretion in any way, therefore it is the decision of the court that the grade of 85 is upheld.

Allegations Of Anti Competitive Behavior In Markets Economics Essay

Allegations Of Anti Competitive Behavior In Markets Economics Essay A market is a place  within  which suppliers and  demanders  of any product interact. This interaction determines what gets  caused  and  overwhelmed  via the  gesture  of the market price. All  business   organizations must have a  relevant  knowledge regarding the markets  within  which they operates. Before discussing the markets which are investigated by the various anti competitive authorities it is very important to discuss the markeet structure in which those markets falls. The fundamental thought of market structure is midpoint to both economics and marketing. Both disciplines are afraid with strategic decision making. In decision making examination, market design has a valued job through its consequences on the decision-making environment (Baumol, 1961; Yadav1995) Understanding the reasons and effects of focused industry framework remains to pose a formidable contest for industrial organizations markets in which firms can differentiate their commodities are notably complex, as each person firm’s commodity option affects it’s possesses profitability, and the extent of commodity differentiate impacts the intensity of competition for all market participation According to Moschandreas (2000) it is very difficult to define a market but  later  setting  perimeters  it is  straightforward  to define industry which includes all the firms operating in an  individual  market. In economics markets can be categorized according to the structure of the industry and industry structure is classified on the basis of market structure variables which determine the extent and characteristics of competition.  So different firms operate in different types of markets which is known as market structure. It includes various features like number of firms in the markets and types of product they are dealing with.The competitiveness of the market depends on the power of the individual firms to influence market price s. The long run profitability of firm is judged from their performance in their particular market. So we can say that market structure determines the behaviour of firms and which determines the performance of firms. According to Chrystal, K.A perfect competition ,monopoly, monopolistic competition, and oligopoly. Monopoly and perfect competition lie in the too extreme. In the monopoly industry contains only one firm, which can, therefore sets its price without concern about how competiting firms in the industry will react. Perfect competition is a market form where there are several firms competing within an industry. In this type of market structure, firms are price takers, free to enter the industry and produce identical products (Sloman & Sutcliffe, 2001). In the perfect competition market there are large numbers of buyers and sellers, selling homogeneous product, without having any market power means firms can’t influence the market price and output of product so the fir m in perfect competition is a price taker. There are no barriers regarding entry and exit of firms from perfect competition. The large number of firms and the homogeneity of product ensure that each product has a negligible effect on market price and output. Mobility of both sellers and buyers means that if a price difference were to open up it would be exploited immediately. Consequently the possibilities of difference prices prevailing in the same market can be ignored.( Chrystal, K.A & Lipsey, R.G 1997).

Evaluate A Companys Foundation for Execution Assignment

Evaluate A Companys Foundation for Execution - Assignment Example Thus, operating model comprises elements of business model and tactical abilities of an organisation (Deloitte Development LLC, 2011). Operating Model of IBM IBM is an international leader in information and technology segment. IBM performs in a stable business market, having a large number of competitors such as HP and Dell among others. A successful operating model depends on several external factors such as economic environment, market context and industry conditions along with internal factors (IBM, n.d.). IBM has identified three abilities which are also termed as Three A’s that can enhance the execution of operating model namely aligned, analytical and adaptable as demonstrated in figure 1. Fig 1: The Three A’s of Operating Model Source: (Giesen & et. al., 2009) Aligned Aligned operating model leverages core competences of an organisation and implements consistency across every dimension of business (such as external and internal facets). Traditionally, the core c ompetencies of IBM were its exclusive hardware and software solutions along with strong after sales services. However, the low price strategy of leading competitors has significantly contributed towards fading away the core competencies of IBM. In order to revitalise itself, IBM has changed its core competencies by diversifying the business to certain other segments such as insurance, financial services, retail and transportation in order to provide better information technology (IT) solutions. Furthermore, instead of competing with other rivals, IBM has moved towards the establishment of a strong network, facilitating to strengthen its core competencies with regard to better customer services (Harreld & et. al., 2006). Strategic Alignment of IBM: In operating... Thiss paper stresses that architecture maturity comprises different characteristics which are essential for assisting IT infrastructure of an organisation. The infrastructure exists for helping different operations of an organisation. Adaptive and active enterprise architecture allows organisations to change and manage business process complexities inherent in large organisations such as IBM. As architecture matures, likelihood, process control and efficiency also increase. The enterprise architecture model of IBM comprises organised industry leading functions, industry standards, industry rules, and established solution building blocks. It influences the widespread business domain understanding, along with leveraging fruitful industry skills, technical know-how and thought leadership that IBM possesses and utilises for value creation. This report makes a conclusion that the operating model of IBM helps to deliver a set of reliable and positive business outcomes with proper association amid different components. The operating model of IBM typically contains artefacts demonstrating strategic transformations, business procedures and service based architecture. The operating model demonstrates details about different core dimensions of the business which help to differentiate the organisation from other competitors. It is believed that IBM should constantly innovate and refurbish the operating model in order to seize the ever-present business opportunities.

Current Australian Issues Essay Example | Topics and Well Written Essays - 500 words

Current Australian Issues - Essay Example They try to persuade the computer novices, who barely have any idea of their computer system and are alarmed by such calls and due to their limited knowledge are inclined towards believing on such scams. The technician asks the consumer to log on to a third party website for the purpose of remote access troubleshooting to the consumer’s PC. The telemarketers go to such extents that they claim they belong to reputed computer organizations such as â€Å"Microsoft† and â€Å"Windows†. The Australian Competition and Consumer Commission (ACCC) are looking forward into investigating towards this matter and warning the consumers to remain attentive about such scams (Australian Competition and Consumer Commission). The calls come at all odd times of the day, due to the fact that the telemarketers are not from Australia. A new trend in the type of PC-related scam calls have been observed, in which the caller falsely claims to belong to some foreign government, or from the consumer’s bank and they try to convince the consumers to recover their money that they have lost in previous scams, in return for a moderate fee. This is again a fraud and the consumer ends up paying more money, without any retrieval. PC scam calls are just one genre of the telemarketing abuse. Retrieving consumer’s personal identification details also helps these scammers to provide language-specific calls. The consumer is dealt with the telemarketer of the same foreign language, in the hope of optimized persuasion strategies. Lately consumers have complained of calls by telemarketers for enrolling their kids in tuition centers for specific subjects. Another genre of scam calls relate to the religious preferences of the consumers. Consumers have been asked to join religious centers that preach certain beliefs. The idea behind these telemarketers is to scrape out as much money as they can from the consumers, by stealing their identification details, in order to

Management Essay Example | Topics and Well Written Essays - 2500 words - 10

Management - Essay Example This research paper analysis the changes that have occurred in the Norse Skag Company from the perspective of organizational design, on the basis of the nine parameters that have been identified by Graetz et al (2002). The organizational changes in Norse Skag are divided into those that deal with structural realignments or changes, changes to the internal processes which include the acquisition of new IT technologies and the introduction of improved HR policies, as well as the boundaries changes that have taken place, whereby the company has outsourced/sold off some of its subsidiary activities in order to focus more effectively on its target area of newsprint production. In an intensely competitive global economy, these changes have been helping the Company to continue to retain a competitive advantage in the global marketplace. The Norse Skag Company started off as a local company producing newsprint in the Norweigan area, however it has now diversified into 15 countries in 5 continents. While it was originally a producer of a variety of forest products, it has now streamlined its operations so that 95% of its revenue is accrued from the production of paper on a global scale (www.report.huginonline.com). During this process of transformation, the Company has undergone several changes, wherein old and established practices have needed to be revamped in order to give way to new ideas and practices. In response to the financial pressures that have been created by globalization, the Company has undergone a transformation in organizational design. In his article on building new organizations, Senge (1990) points out that in an increasingly dynamic, interdependent and unpredictable world, it is vital that an organization is a learning organization if it is to survive and maintain a competitive advantage. A learning organization is one where two kinds of learning take place – generative learning which is about creating, as well as adaptive

Social Security's role in our society and public administration Essay

Social Security's role in our society and public administration - Essay Example This Civil War Pension program provided benefits to war veterans with disabilities, in addition, widows and orphans could receive pensions equal to the amount paid to veterans. Starting with the year 1906 old age has become the main qualification for the benefits payment. Thus, by the year 1960 the following groups of people were receiving benefits: Civil War veterans, survivors with disabilities, and the old-aged. Later, these programs would become known as Social Security. In particular, four major demographic changes led to the emergence of Social Security in the early 1930s: the Industrial Revolution, the urbanization of America, the disappearance of the extended family and the market increase in life expectancy. Also, as a result of an Agricultural Revolution the majority of self-employed workers were transformed into industrial working class. When primary income comes from wages, economic security is threatened by recessions, layoffs and business failures, factors that employees have no control over. Industrialization has led to city growth and by 1930 half of the population was living in cities. The trend towards urbanization resulted in the disappearance of the extended family. This was due to large families living in the same residence. The major advantage of an extended family was that when one member became too old too work, the other members assumed responsibility for his well-being. Urbanization limited this kind of support and many old peo ple appeared behind the line of poverty. Finally, due to improved healthcare and sanitation Americans began to live significantly longer. The net result from these demographic changes was that Americans were older, more industrial and fewer people lived in extended families. The existing provisions of economic security were becoming increasingly fragile. The Social Security programs adopted in late 1935 relied on the concept of social insurance common in Europe at that time. The initial aim of the Social Security system was to shift the responsibility for economic security to the governmental institutions. In the late 19th century several European and Latin American states already had some form of the social insurance campaigns. The major points of the American Social Security included old age assistance, unemployment insurance, aid to dependent children and grants to the states to provide medical care (Tanner, 2004). The section on old-age benefits is what people think about Social Security today. Although the American social insurance program has been initiated much later, it was relatively successful compared to the other systems. For example, in the book "Relief and Social Security" Meriam notes the following: " . . . social insurance and the allied services, as they exist today, are conducted by a complex of disconnected adminis trative organs, proceeding on different principles, doing invaluable service but at a cost in money and trouble and anomalous treatment of identical problems for which there is no justification. In a system of social security better on the whole than can be found in almost any other country there are serious deficiencies which call for remedy" (Meriam, 1946, p. 2). Meriam talks about the American Social Security Act of 1935 as one of the most successful. Particularly, she outlines four major benefits this act has offered (Meriam, 1946, p. 16-19): The creation of the Civilian Conservation Corps by the national government

