Mid-Semester Exam Essay Example for Free

Mid-Semester Exam Essay ?Both Heraclitus and Parmenides were obsessed with change. Explain how change fits into each of their philosophical systems. Are there any two similarities in their two accounts? Why are they so important to later metaphysicians such as the particle theorists? Heraclitus believed in the unity of opposites. The succession of the opposites brings out his key notion of change. The successive manifestation of contrary properties in an object is a way of saying that everything undergoes change. All, things, according to Heraclitus, are in a constant flux. Comparing this change to stepping into a river, he says: ‘you cannot step twice into the same river. ’ I agree with this proposition considering the fact that the molecular property of a river at an instance is not the same, since it is constantly flowing. The constant flowing of the river suggests a constant movement of molecules so that new molecules interact with objects the river is in contact with. One may return to the same river, but fresh waters have flowed into it, making it different. With this notion of change, it can be said that nothing retains its identity, though it remains the same thing. The object therefore endures, even though it is undergoing constant change and some of its components or characteristics may be lost. I think that the unity of the opposites therefore is a necessity for the existence of equilibrium, so that though in opposition, they maintain a balance and order in an object, and in nature as a whole. This unity which brings about balance and order is what Heraclitus calls the logos. Parmenides’ views are a contrast to those of Heraclitus; a sharp turn around the notion of change. He denies the reality of change, motion and void. For him, change is impossible and incoherent. All existence is permanent, ungenerated, indestructible and unchanging. In his view, there are no opposites, no plurality. For him, change and motion were mere illusions. He favored pure reason as a path of understanding the world and its nature. He argued against the existence of void, equating it with non-being. For Parmenides, what ‘is’ must exist, and what ‘is not’ cannot exist, and is ‘completely unlearnable’. Only two things underlie reality for Parmenides: being and non-being. Anything that can exist and can be thought about must exist. It is therefore impossible to think or speak about what does not exist. Therefore, nothing cannot exist, and nothing can come into existence if it is not. For him, there is no difference between past, present and future. Therefore what is, already exists, and will exist, without change. What is, is therefore necessary. Parmenides names the logos of Heraclitus, being. He opposes two possibilities for thought, being and non-being, and says that being is the only way that can be for thinking. The most non-being could do would be to ‘not be. ’ The appearances referred to as illusion or delusion are like what Heraclitus calls the ‘flux and flow’ of reality – beings coming to be and passing away; this permeates all reality; but in Parmenides’ view, they must only and can only return to being at what is perceived as destruction. For particular theorists, atomists in particular, the permanence of Parmenides and flux of Heraclitus are reconciled, and the atomic theory was conceived. I think this is their most important contribution to later metaphysicians.

Investigation into the Force of a Bullet

Investigation into the Force of a Bullet The Force of a Bullet             Abstract: The aim of the experiment was to uncover whether or not, if when a person is shot in a movie and falls backwards is realistic. As the experiment was to see how far back a person goes when shot, the following hypothesis was made: if the momentum of a bullet out of a nerf gun is passed on to a toy soldier, then it will travel backwards because of the Momentum Conservation Principle. The hypothesis will be tested by using a nerf gun and bullet that will be shot at a toy soldier from various distances. Through the experimental data recorded, the hypothesis was found to be supported, however a new hypothesis could be developed to better suit this experiment. Introduction: 21st century movies show dramatic improvements in the special effects that are used to make a better movie. Over time, shooting scenes have been the main point decider in movies in whether or not it seemed realistic or over exaggerated. Although Computer-Generated-Imagery (CGI) helps to make these scenes better, how reliable is the recoil of a person falling back from taking a shot in the chest, shoulder or even the head. The realism of shooting in movies will be explored through investigating and experimenting to find out how realistic someone being shot and falling backwards