Saturday, September 21, 2019

About Time Essay Example for Free

About Time Essay When introducing his book, author Adam Frank tells us that he is setting out to â€Å"unfold the grandest conception of the universe we human beings have been able to imagine and explore. At the same time embracing our most intimate and most personal experience of the world — the very frame of human life. † â€Å"This book is about time, both cosmic and human. † For those interested in the complex journey of humanity through the cosmos, Frank does not fail in his quest to unravel the unique web of ‘time’ into a thread of understandable science. That is if you can take a partially solved puzzle and write a book that connects the proverbial dots of known science and cultural anthropology with the partially understood theories of cosmology and related sciences. Mission accomplished by Frank. Upon first receiving this book, I was hopeful that Frank would present the material of thousands of years of science in a unique and interesting way; setting his writing apart from the hundreds of other astronomy books I’ve read. See more: Strategic Management Process Essay Frank, being a seasoned writer and astrophysics professor, did not disappoint. Frank takes you on a conversational journey, filled with real life examples, both personal and historical, to share his view of some of the most multifarious ideas being considered in our galaxy today. The first few chapters are a review of compound science related to our galaxy, but Frank quickly dives into a discussion of how culture has been affected by the world around it. From there Frank draws a picture from intricate ideas and theories of how society fits in the larger puzzle of cosmology. All while focusing on the measurement of time. If you are looking to take your perspective of cosmology to a new and deeper level, allow Adam Frank to steal some of your time and read his book â€Å"About Time†. Frank will surely have you viewing your society, history, and clock in a whole new perspective. Not to mention putting you on the forefront of scientific theories and cultural progress being considered in the world of cosmology.