Nursing Essay Example | Topics and Well Written Essays - 1000 words - 4

Nursing - Essay Example This will ensure that that person understands what the institution like and hospital believes in and stand for. If everyone understand what is expected of him or her, it is very easy while in the course of business because it will just be about reminding them. Health institutions offering nursing services must give priority to its own staff by letting them understand where the institution is leading. A people without direction have no motivation at all. The vision gives a direction and objective as well as clearly outlined plans of how to achieve the set goals. Engaging staff while formulating these goals is very important for it encourages them to have a sense of ownership of the institution. This makes them see that they also have the power to make a contribution in making contribution towards success of their own institution. Workers may be having great ideas that can turn around the state of health. Nurses always have better solutions to solve their own problems but the management teams always think that it can solve all the problems of the people. Another wonderful strategy is allowing workers to form their own unions, which can help them air their views. When one is employed, the needs increases with time with the focus shifting from only salary to other needs in an order called hierarchy of needs. Every institution should ensure that nurses are given the freedom to form their own associations so that their opinions may be heard equally as for the executive team. While making critical decisions that affects the lives of all the staff, it is crucial to consult the staff through their unions and

Observing the Moon's Phases Assignment Example | Topics and Well Written Essays - 750 words

Observing the Moon's Phases - Assignment Example It takes almost one month (twenty seven days) for the moon to go around the earth, in direction relative to the stars; however, the moon takes almost twenty nine days to orbit around the earth relative to the sun; this is because as the moon goes around the earth, the earth at the same time is travelling around the sun; thus the moon will make an extra distance to make one round in regard to the sun (Wlasuk, 5). Looking at the moon at the same time each week and making sketches was of great help in understanding changes, in the moon’s phases, the moon rises from the west and sets east while the sun rises in the east and sets west. From the sketches, the moon moved approximately 92 degrees each week. Twice in the observation month moon appeared, start of the initial week, and the end of the second week; this happened when the moon was fully lit and facing the earth. That usually happens when the earth seats between the sun and the moon (this is referred to as the full moon) and the when the moon is between the earth and the sun (new moon). After one week since the observation of the full moon that occurred when the sun was opposite to the moon and rising in the west, at the exact moment when the sun was setting, the moon entered the quarter moon shape. From the earth, the moon was seen as a half circle because that was the only visible part that was lit. Naturally, that was the last quarter and it appeared after the full moon and before the new moon. After that, the moon became completely dark. This occurred because the moon moved between the sun and the earth and the moon’s side facing the earth darkened. This is referred to as the new moon phase. That phase of the moon was usually not observable. However it was possible to make an outline of the moon as part of the sunlight reflected off the earth and hit the moon. At that point, the sun and the moon were on the same side of sky (Wlasuk, 12). After the new moon, a week later the first quarter pha se of the moon was seen. Other phases of the moon were also seen, these phases developed in between the weeks. After the new moon, the beginning of that week a smaller phase less than half the moon was seen that phase of the moon is referred to as the crescent. Another observation made was that this phase was brighter due to gentle light reflected by the earth. That phase was known as the waxing crescent, and it appeared just after the new moon. The begging of the second week, after the first quarter moon phase, a bigger moon phase than half size of the moon was seen. This phase is referred to as gibbous. Waxing gibbous was a more illuminated and increasing phase of the moon that appeared just before the full moon phase. At the start of the third week, after the full moon phase appeared, gibbous phase reappeared; on the other hand, that phase was less illuminated and decreasing than observed previously. Waning gibbous was seen just after the full moon. After the last quarter of the moon, crescent phase was seen. This phase is known as waning crescent phase as it has decreased illumination and it appeared just before the new moon. In conclusion, it takes about a month for the moon to go around the earth, during this period the moon’s phase changes from fully lit to completely dark and back to full illumination again, moving about 13 degrees every twenty four hours and 92 degrees each week. The first quarter is about 7 days old while the full moon is 14 days old; the last quarter is

Return to Normalcy Essay Example for Free

Return to Normalcy Essay â€Å"Return to Normalcy† United States presidential candidate Warren G. Harding’s campaign promise in the election of 1920. Doc 7 Muscle Shoals famous for its contributions to American popular music in the 1920’s. Doc 24 Election of 1924 – Republican Calvin Coolidge wins election by a landslide. Doc 11 Federal Farm Board created in 1929, before the stock market crash on Black Tuesday, 1929, but its powers were later enlarged to meet the economic crisis farmers faced during the Great Depression. It was established by the Agricultural Marketing Act to stabilize prices and to promote the sale of agricultural products. The board would help farmers stabilize prices by holding surplus grain and cotton in storage. Doc 7 Theodore Dreiser an American novelist and journalist of the naturalist school. His novels often featured main characters that succeeded at their objectives despite a lack of a firm moral code, and literary situations that more closely resemble studies of nature than tales of choice and agency. Dreisers best known novels include Sister Carrie (1900) and An American Tragedy (1925). Doc 3 T. S. Eliot a publisher, playwright, literary and social critic and arguably the most important English-language poet of the 20th century. Although he was born an American, he moved to the United Kingdom in 1914 (at age 25) and was naturalized as a British subject in 1927 at age 39. Doc 1 Fundamentalists The demand for a strict adherence to specific theological doctrines usually understood as a reaction against Modernist theology, combined with a vigorous attack on outside threats to their religious culture. The term fundamentalism was originally coined by its supporters to describe a specific package of theological beliefs that developed into a movement within the Protestant community of the United States in the early part of the 20th century, and that had its roots in the Fundamentalist–Modernist Controversy of that time. Doc 20 Billy Sunday an American athlete who, after being a popular outfielder in baseballs National League during the 1880s, became the most celebrated and influential American evangelistduring the first two decades of the 20th century. Henry Ford [Model T]- an automobile that was produced by Henry Fords Ford Motor Company from September 1908 to October 1927. It is generally regarded as the first affordable automobile, the car that opened travel to the common middle-class American; some of this was because of Fords innovations, including assembly line production instead of individual hand crafting. (23) flappers- a new breed of young Western women in the 1920s who wore short skirts, bobbed their hair, listened to jazz, and flaunted their disdain for what was then considered acceptable behavior. Flappers were seen as brash for wearing excessive makeup, drinking, treating sex in a casual manner, smoking, driving automobiles and otherwise flouting social and sexual norms. (8,9,14,22) Harlem Renaissance- a cultural movement that spanned the 1920s and 1930s. At the time, it was known as the New Negro Movement, named after the 1925 anthology by Alain Locke. Though it was centered in the Harlem neighborhood of New York City, many French-speaking black writers from African and Caribbean colonies who lived in Paris were also influenced by the Harlem Renaissance. 3) Marcus Garvey- a Jamaican publisher, journalist, entrepreneur, and orator who was a staunch proponent of the Black Nationalism and Pan-Africanism movements, to which end he founded the Universal Negro Improvement Association and African Communities League (UNIA-ACL). He founded the Black Star Line, part of the Back-to-Africa movement, which promoted the return of the African Diaspora to their ancestral lands. (10) Charles Lindbergh- an American aviator, author, inventor, explorer, and social activist. As a 25-year-old U. S.  Air Mail pilot Lindbergh emerged suddenly from virtual obscurity to instantaneous world fame as the result of his Orteig Prize-winning solo non-stop flight on May 20–21, 1927, made from Roosevelt Field[N 1] located in Garden City on New Yorks Long Island to Le Bourget Field in Paris, France. (5,21) Twenty-One Demands- a set of demands made by the Empire of Japan under Prime Minister Okuma Shigenobu sent to the nominal government of the Republic of China on January 18, 1915, resulting in two treaties with Japan on May 25, 1915. 5:5:3:1. 75:1. 5 naval ratio- after World War I, many nations became concerned about the threat of another war and the possibility of an arms race. To address these issues in the naval arena, in 1922, Great Britain, the United States, Japan, France, and Italy signed the Five Powers Treaty at the Washington Conference. In the treaty, the powers agreed to a 5:5:3:1. 75:1. 75 ratio of naval tonnage and restrictions with regard to new building of both ships and bases. Young Plan- a program for settlement of German reparations debts after World War I written in 1929 and formally adopted in 1930. It was presented by the committee headed (1929–30) by American Owen D. Young. The reparations, set in January 1921 by an Inter-Allied Reparations Commission at 269 billion gold marks (the equivalent of around 100,000 tonnes of pure gold) were deliberately crushing. Teapot Dome Scandal- a bribery incident that took place in the United States in 1922–1923, during the administration of President Warren G. Harding. Secretary of the Interior Albert B. Fall leased Navy petroleum reserves at Teapot Dome and two other locations to private oil companies at low rates without competitive bidding. doc 24 Secy. of the Treasury Mellon (tax cuts)- Mellon came into office with a goal of reducing the huge federal debt from World War I. To do this, he needed to increase the federal revenue and cut spending. He believed that if the tax rates were too high, then the people would try to avoid paying them. He observed that as tax rates had increased during the first part of the 20th century, investors moved to avoid the highest rates by choosing tax-free municipal bonds, for instance. (doc 15 Progressive Party- was an American political party. It was formed by former President Theodore Roosevelt, after a split in the Republican Party between himself and President William Howard Taft. â€Å"The Lost Generation†- is a term used to refer to the generation, actually a cohort, that came of age during World War I. The term was popularized by Ernest Hemingway who used it as one of two contrasting epigraphs for his novel, The Sun Also Rises. (doc 9, Doc 13 Ernest Hemingway [A Farewell to Arms]- a semi-autobiographical novel written by Ernest Hemingway concerning events during the Italian campaigns during the First World War. The book, which was first published in 1929, is a first-person account of American Frederic Henry, serving as a Lieutenant (Tenente) in the ambulance corps of the Italian Army. The title is taken from a poem by 16th-century English dramatist George Peele. (doc 13 prohibition [Volstead Act]- prohibited the production, sale, and transport of intoxicating liquors, it did not define intoxicating liquors or provide penalties. It granted both the federal government and the states the power to enforce the ban by appropriate legislation. A bill to do so was introduced in Congress in 1919. (Doc 2 Immigration Acts (1921, 1924)- was a United States federal law that limited the annual number of immigrants who could be admitted from any country to 2% of the number of people from that country who were already living in the United States in 1890, down from the 3% cap set by the Immigration Restriction Act of 1921, according to the Census of 1890. doc 11, doc 17 Scopes Trial- was a landmark American legal case in 1925 in which high school science teacher, John Scopes, was accused of violating Tennessees Butler Act which made it unlawful to teach evolution in any state-funded school. (Doc 1 The Jazz Singer (Doc 7)- is a 1927 American musical film. The first feature-length motion picture with synchronized dialogue sequences, its release heralded the commercial ascendance of the talkies and the decline of the silent f ilm era. Produced by Warner Bros. with its Vitaphone sound-on-disc system, the movie stars Al Jolson, who performs six songs. The â€Å"New Woman† (Doc 22)- was a feminist ideal that emerged in the late 19th century. The New Woman pushed the limits set by male-dominated society, especially as modeled in the plays of Norwegian Henrik Ibsen (1828–1906). The New Woman sprang fully armed from Ibsens brain, according to a joke by Max Beerbohm (1872–1956). Langston Hughes (Doc. 3)- was an American poet, social activist, novelist, playwright, and columnist. He was one of the earliest innovators of the then-new literary art form jazz poetry. Hughes is best known for his work during the Harlem Renaissance. Pan-African Movement (Document 10)- is a movement that seeks to unify African people or people living in Africa, into a one African community† Differing types of Pan-Africanism seek different levels of economic, racial, social, or political unity. Spirit of St. Louis (Doc 21)- is the custom-built, single engine, single-seat monoplane that was flown solo by Charles Lindbergh on May 20–21, 1927, on the first non-stop flight from New York to Paris for which Lindbergh won the $25,000 Orteig Prize. Washington Naval Conference(NA)- also called the Washington Arms Conference, was a military conference called by President Warren G. Harding and held in Washington from 12 November 1921 to 6 February 1922. Conducted outside the auspices of the League of Nations, it was attended by nine nations. Dawes Plan(NA)- was an attempt in 1924 to solve the reparations problem, which had bedeviled international politics, in the wake of the Ruhr occupation and the hyperinflation crisis. It provided for the Allies to collect war reparations debt from Germany. Intended as an interim measure, the Young Plan was adopted in 1929 to replace it. Kellogg-Briand Treaty(NA)- agreement, signed Aug. 27, 1928, condemning â€Å"recourse to war for the solution of international controversies. † It is more properly known as the Pact of Paris. In June, 1927, Aristide Briand, foreign minister of France, proposed to the U. S. government a treaty outlawing war between the two countries.