is. The movie that will be used as the reference or comparison for this experiment is The Brothers Grimsby released in 2016 as an action cross adventure genre. The key scene that will be used from the movie is when Nobby, played by Sacha Baron Cohen, shoots two enemies using a 9mm gun as shown in the photo. This movie is used as the comparison due to the shooting scene looking realistic, in that when the two enemies are shot, they only fall backwards and dont jump back five meters, giving the appearance of a realistic shot or kill. For the experiment, a nerf gun was used as the replica gun for this experiment. The areas that will be explored in the experiment include Newtons Third Law, which is defined as For every action, there is an equal and opposite reaction (Physicsclassroom.com, 2017). Newtons Third Law affects the experiment in that when the bullet is shot from the nerf gun, the energy behind the bullet is equal to that of when it hits the object and pushes it back while the bullet deflects in any given direction. Newtons Third Law relates to the Momentum Conservation Principle. The principle is a collision between object 1 and object 2 in an isolated system. The total momentum of the two objects before the collision is equal to the amount of momentum after the collision (Physicsclassroom.com, 2017). The expression of the above text can be shown through the equation of, F1 = -F2. It shows that the magnitude is the same but in opposite directions. The impulse in an object is equal to the change in momentum of that object (the impulse momentum change theorem). This means that the object contains positive and equal impulses. As an equation, this is expressed as:- p1xà ¢Ã‹â€ Ã¢â‚¬  V1=p2x à ¢Ã‹â€ Ã¢â‚¬  V2 p= momentum à ¢Ã‹â€ Ã¢â‚¬  V= change in velocity Theoretical Calculations: The scale that is used is 1:32 and came from the size of the object in which it represents a six and a half foot tall person. Nerf gun bullet speed is 44.6 ft/s or 13.6 m/s meaning when scaled to see if the bullet is roughly the same speed of a 9mm bullet (Stoked About Science, 2017). The results came from an external experiment where the average firing speed was found. Scale used is 1:32, therefore 3244.6 = 1427.2 ft/s 3213.6 = 435.2 m/s The muzzle velocity of a 9mm bullet is 1246.7 ft/s or 380 m/s. The nerf gun when scaled is around the same speed of a 9mm, therefore it allows the experiment to be a realistic scale replica of the movies shooting scene. Momentum of the nerf bullet where mass of bullet equals 0.001kg. Momentum= mass x velocity p= m x v p= 0.001 x 13.6 p= 0.0136 kg/ms-1 m= mass of nerf bullet (1 gram) v= speed of nerf bullet in (13.6 ms-1) Momentum of the bullet equals 0.0136 kilograms-metre per second. Using the momentum change theorem to find how far back the soldier went. P= momentum P1=0.0136 P2=Unknown à ¢Ã‹â€ Ã¢â‚¬  v= change in velocity à ¢Ã‹â€ Ã¢â‚¬  v1=13.6 à ¢Ã‹â€ Ã¢â‚¬  v2=0.036 The equation is rearranged to find m2 Therefore the momentum of the toy soldier is equal to change in momentum of p1-p2. Change in momentum To find the length of how far back the toy soldier went, the acceleration formula is used. a = acceleration (ms2) 13.60 = 13.6-2.6810-3 vf = the final velocity (m/s) vi = the initial velocity (m/s) t = the time in which the change occurs (s) By finding the time, we can now calculate the distance by using the formula The theoretical length of the distance of how far back the toy soldier should go is 0.49 meters. Hypothesis: By using the background research that has been collected, the following hypothesis for the experiment was formed. If the momentum of a bullet out of a nerf gun is passed on to a toy soldier, then it will travel backwards because of the Momentum Conservation Principle. Material List: Nerf Gun The nerf gun was used as the comparison weapon to the 9mm gun used in the movie as it had similar speeds when scaled. Toy Soldier The toy soldier was the scaled replica of a human which was also the item that was shot at. Tape measure A tape measure was used to calculate the distance from where the shooter would be and to measure the length of how far back the toy soldier went when shot. 30cm ruler A ruler was used to keep the toy soldier parallel to the spot where they were going to be shot from. Enclosed Dome measuring scale The scale was used to measure the mass of the soldier to help with calculations for the theoretical data. Method: As the materials required could be sourced from home, there wasnt any needed to be ordered at school. Finding a suitable place that wouldnt be affected was the first priority as wind could easily blow the bullets around and have made the experiment harder to do. The classroom next to the physics room wasnt in use and due to it having enough room to shoot; it was the perfect area to conduct the experiment. Some