Friday, September 20, 2019

Effective and Environmentally Safe Household Cleaner

Effective and Environmentally Safe Household Cleaner Introduction Cleaning products are an essential part of maintaining any home or workplace. However, many of the well-known household cleaners contain chemicals that can harm the environment. This is a main reason as to why a consumer’s choice upon choosing a cleaning product should rely on the safety of not only humans but the environment as well. For example, cleaning products that contain Volatile organic compounds can affect indoor air quality as well as contribute to the formation of smog in outdoor air (EPA, 2010). Therefore, an experiment has been conducted to accurately determine which cleaner-vinegar, Comet, All Purpose, baking soda, or a mixture of vinegar and baking soda- is the most environmentally safe and the most efficient. The end result should display the mix of Vinegar and Baking Soda as being the most environmentally safe and efficient household cleaning product. Method To begin the experiment, draw two lines on each tile (five tiles total) 10 centimeters long. Label each line as either a 1 or 2 on each tile to distinguish the trials. (Note: each line will be used for separate trials.) Also, label each tile as the name of the cleaner being used. Then, measure 10 milliliters of vinegar using a graduated cylinder. Depending on paper towels available, fold as needed to where it does not rip or bleed through while scrubbing. Next, pour the vinegar from the graduated cylinder slowly onto the line marked as trial 1. Scrub the stain that has vinegar on it vigorously using the paper towels. Same person scrubbing the vinegar will do so for the rest of the products and trials. Start the stopwatch once the scrubbing begins and stop as soon as the mark is completely removed. Record results immediately after the stain is erased and clearly state any observations obtained. Repeat this procedure for both Comet and All Purpose cleaners. However, a different method must be taken when removing the stain with a baking soda and water solution. In a plastic cup mix two scoops of baking soda with 30 milliliters of water. Measure 10 milliliters of that solution into a graduated cylinder. Pour the solution onto the tile labeled trial 1. Scrub vigorously using paper towels as needed. Record observations and the amount of time it takes to remove crayon stain. Repeat the procedure with baking soda and water except replace the water with vinegar. It will now be a baking soda and vinegar solution. Finally, record observations and time taken to remove the crayon mark. Repeat all procedures for each solution an additional time but instead using the mark labeled as trial 2. Make sure to record all data and observations after each crayon mark is thoroughly removed from the tile. Results Observations were made immediately following each trial. For instance, vinegar was clear and watery. It had a sour scent and was not messy. Unlike vinegar, baking soda was messy, milky, and gritty. Comet was a thick, green, slimy, and bleach-smelling product. Like baking soda, Comet was also messy. All Purpose, however, was not messy and had a bleach stench. It was also watery and made bubbles once the scrubbing began. Vinegar and baking soda mixture was milky, gritty, and made a reaction when mixed together. Conclusion In conclusion, this experiment was successful in displaying which cleaning product was the most efficient, while being environmentally safe. In this experiment there were four specific cleaning products that were experimented. The hypothesis is supported by the data that was obtained; the combination of vinegar and baking soda is the most efficient in removing a crayon stain. Moreover, as well as being the most efficient, vinegar and baking soda is the most environmentally safe. The data that was concluded from each product are as follows. The first cleaning product tested was vinegar and was found to be inefficient time wise, taking over 3 minutes to remove the stain. Vinegar has an ingredient of acetic acid. If acetic acid is released into the environment it will either evaporate or natural waters will neutralize the solution into acetate salts, either of which are not harmful (Iowa State University, 2001). The next product tested was Comet. It was found to be inefficient, but on a verage was the second to fastest in removing the stain, taking only over a minute compared to vinegar’s 3 minutes. Comet contains fragrance, surfactant, sodium hydroxide, sodium hypochlorite, water, and cleaning agent. Of the ingredients, sodium hypochlorite was found to be the most harmful because it is a toxic chemical. Although sodium hypochlorite is only entered in the environment by a spill or misuse, overexposure can result in harm to aquatic wildlife such as freshwater fish (SDA, 1997). Another product tested was Great Value All Purpose Cleaner. All Purpose took almost as much time as Vinegar to remove the stain, making it inefficient as well. Like Comet, All Purpose contained 2% sodium hypochlorite; therefore, they have similar effects on the environment, both of which are harmful to aquatic wildlife if overexposed. An additional product tested was baking soda. The data for baking soda in the first trial of the experiment can be classified as inconclusive as a result of the baking soda sinking to the bottom of the cup when mixed with water. However, when conducting the second trial the time made an enormous decrease, taking a little over 30 seconds to remove the crayon mark. Baking soda is made up of sodium bicarbonate. Sodium bicarbonate occurs in nature. Therefore, further studies indicate that under normal conditions and use of sodium bicarbonate there are no harmful effects pertaining to plant life and the environment. In fact, research studies show that sodium bicarbonate improves sewage treatment by effectively using pH and enhancing anaerobic digestion of solids (Arm and Hammer, 2012). The final cleaning product tested was a mixture of vinegar and baking soda. This mixture was concluded to be the most efficient in time, taking less than 20 seconds to remove the crayon mark in both trials 1 and 2. Due to this mixture of acetic vinegar and basic baking soda, the resulting solution is a neutral substance- carbon dioxide- that is not harmful to the environment. Ultimately, as previously stated, the hypothesis was supported by this experiment; vinegar and baking soda mixed is the most effective and environmentally safe product. The cost of both vinegar and baking soda is not the cheapest, being a little over 3 dollars, but the effectiveness and safety override that factor. An error recorded for this experiment is that the lines drawn onto the tiles were too thick, making it harder to scrub off with the cleaning product which may have altered the overall data for that trial. Furthermore, the tiles itself had different textures which could have had an overall effect on the amount of time taken to remove the crayon stain. Works Cited Arm and Hammer. (2012). Product Safety Summary. Retrieved from Iowa State University. (2001). Material Safety Data Sheet Acetic Acid, Glacial. Retrieved from The Soap and Detergent Association. (1997). Sodium Hypochlorite. Retrieved from U.S. Environmental Protection Agency. (2010). Greening Your Purchase of Cleaning Products: A Guide For Federal Purchaser. Retrieved from