The Infuence Of Technology On Criminal Behavior

The Infuence Of Technology On Criminal Behavior â€Å"That technology influences criminal behaviour in all its aspects can hardly be disputed. If mobile phones and laptop computers are available for seizure by thieves and robbers, technology in the form of anti-theft devices for vehicles and burglar alarms for buildings have also played their part in deterring the felons.† The advancement of technology clearly alters and extends crime and criminal behaviour and has resulted in new offences coming into existence. In turn, criminal detection and legislation has reacted to the effects of technology upon crime, often by adopting new technology and including reference to technology in legislation and judgments. Offences such as fraud have developed through technological advancement resulting in offences becoming much easier to perpetrate: â€Å"The requirement that a person be outside his place of abode when going equipped [to commit fraud] may have worked in 1968, but in the modern world, with computers, fraud may be perpetrat ed by a person sitting at his computer terminal in his home.† Nicholas Yeo highlights how the adapting legislation attempting to tackle the effects of technology upon crime have resulted in Prosecutors having a â€Å"wide palette of overlapping offences, from which to select†. This demonstrates the extent to which the Criminal Justice system is adapting to accommodate technological advances in crime. But what of offences pertaining to the person such as assault and sexual offences? Technology has greatly extended our understanding of what constitutes a sexual offence predominately through the medium of the internet. This form of technology allows sexual offenders to commit offences against children without having to be in the childs presence. It is arguably the internet which most illustrates the extension of the human body which technology may allow. The internet has implications for other crimes against the person, notably the offence of harassment arguably bordering on assault. This essay will assess the implications of the internet illustrated through the offences of sexual grooming and harassment to demonstrate the extent to which technology effects crimes against the person both the offender and the victim. Where crimes develop, clearly crime detection and control must evolve to match this development. Crime control has developed significantly through time, no more than in recent years, due to the advancement of technology. This essay will focus upon the replacement of traditional â€Å"bobbies walking the beat† with CCTV and Electronic witness statement recording. In addition, the methods used to tackle the modern effects of the internet and other technologies upon crime will be considered. Technology has acted to extend criminal activity beyond what was previously physically possible but it has also extended the capabilities of police officers and criminal agencies beyond what was traditionally achievable utilising man power alone. As Richard Card highlights, â€Å"Paedophiles have not been slow to make use of the internet to gain the trust and confidence of children in â€Å"Chat room conversations† for their own purposes.† In light of this, the criminal justice system has legislated, though the Sexual Offences Act 2003 to protect children form internet grooming. S 15(1) provides that an offence is committed should an adult communicate with a child under 16 and intentionally uses this communication to meet with a child to commission an offence. â€Å"Communication† extends to the use of the internet. Under the 2003 Act, for an offence to be committed, the offender must meet with the child and then commit a further sexual offence. However, of course there is the inchoate offence of attempting to â€Å"groom† a child and this sexual offence can be committed purely through the use of the internet. This is an illustrative example of sex offenders using the internet not only as a tool to commit physical crimes but to gain sexual gratification in and of the act itself. However, the Judgment in R v Bollingbroke demonstrates that the Judiciary is aware of the effect of technology upon sexual offences committed and facilitated through the internet and the potential complexities arising in relation to sentencing. Measures have been taken in recent years to combat the use of the internet in child abuse and attempted child abuse cases. In 2007, the then Home Secretary, John Reid announced the Governments intention to curb internet grooming through measures requiring internet paedophiles to register their online identities with the authorities so as to be more easily tracked. These measures received justified criticism in that they would be useless against any paedophile who desired to hide their identity as alternative computers and email accounts could easily be set up. This provides an example of how difficult, if not impossible it is for the authorities to prevent determined internet offenders. By extending the range of offences and the means of offending, modern sexual offenders and child groomers are far ahead of crime control measures. Another cause of this is that victims of internet grooming are not only arguably easy targets but the majority of children use the internet as a social for um and are readily willing to talk with strangers on the internet: â€Å"70% of young people aged between 16 and 24 are using social networking sites; one in 12 children has met someone offline with whom they initially engaged online; and 31% of young people have received unwanted sexual comment online or by text message.† However, as Andrew Joint highlights: â€Å"The growing frequency of the reporting of such incidents [online grooming] highlights the fact that the UKs existing regulation of this area is inadequate to keep up with the variety of ways in which child abusers are using technology to reach their targets.† A further reason why internet grooming is so difficult to control and detect is the ability for groomers to commit offences internationally. However, though the internet makes the potential for grooming very high, research would suggest that in reality the offences committed are quite low. This may suggest that whilst technology extends offenders ability to converse with children, the progression of this to actually physical abuse is still limited. However, the distribution of indecent images of children is greatly increased by the medium of the internet. This issue will not be widely considered in this work as the distribution of images is more removed from the question of using the internet as an extension of the body. Though the images themselves give sexual gratification to the offender, the victim need not have had direct contact with the abuser (the viewer of the images not the maker of the images) through any technological means. This is supported by appeal judgments overturning sentences for public protection in cases involving indecent images of children but actual physical abuse or grooming of children. Though there are obvious difficulties in controlling internet grooming, the National Hi- Tech Crime Unit has been set up in the UK to work with local units in tackling this issue directly. Clearly specified technology units are required to deal with technology based offences. It has been suggested that as the Government is failing to control and keep up with the technological sophistication of internet offenders, it is beginning to rely on Internet Service Providers to assist them. However, this measure also appears to have little impact on the number of sexual offences committed through the internet. The 2005 Cabinet paper, â€Å"Connecting the UK: the digital strategy† established a multi-agency national internet safety centre attached to the Serious Organised Crime Agency. Some thinkers believed this to be a turning point in the control of internet crime and internet crimes against children in particular. However, in reality this measure was merely an extension of the metho ds already in place and acted to incorporate SOCA into more areas of law rather than progress the tackling of online grooming. Another offence which has been greatly facilitated by the internet is harassment. Like offences relating to the distribution of indecent images of children, this offence is not as physical as other internet offences. However, legislation used to tackle this offence illustrates how the Criminal Justice system is reacting to offenders use of the internet as an extension of more traditional means. The Malicious Communications Act 1988 was amended in 2001 to include electronic communications and s1 of the Harassment Act 1997 applies directly to the internet. The consideration of internet sexual offences has illustrated that whilst criminals are adopting technological methods to extend the range of crimes they can commit, crime control has attempted to adapt to counter this. Whilst we have seen that in the case of internet grooming, technology benefits the criminal more than it benefits the authorities, there are many examples of crime control being greatly developed and enhanced by technology. In the past, crime control was very much in the hands of the police officers themselves. However, the advancement of Closed Circuit Television and other technological breakthroughs have resulted in modern policing relaying ever less on man power and ever more on technology. The UK has more than 4 million CCTV cameras acting throughout the country as the eyes of the constabulary. This has both positive and negative implications and effects. From a positive viewpoint, there is a suggestion that CCTV reduces street crime. However, there is no proof of this and the Home Office has conceded that in fact street lighting is more of a deterrent to criminals than CCTV. There are of course negative implications for the wide spread use of CCTV including the much discussed infringement upon civil liberties. The findings of a research paper by The Centre for Criminological Research in Sheffield suggest that the use of CCTV â€Å"represents a shift from formal and legally regulated measures of cr ime control towards private and unaccountable justice†. This may be an extreme view of the use of CCTV but it certainly highlights the potential breaches of Article 8 of the Human Rights Act 1998. There is clearly some contention between what is a public area to be monitored by the police and the extent of ones right to move about the country as a private citizen. Peck v. Brentwood City Council (2003) ECHR suggests that the widespread use of CCTV in the prevention and detection of crime may be acceptable but any other use, such as the release of footage to the media is breaching the subject of the footages right to a private life. A further example of the Police Authorities use of technology to overcome the limitations of the human body is the use of Electronic witness statement recording technology. It has been argued by many prosecution authorities and prosecutors that the taking of witness statements should always be recorded so as to avoid the much relied upon technique of the defence to question the original statement maker and the accuracy of the statement: â€Å"The accuracy of the written statement as a record of what the witness actually said or intended to say is liable to be impugned by a number of factors, such as misapprehension, presupposition and inattention, mainly on the part of the statementtaker. Moreover, the written word is clearly an inadequate instrument for conveying adequately the nuances of meaning through intonation and inflection. The delay involved in statements composed post facto from notes will clearly increase the risk of inaccuracy.† The implication of the electronic ta king of statements may be more successful prosecutions but in light of very few police authorities using these methods, there is a suggestion that the negative implications outweigh the positive. Electronic means are generally used in relation to vulnerable witnesses and in very serious cases such as murder but clearly in practice, the police resort to the traditional methods of handwriting statements. Funding is evidently an issue but there can be little doubt that should the authorities use widespread electronic methods for recording witness statements, the defence will no longer be able to rely on human error in cross examination and perhaps more convictions could be achieved. In conclusion, there can be no argument that technology has allowed criminal behaviour to expand both in quantity and nature. Internet grooming is the best example of technology extending an offence which was previously limited to the physical but which has been adapted and enhanced by technology. Further, it is apparent that whilst crime detection and prevention authorities seek to limit and uncover internet grooming, technology is making it easier to offend and much more difficult for the detecting of such crimes. Technology has not only extended the body of the abuser in that it has allowed offenders to access victims more readily but it has also extended the physical being of the victim by exposing children to new forms of abuse. Whilst technology has increased sexual offending and sexual offences it has been utilised by the police in detecting and preventing crime. Arguably the need for police officers to physically look for crime through patrolling public places has been usurped by the widespread use of CCTV. Whilst many view this as an infringement upon civil liberties, it cannot be argued that CCTV has not had some positive role to play as evidence. Though it could be argue the police are not using technology to the extent of the more criminally minded, there can be little doubt that technology has radically altered to nature of crime and criminal justice.