desk and chairs needed to be moved to allow a wide and long enough section where the tape measure could be laid out. A 30cm ruler was used as a reference point and laid across the two metre mark on the measuring tape. The toy soldiers were placed just behind the ruler so they were parallel to the two metre mark on the tape measure. The shooter held the nerf gun at the four metre mark (two meters away from the targets) and shot the soldiers five times. Before every shot was taken, the shooter made sure that the front of the gun wasnt past the four metre mark on the barrel so then the results would be as consistent as they could be. The range of where the shooter was changed at the end of the five shots by one metre (three metres away from the target) to see if there would be a change in the distance of how far back the toy soldier went. Five shots (that hit the targets) were fired again and the results recorded into a table. The distance was changed for the final length to be four metres away from the toy soldiers with five shots that hit the toy soldiers to be recorded. The results that were recorded took the data of the travel of the toy soldier from where it had been placed. The dependent variable for the experiment is the change in distances of how far back the bullet was shot from. The independent variable of the test was the speed of the bullet as it didnt change (the same gun was used). The controlled variable of the test was the object being hit and the room that the experiment was conducted in. A layout of the experiment is shown below. Safety: The safety procedures that were followed consisted of wearing safety glasses and having an empty room. Although there was minimal chance of a bullet deflecting into an eye, glasses were worn to prevent any injuries to the eye. Having an empty room meant that there wasnt anyone to accidently hit compared to if the experiment was conducted in the main teaching room where there were other experiments being conducted. Results: The results of the experiment have been collected and recorded into the table below. Table 1. Shot No. Range from target (m) Distance from where the toy soldier was placed (m) 1 2 1.48 2 2 1.37 3 2 0.15* 4 2 1.89 5 2 0.95 Average of shot 1-5 excluding shot 3(*) 2 1.42 6 3 1.63 7 3 0.62 8 3 0.84 9 3 1.47 10 3 1.12 Average of shot 6-10 3 1.13 11 4 0.96 12 4 1.15 13 4 1.21 14 4 0.76 15 4 0.89 Average of shot 11-15 4 0.99 (*) means that shot 3 is not included in average calculation due to it being an anomaly. Result from theoretical calculations. Table 2. Shot No. Range from target (m) Distance from where the toy soldier was placed (m) 1 unknown 0.49 A chart of the average distance of how far back the toy soldier is displayed below to show the averages from the distances shot. Graph 1 Discussion and Conclusion: Looking at the results from table one and the graph one, a pattern emerges that shows how the further away the shooter is, the less the toy soldier goes back. Table one shows that although there is a decrease in the length of how far back the toy soldier goes; the results were not all similar to each other in that there wasnt just a two or five centimetre difference, but a 10-30 cm difference. Graph one shows the average of how far back the toy soldier goes and shows that the further back the shooter is, the less momentum there is to pass onto the object. In the first five shots, (range of two metres) an anomaly occurred that was not included in graph one. Compared to the other distances, it was not included as it had an 80cm gap between the next smallest distance that was recorded. The reason for why this occurred is unknown but the most logical reason for this anomaly is that the bullet hit the ground just before hitting the toy soldier loosing most of its momentum before impact. The results from the experiment also are similar to a real world bullet, in that when a bullet is fired, wind, air resistance and gravity affect the travel and trajectory of where it will land. Wind impacts the sideways movement and with air resistance, it slows down the speed of the bullet. Gravity impacts the height and overall distance of the bullet. These three impacts affect the nerf bullet just the same, but a lot more as the bullet its lighter and has less energy behind it. The results from the experiment shown in table one and graph one show the distance decreases as the shot is taken further back. Compared to the theoretical table, the results between the theoretical and experimental calculations are not similar as there is a significant difference in the distances when compared. The theoretical result is close to the distance of how far back the two people go in the movie The Brothers Grimsby where the experimental results are about a metre off. The results from the table and chart from the experiment show