Thursday, September 19, 2019

Effective Foreshadowing in King Lear :: King Lear essays

Effective Foreshadowing in King Lear    The first scene of a play usually sets up the basic themes and situations that the remainder will work with. In Shakespeare’s play King Lear, the very first scene presents many of the play's basic themes and images. The recurrent imagery of human senses and of "nothing," the distortion of familial and social ties, the gradual dissolution of Lear's kingship, all make their first appearances in the first lines of Shakespeare's play.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Much of the imagery in King Lear's first scene presages what is to come in the play. Often characters refer to senses, particularly sight, whether as a comment on the necessity of sensing consequences before acting (as Lear does not), or as yet another of Shakespeare's comments (most apparent in Hamlet) on "seeming." The destruction of Gloucester's eyes and his subsequent musings ("I stumbled when I saw" (IV.i.19) etc.) are a more graphical presentation of this basic theme which originally appears in Lear's first scene. Goneril declares Lear is "dearer than eyesight" (I.i.56) to her (though she is the one who later suggests putting Gloucester's eyes out for his "treachery"). Regan goes further, proclaiming "I profess / Myself an enemy to all other joys / Which the most precious square of sense possesses" (I.i. 72-74). Crossed in his wrath by Kent, Lear cries "Out of my sight!" (I.i.157), only to be reproved with Kent's "See better, Lear, a nd let me still remain / The true blank of thine eye." (I.i.158-9).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Lear's dialogue with Cordelia on "nothing" introduces yet another theme in the play's imagery, echoing, among other scenes, some of his later conversations with the Fool (I.iv.130 "Can you make no use of nothing, nuncle?") and others. Indeed, King Lear is, in many ways, about "nothing." Regan and Goneril seem to offer much in the beginning, but after whittling down the number of Lear's knights, they leave him with nothing, and in the end their "natural" affection comes to nothing as well. Lear is progressively brought to nothing, stripped of everything -- kingdom, knights, dignity, sanity, clothes, his last loving daughter, and finally life itself.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One of the main signals of the growing chaos of Lear's world is the distortion of familial and social ties. King Lear exiles his favorite daughter, Cordelia, for a trifling offense, and those daughters he does favor soon turn against him.

Wednesday, September 18, 2019

Capital Punishment Essay -- essays research papers

Capital Punishment Many positions can be defended when debating the issue of capital punishment. In Jonathan Glover's essay "Executions," he maintains that there are three views that a person may have in regard to capital punishment: the retributivist, the absolutist, and the utilitarian. Although Glover recognizes that both statistical and intuitive evidence cannot validate the benefits of capital punishment, he can be considered a utilitarian because he believes that social usefulness is the only way to justify it. Martin Perlmutter on the other hand, maintains the retributivist view of capital punishment, which states that a murderer deserves to be punished because of a conscious decision to break the law with knowledge of the consequences. He even goes as far to claim that just as a winner of a contest has a right to a prize, a murderer has a right to be executed. Despite the fact that retributivism is not a position that I maintain, I agree with Perlmutter in his claim that social u tility cannot be used to settle the debate about capital punishment. At the same time, I do not believe that retributivism justifies the death penalty either. In Martin Perlmutter's essay "Desert and Capital Punishment," he attempts to illustrate that social utility is a poor method of evaluating the legitimacy of it. Perlmutter claims that a punishment must be "backward looking," meaning that it is based on a past wrongdoing. A utilitarian justification of capital punishment strays from the definition of the term "punishment" because it is "forward looking." An argument for social utility maintains that the death penalty should result in a greater good and the consequences must outweigh the harm, thereby increasing overall happiness in the world. Perlmutter recognizes the three potential benefits of a punishment as the rehabilitation of an offender, protection for other possible victims, and deterring other people from committing the same crime. The death penalty however, obviously does not rehabilitate a victim nor does it do a better job at protecting other potential victims than life impriso nment. Since a punishment must inflict harm on an individual, deterrence is the only argument that utilitarians can use to defend the death penalty. The question then ari... to murder someone because twelve rational people in a courtroom decided that it should be so? By the same token, a murderer can claim that their victim had violated their rights and did not deserve to live. Obviously that cannot be rationalized in any manner. No matter from what perspective it is viewed, capital punishment is murdering another human being. Even if a law is broken and the person has made the world a worse place to live, killing someone else can never be justified, especially by measuring its social utility. The world would be a better place if many people did not exist, but it would not be legitimate to exterminate everyone who does not increase the happiness in the world. Social utility cannot justify the existence of capital punishment, nor can it be used as rationale to reject it. Retributivism fails as well because the death penalty may be regarded as cruel and unusual punishment. Absolutism seems to be the only school of thought that cannot be logically dismantled. No evidence exists that would demonstrate the benefits of capital punishment and statistically the only thing that is accomplished is another death in society.