directors notebook on a scene :: essays research papers

DIRECTOR'S NOTEBOOK SYNOPSIS As Jon Jon walks in the club, all the attention is drawn on him. The people who are waitin in the line, the people inside , and especially the women. He usually he walks in with his crew but this time he goes to meet up with his long time friend Daquan. They have a quick conversation until JonJon spots one of the most gorgeous women in the club. He uses his deceiving techniques by offering her a drink. She quickly accepts. He then exchanges numbers but then has to leave for unknown reasons. TIMES The Setting takes place in a club where the gang goes every weekend in the downtown area of Manhatten , New York City. It’s July in the summer of 2004. The club is crowded with young adults , inside and out. IMAGERY/TONE The only lights I will have outside the club , are the streetlights and the lights from the cars on the street. I will use dim lights facing toward the characters inside the club to create a real atmosphere with the cameras shooting eye level to make the audience feel as if they were there inside with the characters. THE CORE The crowds or extras will consist of adults between the ages of 18 and 25. Most of the crowd will be mostly young Black and Hispanic men and women. They can all be wearing the latest urban clothing lines to show that this story is believable. The most flashy on them all will be JonJon. On the waiting line I want all eyes drawn on him because he just walks in after greeting to the bouncers. Many women inside wll be drawn to him because of the flattery look on their faces. A couple of women I will use in the background to look at him as if they were talking to each other about the main character. The scene inside the club will be showing the typical club scene that goes on in most cities, which have drinks, bathrooms , bouncers and a V.

The Erotic in Joyces A Painful Case Essay -- Painful

The Erotic in Joyce's A Painful Case      Ã‚  Ã‚   The characters whom inhabit Joyce's world in "Dubliners," often have, as Harvard Literature Professor Fischer stated in lecture, a "limited way" of thinking about and understanding themselves and the world around them. Such "determinism," however, operates not on a broad cultural scale, but works in smaller, more local, more interior and more idiosyncratic ways. That is, the forces which govern Joyce's characters are not necessarily cultural or socioeconomic in nature, but rather, as Prof. Fischer stated, are "tiny," and work on a more intimate level. In any case, as a result of such "forces", these stories often tend to be about something, as Prof. Fischer said, that doesn't happen, about the "romance of yearning and self-disappointment." Joyce's story "A Painful Case" is a perfect example of a story about something that doesn't happen, and more specifically, about "the romance of yearning." It is through such yearning, however, and the various "erotic" for ms that such yearning takes, that Joyce's characters are able to transcend the "forces" which govern their lives. In "A Painful Case" the erotic takes on three separate forms: mental, physical, and what I call, "auditory." Although all three play a role in the story, it is only through "auditory" eroticism that Joyce's protagonist, Mr. Duffy, comes to experience a moment of "self-transcendence."    While "auditory" eroticism may serve, in the end, as the conduit for Duffy's self-transformation, initially it is "mental" eroticism that brings together Mr. Duffy and Mrs. Sinico. Joyce writes, "Little by little he (Duffy) entangled his thoughts with hers. He lent her books, provided her with ideas, shared... ...llowed to shine in full poetic fervor and "reality," although Joyce attempts to escape it, seeps back in through his words and metaphors.    Works Cited and Consulted Bidwell, Bruce and Linda Heffer. The Joycean Way: A Topographic Guide to Dubliners and A Portrait of the Artist as a Young Man. Johns Hopkins: Baltimore, 1981. Gifford, Don. Joyce Annotated: Notes for Dubliners and A Portrait of the Artist as a Young Man. University of California: Berkeley, 1982. Joyce, James. Dubliners. Penguin Books: New York, 1975. Peake, C.H. James Joyce: The Citizen and the Artist. Stanford University: Stanford, 1977. Tindall, William York. A Reader's Guide to James Joyce. Noonday Press: New York, 1959. Walzl, Florence L. "Dubliners." A Companion Study to James Joyce. Ed. Zack Bowen and James F. Carens. Greenwood Press: London, 1984   

the Stranger: Analysis :: essays research papers

"The Stranger": Analysis Author: Albert Camus I. Biographical Insights A. Albert Camus' cultures consist of being a novelist, literature and short story writer of many books. He wrote an essay on the state of Muslims in Algeria, causing him to lose his job and he moved to Paris. Albert Camus also joined the French resistance against the Nazis and became an editor of "Combat", an underground newspaper. He was dissatisfied with the editorial of the Board and left the underground newspaper. B. Albert Camus, son of a working-class family, was born in Algeria in 1913, in an extreme poverty area. He spent the early years of his life in North Africa, where he worked at various jobs in the weather bureau, in an automobile-accessory firm, in a shipping company to help pay for his courses at the University of Algiers. Albert Camus then started journalism as a career. He finished early schooling, majoring in philosophy with a goal to teach. He was married to Simone in 1934 and divorced in 1936. C. The factor that influenced Albert Camus was his parents, who were a working class family. He was determined to make a better life for himself by getting an education and preparing himself to go to college. The fact that he lived in North Africa, he wrote lots of fiction books, dealing with moral problems of universal importance. 1. I think Albert's prospective in life was to just be able to write books for people that actually would deal with the reality and difficulty of people facing everyday life. Also, the difficulty of people facing life without the comfort of believing in God or just having moral standards. 2. He most likely to weave into his writing the ideal of setting moral standards and placing the comfort that an individual would need to have in facing difficulty in his life. He would also set a goal by facing any problems that may exist in every day living and by placing God into your life, no matter what the situation might look like, bad or good, you will always come through it. II. Characters A. The plot concerns a man, an apparently ordinary man, who, without any real compelling reason, commits a murder, and his apparently insensitive reaction to it. This isn't because he is without feelings, but because he is beginning to realize that life isn't everything that he had previously thought it to be. This series of events starts with he death of his mother, and although he loved her, he finds he does not experience much genuine regret at her death, and refuses to