that increasing distance from where the shooter shoots from will reduce the distance of how far the toy soldier travels backwards. Therefore the hypothesis, If the momentum of a bullet out of a nerf gun is passed on to a toy soldier, then it will travel backwards because of the Momentum Conservation Principle is shown to be supported. Evaluation: The errors of the experiment consist of the shooter and the environment. The errors of the shooter involve accuracy, data recording and the position of where the gun was held. The environment that the experiment was held in also affected the results in how the bullet was affected by its surroundings (air conditions) and also the room itself. Accuracy of the bullet hitting the toy soldier had a major effect to how far back the soldier would go backwards. The reason why this was a problem is because if the bullet hits the soldier in the arm, then it wont go straight back, but more of a diagonally path that is to the left or right of the soldier. The momentum transfer is also affected because the arm is smaller than the bullet, not all of the energy will transfer compared to if it was shot in the chest. Data recording was done to a good standard, yet improvements can be made to make sure the right length is recorded to improve overall accuracy. As the toy soldier is five centimetres long, choosing what spot (head, feet or the chest) to look at to measure from when next to the tape measure was a problem. The solution to fix this is to have a laser set up with the point of the toy soldier that it furthest away from where it was when shot. This solution would give an increase in accuracy with the way data is recorded. The position of where the shot was made from also affected the results taken, but also how much momentum the bullet had upon impact. If the gun is in front of the point where it should be on the measuring tape, then the bullet will have more momentum than if it was shot from behind the point on the measuring tape. Although this will have only minor affects, a centimetre or two will decrease the accuracy of the average distance of how far back the toy soldier went. The overall experiment can be improved to help the accuracy of the results. Although the nerf gun is scaled down in the speed of a real gun, by having real guns and bullets the experiment will be similar to that of the movie scene. The object that would be shot at could be a pig or mannequin (as shown in MythBusters) that is similar in size and weight of a real person and placed on a stand to hold it up right. In the experiment, different bullet sizes can be used to see the differences of a .22 to a 9mm to a 50 calibre. The hypothesis for the experiment that was conducted can be improved. The new hypothesis that could be tested is, when a nerf bullet is shot at a toy soldier, the distance of how far back it moves will decrease as the range is increased. Bibliography In-text: (Grimsby Brothers,2016) Your Bibliography: Grimsbys Finest Nobby Opens Up About New Film Detailing His Life. Newscom Au. N.p., 2017. Web. 4 Mar. 2017. In-text: (9mm Ammo, 2017) Your Bibliography: 9mm Ammo. (2017). [online] Available at: http://9ammo.com/ [Accessed 18 Mar. 2017]. TOY MICROWAVE PICTURE In-text: (Aliexpress.com, 2017) Your Bibliography: Aliexpress.com. (2017). toy microwave Picture [online] Available at: http://www.aliexpress.com/item-img/1-Soft-Bullet-Clip-And-20-Pcs-Bullets-For-Nerf-Gun-Toy-Cartridge-Dart-Magazine-Ammo/32510200688.html# [Accessed 18 Mar. 2017]. MOMENTUM In-text: (Physicsclassroom.com, 2017) Your Bibliography: Physicsclassroom.com. (2017). Momentum. [online] Available at: http://www.physicsclassroom.com/Class/momentum/u4l1a.cfm [Accessed 18 Mar. 2017]. MOMENTUM CONSERVATION PRINCIPLE In-text: (Physicsclassroom.com, 2017) Your Bibliography: Physicsclassroom.com. (2017). Momentum Conservation Principle. [online] Available at: http://www.physicsclassroom.com/class/momentum/Lesson-2/Momentum-Conservation-Principle [Accessed 18 Mar. 2017]. NEWTONS THIRD LAW In-text: (Physicsclassroom.com, 2017) Your Bibliography: Physicsclassroom.com. (2017). Newtons Third Law. [online] Available at: http://www.physicsclassroom.com/class/newtlaws/Lesson-4/Newton-s-Third-Law [Accessed 18 Mar. 2017]. NERF GUN DART SPEED-PART 2 STOKED ABOUT SCIENCE In-text: (Stoked About Science, 2017) Your Bibliography: Stoked About Science. (2017). Nerf Gun Dart Speed-part 2 Stoked About Science. [online] Available at: http://stokedaboutscience.com/episodes/nerf-guns2/ [Accessed 18 Mar. 2017]. WHAT ARE INDEPENDENT AND DEPENDENT VARIABLES?-NCES KIDS ZONE In-text: (Nces.ed.gov, 2017) Your Bibliography: Nces.ed.gov. (2017). What are Independent and Dependent Variables?-NCES Kids Zone. [online] Available at: https://nces.ed.gov/nceskids/help/user_guide/graph/variables.asp [Accessed 18 Mar. 2017].