Tuesday, September 17, 2019

Bloom’s Research and Response

Bloom's Research and Response Bloom's Research and Response Benjamin Bloom developed Bloom’s Taxonomy of Education in 1956. It is a teaching system developed to classify learning objectives and skills (Larkin & Burton, 2008). Lori Anderson and David Krathwohl revised the original publication- Bloom’s Taxonomy of Educational objectives and also added new knowledge and ideas to the original material. This is the handbook in use by educators today. The Educational objectives that Bloom developed he categorized into three domains: Cognitive, Affective, and Psychomotor.Each domain has its own set of specific expectations. Bloom broke down his taxonomy into different levels of complexity. They are arraigned in a hierarchy from less to more complex. When teaching, the educator will use the levels so that mastery of the first level is necessary by the learner before the next level can be achieved. The Cognitive Domain focuses on knowledge and developing the skills of comprehens ion, it also uses critical thinking skills. There are six levels of complexity in this Domain: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.The Affective Domain focuses on how the learner deals with emotions and with his ability to feel empathy for others. Bloom broke down this domain into five levels: Receiving (awareness), Responding (active participation in the learning process), Valuing, Organization, and Internalizing (values held that influence a behavior so it becomes a characteristic). The third domain, the Psychomotor Domain was not broken down into subcategories by Bloom but by Simpson in 1972. The Psychomotor Domain focuses on the ability to manipulate an object physically.This domain has seven levels: Perception, Set (readiness to act), Guided Response, Mechanism, Complex Overt Response (the ability to perform without hesitation), Adaptation, and Origination. When used, Bloom’s Taxonomy will provide the educator with a measurable way to assess the level of comprehension of the taught information by the learner (â€Å"Big Dog and Little Dog’s Performance Juxtaposition,† 2010). Nurses can use Bloom’s teaching method in educating patients with chronic diseases. First the nurse must assess the patient for level of understanding and readiness to learn.The nurse uses the Cognitive Domain to teach the patient about his specific disease and to facilitate understanding of all concepts associated with the disease and its treatments. In following the hierarchy the nurse would start with the simplest information and ideas and increase the complexity of the information after the patient has exhibited comprehension of the previously taught material. Using the Affective Domain the nurse helps the patient deal with his emotions related to his diagnosis and to attach a value to it.Once a patient has processed the information given to him, realizes the importance of managing his care and placing a value on it s importance, he is ready to use the psychomotor domain. The educator uses the Psychomotor domain to teach the skills portion of education. Diabetics need to learn how to use blood glucose testing equipment; patients may need to learn how to self-catheterize these are just two examples of skills that nurses teach that fall under this domain. There are many areas of education a nurse teaches daily.One of which is the information given to patients with chronic diseases in order for them to achieve or maintain self-sufficiency. Bloom’s teaching method gives those patients the best chance at mastering the necessary information and skills needed to live day-to-day with a chronic illness. References Big Dog and Little Dog’s Performance Juxtaposition. (2010). Retrieved from http://www. nwlink. com/~donclark/hrd/bloom. html Larkin, B. G. , & Burton, K. J. (2008, September). Evaluating a Case Study Using Bloom’s Taxonomy of Education. AORN Journal, 88(3), 390-402

Monday, September 16, 2019

Difference Between Personal and Professional Ethics

. What is your perception of personal ethics Vs professional ethics? If different, can you explain the difference? A brief definition of personal ethics according to me would be an individual's belief about morality or conscience . It defines our stand on what is right or wrong. This branch of ethics gradually develops since our childhood and tend to emulate the things which are set as an moral value to us by our parents or guardians in the family. It can heavily be influenced from any major incident in our life. Again I believe every individual may have its own definition of code of personal ethics. It can overlap at times or it may conflict with one another as well e. g a vegetarian may find eating non veg food as a crime. Personal ethics can influence all different areas of life such as family,finances,religion or relationship. Here the individual has the liberty and the freedom to choose his/her own set of rules if his concience conflict with that of the sorrounding's. Professional ethics defines adherence to rules and regulation . Here the individual is expected to follow religiously, the code of ethics framed by the organization . It can be heavily influenced by the culture of the organization but it cannot change as frequently as the personal ethics. There may be at times where our personal ethics can conflict with our professional one ,for instance, when a judge enforces a death sentence on a criminal as per our law even if he is personally against death penalty. So by setting out expected behaviour in the form of professional ethics,professionals try to uphold a good reputation. On the other hand,professionals are also expected to be honest and respect the code of ethics by not getting involved in any conflict of interest. A conflict of situation may occur if an individual tries to achieve personal goal while at profession which ultimately leads to corruption. Coming across various range of people in personal and professional life , I generally find people carrying the same attitude in both sphere of life. In short ,there is definitely a line between personal and professional ethics,but that line to me is very thin and fine