Essentialist and Post Structuralist Theories of Race and Ethnicity Essay

Identity Analysis Toward Productive Pedagogies: An Essentialist and Post Structuralist Perspective Race and ethnicity will be used to analyse the central theme of identity from an essentialist and post structuralist perspective. Definitions of race and ethnicity will be presented and distinctions made between the two categories. The character Eva from the film The Freedom Writers will be used as a medium and present an argument that race and ethnicity are social constructs but not absent of essentialist influences. Following a self reflection of my own identity the similarities between Eva and I show a congruence between essentialist perspectives of race and ethnicity to the existence of ethnic tensions and prejudice. In the context of Post structural theory it will be argued that it offers a more realistic and progressive appraisal of identity as fluid and changing through social contexts. Differences between Eva’s and my own identity serve to highlight the inequality of dominant culture over ethnic minorities. Therefore, pedagogical strategies will be examined from a post structural perspective as a means to promote inclusivity and authentic Indigenous perspectives within the classroom. Essentialist theories about ethnicity and race present these identity themes as fixed and unchangeable. Weber (1978) defines race identity as â€Å"†¦ common inherited and inheritable traits that actually derive from common descent† (p. 368 ). The character Eva from the film The Freedom Writers identities her race as â€Å"†¦ those south of the border†, or specifically Hispanic. Ethnicity from an essentialist perspective differs from race as Zagefka (2008) ascribes to the notion that â€Å"†¦ essentialist accounts of ethnicity maintain that ethnic groups have a certain ‘essence’ which determines their character† (p. 1). Therefore, essentialist ethnicity elaborates on race identity informing that behavioural traits are also biologically determined. Eva’s statement â€Å"We fight over race, pride and respect† illustrates the essentialist nature of fixed, unchangeable boundaries that exist between her group and other ethnic groups. Eva’s racial hatred of the other ethnic groups is evident through her gang affiliations and violent behaviour toward them. An essentialist perceptive would assume that Eva’s racial hatred is determined at birth but as Eva’s character develops throughout the film the essentialist perspective loses validity and Eva’s sense of identity is seen to be socially constructed. Post structural theory maintains that race and ethnicity are socially constructed presenting Eva’s identity as fluid and evolving. However, Morning (2006) concludes that â€Å"†¦ the conception of race as rooted in biological difference endures, at least in the United States today†. Therefore, ethnicity offers a more authentic analysis of Eva’s identity formation from a post structuralist perspective then the residual of essentialism that exists in relation to her racial conceptualisations. In Eva’s formative years her subjectivities about race were essentialised from her fathers’ emphasis of her origins and therefore the â€Å"†¦ need to protect your own†. The violence from other ethnic groups and the arrest of her father because of his ethnic background resulted in an intense hatred for white people. Eva â€Å"†¦ hated white people on sight†. Eva’s hatred developed over time through social contexts involving ethnic and racial violence. Eva’s changing identity is represented from a post structural perceptive through narrative and social interactions in Mrs Gurwall’s classroom. Marra (2005) states that â€Å"Narrative is a powerful means of constructing different kinds of social identity, including ethnic identity†¦. † (p. 2). Using a diary as an artefact Eva is able reflect on her own subjectivities about identity to better understand her beliefs and values (J Nailer, 2005 p. 152). Through social interactions in the classroom under the guidance of her teacher Eva’s ethnic identity is reconstructed to establish a type of class ethnicity involving students from different races. As a self reflection process my own personal identity can be examined through essentialist and post structural perspectives centred on themes of race and identity. During my childhood years race identity was represented from an essentialist perspective. I identified as a member of the white race and was educated from a white, colonial historical perspective. Instilled from an early age was the notion that being black meant being inferior. Not only did I perceive Indigenous people as those who sat in the park and got drunk but I engaged in racist language such as ‘nigger’ and ‘coon’. My prejudice is highlighted by Brickman (2009) who suggests â€Å"Indeed, for social categories based on race, increased endorsement of genetic theories (one component of psychological essentialism) has been linked to increased prejudice† (p. 2). My parents assisted in the facilitation of my racial essentialism as did many other adults and peers of my own racial group. During my formative years my identity based upon being a member of the white race assumed greater intelligence, privilege and more appropriate behaviour than Indigenous peoples. The distinction between race and ethnicity is evident when according to Chandra (2006), an ethnic group is â€Å"†¦ a named human population with myths of common ancestry, shared historical memories, one or more elements of a common culture, a link with a homeland and sense of solidarity† (p.403). This statement relates to when I left my small town and attended an affluent private college whilst undertaking university study. Although surrounded by members of the same white race I identified with an ethnic group in the context of people from my own town. The essentialist and constructiveness theories for identity are distinct yet in practice difficult to separate. Ayirtman (2007) presents constructionist perspectives as â€Å"†¦ the intersubjective formation of individual identities through confrontation and interaction with other(s)† (p.10) whilst Chandra (2006) proposes that changes in ethnicity are constrained by â€Å"descent-based† attributes. In the context of race and ethnicity both statements were appropriate to the way I constructed my own identity throughout my adult years. The immersion in multiculturalism from a large city and university institution influenced me to many different races and ethnic groups. The confrontation of cultural diversity increased fluidity in the boundaries that constituted my identity about themes of race and ethnicity. However, the recognition of cultural differences in relation to my original culture and race still left intact some relatively fixed boundaries around essentialist perspectives. It is evident that Eva and I had different life experiences yet similarities emerge between our two identities. Prominent commonalities between Eva and I relate to the essentialist perspective of race and ethnicity our childhood and adolescence years. Both Eva and I expressed prejudice toward other ethnic groups based on the biological characteristics of race and ethnicity. In relation to ethnicity and race the formative years consisted of seemingly fixed and rigid boundaries around identity groups. Juteau (1996) describes these boundaries as â€Å"†¦ monolithic and static, seen as grounded in common origin, genealogy and ancestry† (p. 57). Similar to Eva the fixed nature of my identity boundaries correlated to racial and ethnic tensions resulting sometimes in violence, in varying degrees. Despite essentialised race and ethnicity in formative years commonalities exist between Eva and me through a post structuralist perspective. Racial prejudice was socially constructed through repeated discourses of conflict between racial groups throughout childhood and adolescence. Narrative through the evolving artefact of a diary allowed both Eva and I to analyse our subjectivities about aspects of our identities and both had the experience of an excellent teacher through which effective social interactions allowed empowerment and progressive reconstruction of identity. A key difference between me and the character Eva in The Freedom Writers is that I identified with the dominant Discourse in society and Eva identified as a member of a minority ethnic group. Thomson states â€Å"A successful school student is one who has acquired much of the dominant ‘habitus’, that is, ways of being in the world, as well as the cultural and symbolic capital derived from their schooling† (p. 8). An analysis of Thomson’s statement works on two levels. At the school level, and identifying as a member of the dominant culture, allowed me to be familiar with school discourse and the knowledge’s valued there in. Eva’s ethnic and racial identity immediately placed her at odds with the school discourse which restricted her acquisition of cultural capital. At the level of society I was able to exert more agency through the social influence that a familiar discourse facilitated. A seemingly natural relationship existed through identification with a common culture, language and physical race attributes. Eva’s race and ethnicity reduced the agency she could exert against the dominant culture. Her common culture and race attributes are at odds in a society where the majority race was white. The similarities and differences evident between Eva’s identity and my own identity offer invaluable understandings to develop positive, productive teacher-student interactions in the classroom. Taking a post structural approach to pedagogy teachers can be aware that their own subjectivities will influence the way they teach. (Nayler 2005). . In a multi-cultural scenario where individual students bring a variety of cultural identities into the classroom a teacher faces the challenge of facilitating inclusive pedagogical practices. Carrington advises that â€Å"†¦ the teacher facilitates a culture of respect and value for all members of the class. † (p. 113). This statement requires student interactions that involve listening to other students and being encouraged to support each other through peer assisted learning. Classroom organisation must allow students to actively participate in whole class, group collaboration, independent and problem- based learning. These student practices must be based around purposeful knowledge that engage what Thomson (2002) refers to as a student’s â€Å"†¦ virtual schoolbag† (p. 1). Through strong relationships between teacher, parent and community what students have learnt at home and in wider society can be transferred into the classroom. Therefore individual student’s â€Å"†¦ knowledge’s, narratives and interests† can be recognised and built upon with high teacher expectations of connecting them to the valued knowledge’s of the school curriculum. (Thomson, 2002). More specifically, is the need to embed Indigenous perspectives into the classroom. When embedding Indigenous studies into the classroom teachers (non-indigenous especially) need to access authentic knowledge and often admit their shortcomings in relation to skills and knowledge required to teach such units. Miller, Troy and Currell (2005) point out the risk that â€Å"as members of the dominant culture (we are all white Australian), perhaps we found it easy to revert to a knowledge base that we had naturally accepted since early childhood† (p. 61). Teachers must be critical about the resources they select to teach Indigenous studies whilst forging strong relationships with Indigenous communities. These factors will ensure that Indigenous studies are taught from an indigenous perspective and not corrupted by social, political and historical perspectives of the dominant culture of which many teachers identify with. The identity categories of race and ethnicity can be analysed from an essentialist and post structuralist perspective. The post structural perspective of race and ethnicity presents a more authentic analysis of identity as being influenced by different social contexts. Whilst the post structural perspective offers a more progressive application to Eva’s and my own identities essentialist influences are not invisible. The commonality of prejudice through race and ethnicity being essentialised offers an excellent reference point to show the usefulness of a post structural approach to productive teacher pedagogies. A post structural perspective offers the opportunity for teachers to critically reflect upon their own subjectivities in the context of their own identities. Teachers can therefore adopt pedagogical strategies that promote inclusiveness in the classroom and embrace the richness of cultural diversity, whilst linking the diverse array of knowledge’s to the value knowledge’s of the school curriculum. References 1. Marra, M (2005). Constructing Ethnicity and Leadership Through Storytelling at Work. Retrieved from http://www. mang. canterbury. ac. nz/anzca/FullPapers/06WorkCommFINALed. pdf 2. Carrington, S. (2007). Classroom relationships, pedagogy and practice in the inclusive classroom. In M. Keeffe & S. Carrington (Eds), Schools and diversity(2nd ed. ). (pp. 108-127). Sydney: Pearson Australia. 3. Miller, M. , Dunn, T. & Currell, K. (2005). Learning and the importance of knowing: Student perspectives on centralising Indigenous knowledge in their preparation as teachers. In J. Phillips & Lampert (Eds), Introductory Indigenous studies in education: The importance of knowing. (pp. 60-79). Sydney: Pearson Australia. 4. Thomson, P. (2002). Vicki and Thanh. In Schooling the rustbelt kids:Making the difference in Changing times (pp. 1-18). Crow’s Nest: Allen & Unwind. 5. Nailer, J. (2005). Understanding ourselves. In J. Austin (Ed), Culture and Identity (2nd end). (pp. 139-154). Sydney: Pearson Australia 6. Morning, A. (2006). Ethnic Classification in Global Perspective: A Cross-National Survey of the 2000 Census Round. Retrieved from http://as. nyu. edu/docs/IO/1043/Morning_2008_Ethnic_Classification_in_Global_Perspective. pdf 7. Brickman, D. (2009). The Implications of Essentialist Beliefs for Prejudice. Retrieved from http://deepblue. lib. umich. edu/bitstream/2027. 42/63752/1/dbrick_1. pdf 8. Chandra, H. (2006). What is Ethnic Identity and does it Matter. Annual Review of Political Science, 9, (pp 397-424. ) Retrieved from http://www. nyu. edu/gsas/dept/politics/faculty/chandra/ars2005. pdf 9. Juteau, D. (1996). Theorising ethnicity and ethnic communalisations at the margins: from Quebec to the world system. Nations and Nationalism, 2(1), (pp 45-66. ) Retrieved from http://onlinelibrary. wiley. com/doi/10. 1111/j. 1354-5078. 1996. 00045. x/abstract 10. Ayirtman, S. (2007). Recognition through Deliberation: Toward Deliberative Accommodation of Cultural Diversity. Retrieved from http://arts. monash. edu. au/psi/news-and-events/apsa/refereed-papers/political-theory/sayirtman. pdf 11. Zagefka, H (2008). The concept of ethnicity in social psychological research: Definitional issues. International Journal of Intercultural Relations, 33(3), (pp 228-241. ). 12. Gruwell, E (Writer), & Lagravenese, R (Director). (2006). In D. Devito, M. Shamberg, & S. Sheer (Producers), The Freedom Writers. Paramount Pictures.