The Struggle for Equality: Native-Americans and Asian-Americans

The Struggle for Equality: Native-Americans and Asian-Americans The struggle for equality has been going on since the first European settlers immigrated to the United States. Globalization and Imperialism forced the indigenous peoples of the United States, and also immigrants from other countries, to endure extreme cultural changes. Both the experiences of the Native Americans and the Asian Americans are similar in the attempts by the dominant white culture to affect a total cultural transformation of their way of life. Both groups were considered inferior, dealt with segregation, discrimination, and the rationalization of economic and social exploitations. Native Americans and Asian Americans both suffered restriction of education that was intended to change and control their beliefs and behaviors, in addition to forced internment and relocation. Both groups struggled to preserve their cultures and languages, to be accepted and to receive the liberties that are the right of citizens of the United States. The liberties Americans expect, freedom f rom discrimination, citizenship, the right to sit on a jury, the right to vote, to receive an equal education were for many years denied them. In both cases, fear and greed were the prevailing attitudes that guided those policies of intolerance. From the onset, both the Native Americans and Asian Americans were viewed as inferior to whites and uncivilized. The 1700s classification of Native Americans by Congress as domestic foreigners (Spring, 2010) denied citizenship based upon the Bering Strait Theory that they had crossed over from Asia on the land bridge, and therefore were not white . This was the justification for the classification that all people of Asiatic decent, called collectively by European Americans Mongolians, were not to be considered white and was the basis for the Naturalization Act of 1790 which denied both Native Americans and Asian Americans citizenship. The general view of the Native Americans was a filthy (in the moral sense) savage who not only did not avoid personal pleasure, they enjoyed sex, allowed their women power, were lazy and did not discipline their children. Asian Americans fared no better. Spring (2010) states that in the 1870s in California the Asians were considered an inferior race, barbarians, and any mixing of the races would be the lowest, most vile degraded of our race, and the result of that amalgamation would be a hybrid of the most despicable, a mongrel of the most detestable that has ever afflicted the earth (p. 72) he went on to say that California Representative Romualdo Pacheco maintained, Chinaman [is] a lithe, sinewy creature, with muscles like iron, and almost devoid of nerves and sensibilities. His ancestors have also bequested to him the most hideous immoralities. They are as natural to him as the yellow hue of his skin and are so shocking and horrible that their character cannot even be hinted (p.73). The mind-set of non-European cultures not being white and needing to be civilized, was part of the belief system that the English colonists brought with them that held they were culturally and racially superior. This was used as the validation for taking over the lands of the Native Americans and the forced relocation of the various tribes. Ostensibly, for their own good, the reality was that the land was desired by settlers. This is similar to the Japanese Americans losing their homes and possessions during their internment in concentration camps during World War II. Additionally it was this same not white argument that was used in the 1920s to deny Asian Indians citizenship, and was combined with restrictive court rulings to deny owning land. It was over 160 years after the Naturalization Act that the United States Government acknowledged that naturalized citizenship should not be restricted to whites with the passing of the McCarran-Walter Act in 1952. The political system headed by European-Americans believed that to preserve the survival of the country it was necessary that other groups repudiate their native religions and ways of life, and accept middle class America with its accompanying customs. The hope was to accomplish this by total deculturalization and assimilation through education. It was during the latter part of the nineteenth century that the major policy of the United States Government became one of destroying the customs of the Indians, replacing their languages with English and instilling in them an allegiance to the U.S. Government. The Japanese faced these same tribulations in Hawaii in 1914. Wanting to preserve their culture and language, the local Japanese communities had opened private schools for their children to attend after public school. Spring (2010) explains, they were criticized by local white leaders for hindering the Americanization of Japanese American children and a Territorial Government report f rom that time states, All Americans must be taught to read and write and think in one language; this