Sunday, September 15, 2019

The Best Death Ever

The Best Death Ever – Niall Griffiths By Christian Steenfeldt, 3. U Children cannot differentiate between what is fun and what is serious. In the short story â€Å"The Best Death Ever† by Niall Griffiths four boys are playing a game where they have to fake a death. The boy whoever fakes the best death wins the game. The four boys do not understand what they are doing and see the game, The Best Death Ever, as a fun game. Until one moment, when one of the boys misjudges the distance to ground and almost hang himself meanwhile his friends where shooting at him with their toy guns.The story is narrated by a first person narrator who looks back at a specific incidence. The narrator technique is very post modernistic. Niall Griffiths uses a lot of humor which makes the story fun to read. For instance, when the boys are shooting with their toy guns they make these funny noises. Niall Griffiths also uses the boys non existing knowledge about death to make the readers laugh â₠¬Å"– That was rubbish! Yer meant ter die, not just fall over like a fart. Since when have did you see anyone die like that? (Page 94 line 1-2) Niall Griffiths takes a serious subject like death and turns it funny by saying Mick fell like a fart. The slang that is used also makes the atmosphere more relaxed. Niall Griffiths also points out a child’s innocence. â€Å"Soft lad. How can you hurt yerself if yer dead? † (Page 94 line 7) For the children it is simple logic, because why should Mick not be able to fall properly, if he is dead? Irony is also well used. The title of the story is â€Å"The Best Death Ever† and it is the same name as the game the four boys play. The irony occurs because when Gavin tries to make the best death ever, he almost dies trying.Another significant post modernistic is the open ending because it leaves the reader confused. The story is also a fix point of the narrator’s life, where he is very nostalgic. It takes place in the yard of the narrator’s house in Netherley, Liverpool. The setting does not really matter, but as often in post modernistic stories it is in an urban environment. The story is a flashback of roughly 45-60 minutes of his life. The narrator looks back at that special episode of his life and he turns all nostalgic. The boys are strongly inspired by war movies and war stories told by the elderlies.The narrator has received a toy gun from his granddad. He knows a lot about it because of his big interest in war. As almost every other boy, they play games with guns and death involved. The problem is not that the boys play war, but that they cannot differentiate between where the fun stops. In this game Gavin almost killed himself, but it was not on purpose. A problem is, when the mom notices Gavin, she immediately saves him. Then she slaps the narrator. By slapping the narrator she punishes him for something that he does not know is wrong. Related essay: â€Å"Realism and Expressionism in Death of a Salesman†The narrator is angry, because they have to award Gavin the price of the best death. â€Å"I would shock and shake them all with the violence of my going. But we never played the game again. † Because his mother hit him and did not tell him what they did wrong, he does not understand consequences. Therefore he still wants to win the game next time and he wants to put even more violence in than Gavin did. Luckily they never played the game again, because nobody knows what would have happened then. This story is a perfect example to show that taking extra care of your children is highly necessary.If you do not teach your kid what is dangerous and what is not, it will have serious consequences. As in this story, the boys cannot see what they have done wrong and therefore they continue their games. The narrator has no intentions to stop he even wants to surpass the other boys by doing more dangerous stunt s. The parents must teach their children what is wrong and what is not. They shall not slap the children if they do not hurt someone like in the story, but instead tell them what they did wrong because the children cannot differentiate between right and wrong.FOKUSPUNKTER3g – EN LF For at fa mere ud af jeres afleveringer/mine rettelser og kommentarer skal I sammen med n? ste store aflevering aflevere denne seddel hvorpa I anforer hvilke fokuspunkter I har fokuseret pa i denne essayopgave. I skal basere jeres fokuspunkter pa mine kommentarer fra den foregaende store aflevering. Der skal fokuseres pa min. Et punkt (gerne flere) i bade indhold og sprog. INDHOLD: Fra sidste aflevering: 1. Overfortolkning 2. Mere indhold 3. SPROG: Fra sidste aflevering: 1. pr? positioner 2. ingen udeladelse 3.