Econ 100a Midterm

Econ 100A–Midterm 2 solutions. Thursday, March 22, 2012. True/False (2 questions, 10 points total) Answer true or false and explain your answer. Your answer must ? t in the space provided. T/F 1. (5 points) Suppose the government wants to place a tax on one of two goods, and suppose that supply is perfectly elastic for both goods. If the government wants to minimize the deadweight loss from a tax of a given size, it should put the tax on whichever good has worse substitutes. False: If the supply curves are identical, the only factor that determines the amount of deadweight loss is the elasticity of demand.Placing the tax on the good that has the lower elasticity of demand will minimize the deadweight loss of the tax. It is true that, holding all else equal, a good without good substitutes will have more inelastic demand than a good with good substitutes. However, this is not the only factor that determines the elasticity of demand. The goods could also di? er in terms of the i ncome e? ect. If the good with worse substitutes happened to be strongly normal while the good with better substitutes was strongly inferior, then the income e? ects might overwhelm the substitution e? cts, causing the good with better substitutes to be more inelastic. T/F 2. (5 points) In a perfectly competitive market with no taxes, if the price consumers are willing to pay for the marginal unit is the same as the price at which producers are willing to produce the marginal unit, then there will be no way to make anyone in the market better o? without making someone else worse o?. True. The price consumers are willing to pay for the marginal unit is the height of the inverse demand curve, and the price at which producers are willing to produce the marginal unit is the height of the inverse supply curve.Thus, when these prices are equal, it must be the case that supply is equal to demand, which is to say, the market is in equilibrium. If the quantity ? rms produce, and consumers co nsume, is more than the equilibrium quantity, then the ? rms’ cost of production will be greater than the consumers’ willingness to pay, and either consumers will have to pay more than the units are worth to them, making them worse o? , or ? rms will have to receive less than the units cost them, making them worse o? , or both.If the quantity is less than equilibrium, then there will be units not produced or consumed for which the cost of production would have been less than consumers’ willingness to pay, meaning that either ? rms have given up pro? table units, or consumers have given up units that generated consumer surplus, or both. In any case, at least one side of the market will have been made worse o?. Thus, from equilibrium there is no way that either ? rms or consumers can be made better o? without someone being made worse o?. 1 Short Answer (2 questions, 20 points total) Your answer must ? t in the space provided. SA 2. 10 points) Explain what we mean when we say that ? rms in long-run equilibrium are earning zero pro? t even though their owners and investors are making an adequate return on their labor and investments. The statement refers to â€Å"economic pro? t†, which is the di? erence between revenue and opportunity cost. The opportunity cost of the labor of the owner of a ? rm is the wage the owner could have earned if he or she chose not to run the ? rm, but to get a job instead. The opportunity cost of the capital investors invest in a ? rm is the rate of return they could have earned by investing their capital in some other ? m in some other industry. Thus, if the owner of the ? rm receives an amount just equal to the opportunity cost of their labor, and the investors receive an amount just equal to the opportunity cost of their capital, we do not include those amounts in economic pro? t, and the ? rm will be said to be earning zero economic pro? t, even though an accountant would say that both the owner and the investors are making an â€Å"accounting pro? t†. The accounting pro? t earned by the owner and the investors is the amount of money that is just adequate to make them choose to put their labor and capital into the ? m. 2 Problem Solving (2 problems, 50 points total) Problem 1. (26 points total) Consider a perfectly competitive ? rm with a production technology 1 1 represented by the production function, y = 10 K 2 + L 2 . Let p, r, and w be the price of the ? rm’s output, the rental rate of capital, and the wage, respectively. (a) (8 points) First let’s consider long-run pro? t maximization. (i) Set up the ? rm’s long-run pro? t maximization problem and compute the ? rm’s pro? tmaximizing demand for labor and capital, and pro? t-maximizing output, as functions of p, r, and w. ii) Is labor a gross complement or a gross substitute for capital, or neither. Prove your answer mathematically and explain what it means. The long-run pro? t maximization pr oblem is, max p  · 10 K,L v K+ v L The ? rst-order conditions are, 5p 5p for L: vL ? w = 0 for K: vK ? r = 0 Solving these for L and K respectively we get L? (p, r, w) = (f rac5pw)2 and K ? (p, r, w) = (f rac5pr)2 . Plugging these pro? t-maximizing levels of capital and labor into the production function we get the pro? t-maximizing output of the ? rm, y ? (p, w, r) = y(K ? , L? ) = 10 5p r 2 , 5p w 2 = 50p r+w rw .To determine whether labor is a gross complement or gross substitute for capital we take the partial derivative of the labor demand function with respect to the rental ? rate of capital, ? L = 0. Since this is zero, labor is neither a gross complement ? r nor a gross substitute for capital. What this means is that when the price of capital changes, the amount of labor the ? rm uses will not change. (b) (8 points) Set up the ? rm’s cost-minimization problem and compute the ? rm’s conditional demand for labor and capital, as functions of y, r, and w. The ? r m’s cost minimization problem is, v min rK + wL K,L K+ L =y ? s. t. 10 Setting up the LaGrangian function, this minimization problem becomes, min rK + wL ? ? 10 v K+ v L ? y ? v K,L,? The ? rst-order conditions are, 5 for L: w ? ? vL = 0 for K: r ? ? v5 = 0 for ? : 10 K the production constraint. v K+ L = y , which is just ? w 2 L. r Taking the ratio of the ? rst two conditions we get this into the production constraint we get, 10 3 v vK = w ? r L v v w r L+ L K= Plugging = y ? L? (y; r, w) = ? y2 r 10(r+w) 2 . Plugging this back into the expression for K that we derived earlier 2 w we get, K ? (y; r, w) = y 2 10(r+w) labor and capital respectively. These are the ? rm’s conditional demand for (c) (10 points) Now let’s consider scale and substitution e? ects. Assume that initially the price of the ? rm’s output, p, the rental rate of capital, r, and the wage, w, are all equal to 10. (i) How much labor will the ? rm use at these prices, and how much output will it produce? (ii) Using only the mathematical results you got in parts (a) and (b), compute e? ect of an increase in the rental rate to r = 20. Plugging the given prices into the pro? t-maximizing labor demand and output supply 2 functions from part (a) we get, L? (p, w, r) = 5 ·10 = 25, and y ? p, w, r) = 50  · 10 10 (f rac10 + 1010  · 10) = 100. ? ? you might have plugged the new prices into the ? rm’s supply function to get y ? (10, 10, 20) = 50 ·10 10+20 = 75. If you then plugged this into the 10 ·20 ? rm’s conditional factor demand at the new prices you would get L? (75; 10, 20) = 75 20 10 10+20 2 = 25. 4 Problem 2. (24 points total) Consider a perfectly competitive industry with 10 identical ? rms, each of which has variable costs of 10y 2 and ? xed costs of 1000. We will de? ne the short run as the time scale in which ? rms cannot enter or exit the industry, and cannot avoid their ? xed costs. In other words, in the short run ? rms must continue to pay their ? xed costs even if they produce zero output. ) In the long run, ? rms can enter or exit the industry, and can avoid their ? xed costs by shutting down. (a) (8 points) Compute the short-run inverse supply curve of the ? rm, and the short-run inverse supply curve of the industry, and graph them on the same graph. [Hint: it matters a lot that ? rms can’t avoid their ? xed costs in the short run. ] Each ? rm’s cost function is C(y) = 10y 2 + 1000, and the marginal cost curve is M C = 20y. Normally we say that the inverse supply curve of the ? m is the upward sloping part of the marginal cost curve, above the minimum of the average cost curve, because if the price is below the minimum of the average cost curve, the ? rm will make negative pro? t and will shut down. However, in this case, in the short run, if a ? rm shuts down it will still have to pay its ? xed cost of $1000. As a result, it will continue to produce output even if it is losing money, as long as it does not lose more than $1000. So we need to ? nd the price below which the ? rm will have lose more than $1000. Pro? t is py ? 10y 2 ? 1000 and we want the price below which this is less than ? 1000.To do this we have to plug in the ? rm’s pro? t-maximizing quantity as a function of price, which we get by solving the ? rm’s marginal cost curve p p p 2 to get y ? = 20 , which gives us p 20 ? 10 20 ? 1000 = ? 1000 ? p2 19 = 0 ? p = 0. 40 The ? rm will continue to produce at any positive price rather than shut down and 5 pay its ? xed cost without any revenue. Thus, the ? rm’s inverse supply curve is simply the entire marginal cost curve, p(y) = 20y. To compute the short-run inverse supply curve of the industry we ? rst have to aggregate ? rm supply to industry supply, and to do that we have to have the direct supply curve of the ? m, which we get by solving the inverse supply curve for y to p p get y(p) = 20 . Short-run industry supply is Y (p) = N yj (p) = 10 20 = f racp2. j=1 Solving for p we get the short-run inverse supply curve of the industry, p(Y ) = 2Y . Your graph should look like this: (b) (6 points) Suppose the demand for the industry’s product is de? ned by pd (Y ) = 700 ? 5Y . (i) What will be the short-run equilibrium price and quantity for the industry? Illustrate this equilibrium on a graph. (ii) Explain why this market outcome is an equilibrium in the short run. [Be sure to make reference to the general de? ition of equilibrium in your answer. ] (iii) Is this industry in long-run equilibrium? Explain why or why not. [Again, be sure to make reference to the general de? nition of equilibrium in your answer. ] The short-run market equilibrium is where the quantity demanded at the price paid by consumers is equal to the quantity supplied at the price received by producers, and since, in the absence of a tax, the price paid by consumers is the same as the price paid by producers, we just solve for the intersection of t he supply curve and the demand curve: 700 ? 5Y = 2Y ? Y ? = 100.Plugging that into either the demand or the supply curve we get p(Y ) = 200. Your graph should look like this: In general, equilibrium means that no individual agent has an incentive to do anything other than what they are currently doing, which means that the system will 6 not move from the point it is at. In the case of short-run market equilibrium this means that at the market price consumers cannot be made better o? by increasing or decreasing consumption, and ? rms cannot be made better o? by increasing or decreasing production. This is clearly the case at the market equilibrium we have solved for.If consumers increase consumption they will have to pay more for the additional units of the good than the value of those units, and if they consume less they will be giving up units that are worth more to them than they are required to pay for them. In either case, they are made worse o? , and thus have no incentive to c hange. For ? rms, roughly the same argument applies. If they produce more, the maximum they will be able to charge will be less than the cost of production, and if they produce less they will be giving up units that they were able to sell at a pro? t. In either case, ? ms are worse o? , so they have no incentive to change what they were doing. The industry is in long-run equilibrium. To see this we need to know whether ? rms are earning zero pro? t, and to determine that we need to know something about the ? rm’s average cost curve, which is AC = 10y + 1000 . If we minimize this we ? nd y that the ? rms’ minimum average cost is minAC = 200. And since this is equal to the price in the current equilibrium, ? rms’ pro? t is (p ? AC)y = 0y = 0. Long-run equilibrium is de? ned as the point at which ? rms will have no incentive to enter or exit the industry. The reason ? ms enter or exit is in response to pro? ts being either positive or negative, so if pro? ts are ze ro in the industry there will be no incentive to enter or exit, which is to say, no ? rm will have any incentive to do anything di? erent from what they are currently doing. (c) (10 points) Suppose the government imposes a tax of $50 per unit on the ? rms in the industry. (i) Compute the short-run after-tax equlibrium quantity, price paid by consumers, and price received by ? rms, and graph them. (ii) Calculate the change in producer surplus caused by the tax in the short-run. Add it to your graph. iii) Compute the long-run after-tax equilibrium quanitity, price paid by consumers, and price received by ? rms. Add this equilibrium to your graph. How many ? rms will exit the industry? (iv) Calculate the change in producer surplus caused by the tax in the long-run. Why is this the same or di? erent from your answer to ii above? To compute the short-run after tax equilibrium we need to ? nd the point at which the quantity demanded by consumers, at the price they pay, is equal to the qua ntity supplied by ? rms at the price they receive. This is the quantity that solves the equation, pd = ps + t, which is to say, 700 ? Y = 2Y + 50 ? YtSR = 92. 9. Plugging this quantity back into the inverse supply curve we get ps = 2  · YtSR = 185. 8, which means the price paid by consumers is pd = ps + t = 185. 8 + 50 = 135. 8. The change in producer surplus is the area to the left of the supply curve between the pre-tax price and the after-tax price received by ? rms. It includes the ? rms’ share of the tax revenue as well as the part of deadweight loss that comes from ? rms. In the case of linear supply it is the area of a parallelagram with height equal to the di? erence between the pre-tax price and the after-tax price received by ? rms, and bases of Y ? nd YtSR , which is ? P SS R = (200 ? 185. 7) 100? 92. 9 = 1379. 2. 2 7 By now your graph should look like this: In an industry with identical ? rms the long-run supply curve is horizontal, which is to say, in long-run equilibrium ? rms will be earning zero pro? t because entry and exit will always drive the price down (or in this case up) to the point where the price is equal to the minimum average cost. Thus, the after-tax price received by ? rms will be ps = 200. Otherwise ? rms would be losing money and would have an incentive to leave the industry, and the industry would not be in long-run equilibrium.Thus, we know that the tax will be passed on entirely to consumers, which means that the price paid by consumers will be pd = ps + t = 200 + 50 = 250. Setting the inverse demand curve equal to that price, we can compute the long-run after-tax equilibrium quantity, 250 = 700 ? 5Y ? YtLR = 90. To determine the number of ? rms in the industry we have to know how much output each ? rm will produce when they are operating at their minimum average cost. We computed the direct supply curve of p the ? rm in part (a), y(p) = 20 , which means that at the minimum of their average cost, minAC = 200, each ? rm will produce 200 = 10 units of output.Since the 20 industry as a whole is producing 90 units, there must be 9 ? rms in the industry. One has exited the industry. Your graph should look like this: In an industry with identical ? rms, by de? nition, the long-run producer surplus is zero. There are two ways to see this. The ? rst is that the long-run supply curve is horizontal, which means that in long-run equilibrium the price is the same as the height of the supply curve, and since producer surplus is the area between the price line and the supply curve, there clearly can be no producer surplus. The other way to see it is to refer to the de? ition of long-run equilibrium in an industry with identical ? rms, which is that all ? rms are earning zero pro? t. The reason this is di? erent from the answer to ii, above, is that in the long-run ? rms can escape the burden of the tax by leaving the industry and going into some other industry that is not taxed. We know that the burden of a tax always falls most heavily on the side of the market that is less able to change it’s behavior to escape the tax, which is to say, the side of the market that is most inelastic. In the long-run, the supply side of the industry is perfectly elastic, and thus bears none of the burden of the tax. 8

Projectile Motion

I. Introduction This study focuses on the different factors that affect the game results of the throwing events namely, javelin throw, discus throw, and shot put throw. It is observed that during athletic meets, the winner is determined by the farthest throwing distance. However, this distance does not sum up the outstanding performance of a winning athlete. Several factors are deemed to be essential in strategically winning a throwing event. For instance, an athlete may need more effort in performing as compared to another because of certain physical or strategic hindrances. These hindrances seem to be inexistent when a game is analyzed using the distance covered only. Thus for the purposes of this study, the competition outcome is defined to be the resulting projectile from the throw. In analyzing the projectile, the research is opened to the influences of strategies beyond throwing the farthest. These factors can be grouped into three aspects: the thrown object’s standard measures, the strategy, and the player’s characteristics. First, the projectile allows us to examine the effects of the thrown object’s standard measures to the throwing ability of a player. These measurements include the weight of the object, and its circumference, in the case of the shot put and the discus, or its length, in the case of the javelin. Second, the projectile exposes the possibility of implementing various strategies that may affect the throwing distance, such as the angle of the throw and the velocity of the turn, in the case of the shot put and discus throw, or run, in the case of the javelin throw. Finally, the projectile also somehow illustrates the advantages or disadvantages of the player’s characteristics like height, weight, and body-build. Consequently, the research will not be tied to the distance results of the throwing events. Rather, it will be concerning thee different projectile elements – distance, height, angle, and force – as they are influenced by the aforementioned groups of variables. At the end of the day, this paper will justify the inevitability of standards with regard to the object’s measured properties, and will recommend the best player profile and playing strategy, as supported by the projectile results of conducted experiments. Projectile Motion Projectile Motion Lab Report Objectives: This laboratory experiment presents the opportunity to study motion in two dimensions, projectile motion, which can be described as accelerated motion in the vertical direction and uniform motion in the horizontal direction. Procedures and Apparatus: |Rubber Ball |White sheets of papers | |Metal Track |Water | |Books |Table | |Meter-stick |Stopwatch | Obtain all the apparatus and material needed to proceed with experiment †¢ Set up a ramp using the metal track and a bunch of books at any angle so that the ball will roll off. †¢ Measure the distance from the edge of the table to the end of the ramp. †¢ Roll the ball down the ramp and off the table but make sure to catch the ball as soon as it leaves the table; do this part 10 times and record the times †¢ Calculate average velocity for this step †¢ Measure the height (vertical distance or the y-axis) of the table. †¢ Using this height, derive t (time) from the unif orm accelerated motion in order to obtain the predicted distance x. The next step is to release the ball from the ramp and let it fall off the table to the floor. †¢ Measure the spot on the floor where the ball hits the floor point when the ball rolls off the table. †¢ We positioned a piece of paper on the floor on which the ball marks the spots it hit first; to achieve this we wet the ball with water so the mark will be more evident †¢ Record these distances at least 3 times in and add them up to obtain the actual distance x. †¢ Compare these actual results with the predicted distance, which you obtain in the first part using uniform motion.Summary of Theory: Projectile motion in two dimensions can be predicted by treating the motion as two independent motions; the horizontal (x) component of the motion and the vertical (y) component of the motion. We examined projectile motion by observing a ball rolling down then leaving the ramp, thus becoming a projectile wi th a horizontal initial velocity. We measured the horizontal and vertical distances that the projectile traveled from the end of the ramp to when it hit the floor my using a meter stick to measure. -The correct equation for the horizontal motion used was: V=?X/t, where ? X is the distance on the horizontal motion and t is the time for each trail. -The equation used to find the time was the derived uniform accelerated motion equation: -t = v2y, where y is the height of the table and g is the acceleration due to gravity g on the vertical motion % Error, actual-predicted x 100% actual Data and Results |Trial |Times(s) |Velocity(m/s) | |1 |00:00:82 |12. 20 | |2 |00:00:83 |12. 05 | |3 |00:00:85 |11. 6 | |4 |00:00:85 |11. 76 | |5 |00:00:82 |12. 20 | |6 |00:00:78 |12. 82 | |7 |00:00:79 |12. 66 | |8 |00:00:88 |11. 36 | |9 |00:00:84 |11. 90 | |10 |00:00:88 |11. 36 | |Maximum Velocity |11. 36m/s | |Minimum Velocity |12. 0m/s | |Average Velocity |12. 01m/s | |Table Height |76. 30cm | |Predicte d impact point |47. 32cm | |Minimum impact point distance |44. 76cm | |Maximum impact point distance |50. 51cm | |Actual impact point distance |46. 33cm | |% Error |2. 14% | Conclusions and Observations: Our predicted impact of (distance X) point of 47. 2cm was short by only 1cm of the actual X value of 46. 33cm. The impact points were close, so based on these results we support our predicted X value given the collected data from the experiment. I also calculated the % error and it was only 2. 14% and that again confirms our accurate result. One of the reasons for this accurate result was the technique we used to mark the point where the ball hit the floors in which we wet the ball with water so it will leave a mark on the paper place along the meter-stick. Another evidence to support our results was the height of table found from the kinematics’ equations was 76. cm while that actual measured height was 76. 3cm. As we performed the experiment we confirmed that the horizontal acceleration is always zero, but the horizontal distance that the ball covers before striking the ground does depend on initial velocity because we used uniform motion. We also leaned that Velocity in the y-direction is always zero at the beginning of the trajectory. In other words, the acceleration in the y-direction is constant, a fact that confirms the independence of vertical and horizontal motion. Through this lab, I was able to examine the affect of forces on the trajectory of a moving object. Projectile Motion Projectile Motion Lab Report Objectives: This laboratory experiment presents the opportunity to study motion in two dimensions, projectile motion, which can be described as accelerated motion in the vertical direction and uniform motion in the horizontal direction. Procedures and Apparatus: |Rubber Ball |White sheets of papers | |Metal Track |Water | |Books |Table | |Meter-stick |Stopwatch | Obtain all the apparatus and material needed to proceed with experiment †¢ Set up a ramp using the metal track and a bunch of books at any angle so that the ball will roll off. †¢ Measure the distance from the edge of the table to the end of the ramp. †¢ Roll the ball down the ramp and off the table but make sure to catch the ball as soon as it leaves the table; do this part 10 times and record the times †¢ Calculate average velocity for this step †¢ Measure the height (vertical distance or the y-axis) of the table. †¢ Using this height, derive t (time) from the unif orm accelerated motion in order to obtain the predicted distance x. The next step is to release the ball from the ramp and let it fall off the table to the floor. †¢ Measure the spot on the floor where the ball hits the floor point when the ball rolls off the table. †¢ We positioned a piece of paper on the floor on which the ball marks the spots it hit first; to achieve this we wet the ball with water so the mark will be more evident †¢ Record these distances at least 3 times in and add them up to obtain the actual distance x. †¢ Compare these actual results with the predicted distance, which you obtain in the first part using uniform motion.Summary of Theory: Projectile motion in two dimensions can be predicted by treating the motion as two independent motions; the horizontal (x) component of the motion and the vertical (y) component of the motion. We examined projectile motion by observing a ball rolling down then leaving the ramp, thus becoming a projectile wi th a horizontal initial velocity. We measured the horizontal and vertical distances that the projectile traveled from the end of the ramp to when it hit the floor my using a meter stick to measure. -The correct equation for the horizontal motion used was: V=?X/t, where ? X is the distance on the horizontal motion and t is the time for each trail. -The equation used to find the time was the derived uniform accelerated motion equation: -t = v2y, where y is the height of the table and g is the acceleration due to gravity g on the vertical motion % Error, actual-predicted x 100% actual Data and Results |Trial |Times(s) |Velocity(m/s) | |1 |00:00:82 |12. 20 | |2 |00:00:83 |12. 05 | |3 |00:00:85 |11. 6 | |4 |00:00:85 |11. 76 | |5 |00:00:82 |12. 20 | |6 |00:00:78 |12. 82 | |7 |00:00:79 |12. 66 | |8 |00:00:88 |11. 36 | |9 |00:00:84 |11. 90 | |10 |00:00:88 |11. 36 | |Maximum Velocity |11. 36m/s | |Minimum Velocity |12. 0m/s | |Average Velocity |12. 01m/s | |Table Height |76. 30cm | |Predicte d impact point |47. 32cm | |Minimum impact point distance |44. 76cm | |Maximum impact point distance |50. 51cm | |Actual impact point distance |46. 33cm | |% Error |2. 14% | Conclusions and Observations: Our predicted impact of (distance X) point of 47. 2cm was short by only 1cm of the actual X value of 46. 33cm. The impact points were close, so based on these results we support our predicted X value given the collected data from the experiment. I also calculated the % error and it was only 2. 14% and that again confirms our accurate result. One of the reasons for this accurate result was the technique we used to mark the point where the ball hit the floors in which we wet the ball with water so it will leave a mark on the paper place along the meter-stick. Another evidence to support our results was the height of table found from the kinematics’ equations was 76. cm while that actual measured height was 76. 3cm. As we performed the experiment we confirmed that the horizontal acceleration is always zero, but the horizontal distance that the ball covers before striking the ground does depend on initial velocity because we used uniform motion. We also leaned that Velocity in the y-direction is always zero at the beginning of the trajectory. In other words, the acceleration in the y-direction is constant, a fact that confirms the independence of vertical and horizontal motion. Through this lab, I was able to examine the affect of forces on the trajectory of a moving object. Projectile Motion Projectile Motion Lab Report Objectives: This laboratory experiment presents the opportunity to study motion in two dimensions, projectile motion, which can be described as accelerated motion in the vertical direction and uniform motion in the horizontal direction. Procedures and Apparatus: |Rubber Ball |White sheets of papers | |Metal Track |Water | |Books |Table | |Meter-stick |Stopwatch | Obtain all the apparatus and material needed to proceed with experiment †¢ Set up a ramp using the metal track and a bunch of books at any angle so that the ball will roll off. †¢ Measure the distance from the edge of the table to the end of the ramp. †¢ Roll the ball down the ramp and off the table but make sure to catch the ball as soon as it leaves the table; do this part 10 times and record the times †¢ Calculate average velocity for this step †¢ Measure the height (vertical distance or the y-axis) of the table. †¢ Using this height, derive t (time) from the unif orm accelerated motion in order to obtain the predicted distance x. The next step is to release the ball from the ramp and let it fall off the table to the floor. †¢ Measure the spot on the floor where the ball hits the floor point when the ball rolls off the table. †¢ We positioned a piece of paper on the floor on which the ball marks the spots it hit first; to achieve this we wet the ball with water so the mark will be more evident †¢ Record these distances at least 3 times in and add them up to obtain the actual distance x. †¢ Compare these actual results with the predicted distance, which you obtain in the first part using uniform motion.Summary of Theory: Projectile motion in two dimensions can be predicted by treating the motion as two independent motions; the horizontal (x) component of the motion and the vertical (y) component of the motion. We examined projectile motion by observing a ball rolling down then leaving the ramp, thus becoming a projectile wi th a horizontal initial velocity. We measured the horizontal and vertical distances that the projectile traveled from the end of the ramp to when it hit the floor my using a meter stick to measure. -The correct equation for the horizontal motion used was: V=?X/t, where ? X is the distance on the horizontal motion and t is the time for each trail. -The equation used to find the time was the derived uniform accelerated motion equation: -t = v2y, where y is the height of the table and g is the acceleration due to gravity g on the vertical motion % Error, actual-predicted x 100% actual Data and Results |Trial |Times(s) |Velocity(m/s) | |1 |00:00:82 |12. 20 | |2 |00:00:83 |12. 05 | |3 |00:00:85 |11. 6 | |4 |00:00:85 |11. 76 | |5 |00:00:82 |12. 20 | |6 |00:00:78 |12. 82 | |7 |00:00:79 |12. 66 | |8 |00:00:88 |11. 36 | |9 |00:00:84 |11. 90 | |10 |00:00:88 |11. 36 | |Maximum Velocity |11. 36m/s | |Minimum Velocity |12. 0m/s | |Average Velocity |12. 01m/s | |Table Height |76. 30cm | |Predicte d impact point |47. 32cm | |Minimum impact point distance |44. 76cm | |Maximum impact point distance |50. 51cm | |Actual impact point distance |46. 33cm | |% Error |2. 14% | Conclusions and Observations: Our predicted impact of (distance X) point of 47. 2cm was short by only 1cm of the actual X value of 46. 33cm. The impact points were close, so based on these results we support our predicted X value given the collected data from the experiment. I also calculated the % error and it was only 2. 14% and that again confirms our accurate result. One of the reasons for this accurate result was the technique we used to mark the point where the ball hit the floors in which we wet the ball with water so it will leave a mark on the paper place along the meter-stick. Another evidence to support our results was the height of table found from the kinematics’ equations was 76. cm while that actual measured height was 76. 3cm. As we performed the experiment we confirmed that the horizontal acceleration is always zero, but the horizontal distance that the ball covers before striking the ground does depend on initial velocity because we used uniform motion. We also leaned that Velocity in the y-direction is always zero at the beginning of the trajectory. In other words, the acceleration in the y-direction is constant, a fact that confirms the independence of vertical and horizontal motion. Through this lab, I was able to examine the affect of forces on the trajectory of a moving object.