is a primary condition to the growth which all nations expect of us and which we demand of ourselves (as sited in Hawkins, 1995, p.35). The idea of cultural assimilation combined with the restriction of education was meant to keep other cultures and ethnic groups in line. Both Native Americans and Asian Americans were experiencing segregation or being denied an adequate education. It was not until the civil rights movement that strides were made to redress the deficiencies in schooling, have the schools provide positive images, and reverse the efforts by federal and state governments to destroy the language and cultures of different ethnic groups. The Japanese were, at this time, at a great disadvantage as they were still reeling from the effects of anti-Japanese movies made during World War II and had been villainized by all other cultural groups as a result. The outcome of that polarization of popular opinion was that the Chinese Americans were able to overcome the image of the Chinese opium den deviant which had energized discrimination and segregation. The American Indians wish to be in charge of their own educat ion and re-establish their cultural heritage and languages was made difficult by the attempts in the 1940s and 1950s to end the official status of the tribes. This was not in line with the Indians desires as it would mean dispersal into the general population (Spring, 2010). Banding together into the Pan-Indian movement the tribes in the 1960s led demonstrations to call attention to the plight of the Native Americans and garner political support. At this time, the image of Asian Americans had evolved to the point where they were considered the model minority(Spring, 2010). Regarded by the European Americans as model students who worked hard and got good grades, they were used as poster children to hold up against the African Americans and Hispanics for not working towards the model minority image. Despite strides made by both groups discrimination in education has continued. With a new inflow of immigrants to the United States, multicultural education ranging from bilingual education to instruction in a variety of cultures was proposed. All ethnic groups were expected to benefit from these policies. Unfortunately, the passage of the No Child Left Behind Act which mandated standardized tests to measure achievement, tied to school funding, put an end to that hope. If instructors hoped to ensure the students would be prepared for the high stakes tests that had became mandated than the material needed to be standardized. Sadly, these government created tests create uniformity in knowledge and make a single culture the norm of schooling. (Spring, 2010, p.133)

Abortion :: essays research papers

Abortions Pro Choice supporters who claim it isn't do themselves and their cause a disservice. Of course it's alive. It's a biological mechanism that converts nutrients and oxygen into energy that causes its cells to divide, multiply, and grow. It's alive. Anti-abortion activists often mistakenly use this fact to support their cause. "Life begins at conception" they claim. And they would be right. The genesis of a new human life begins when the egg with 23 chromosomes joins with a sperm with 23 chromosomes and creates a fertilized cell, called a zygote, with 46 chromosomes. The single-cell zygote contains all the DNA necessary to grow into an independent, conscious human being. It is a potential person. But being alive does not give the zygote full human rights - including the right not to be aborted during its gestation. A single-cell ameba also coverts nutrients and oxygen into biological energy that causes its cells to divide, multiply and grow. It also contains a full set of its own DNA. It shares everything in common with a human zygote except that it is not a potential person. Left to grow, it will always be an ameba - never a human person. It is just as alive as the zygote, but we would never defend its human rights based solely on that fact. And neither can the anti-abortionist, which is why we must answer the following questions as well. 2. Is it human? Yes. Again, Pro Choice defenders stick their feet in their mouths when they defend abortion by claiming the zygote-embryo-fetus isn't human. It is human. Its DNA is that of a human. Left to grow, it will become a full human person. And again, anti-abortion activists often mistakenly use this fact to support their cause. They are fond of saying, "an acorn is an oak tree in an early stage of development; likewise, the zygote is a human being in an early stage of development." And they would be right. But having a full set of human DNA does not give the zygote full human rights - including the right not to be aborted during its gestation. Don't believe me? Here, try this: reach up to your head, grab one strand of hair, and yank it out. Look at the base of the hair. That little blob of tissue at the end is a hair follicle. It also contains a full set of human DNA.

Otto Von Bismarck :: History People Historical Essays

  Ã‚  Ã‚  Ã‚  Ã‚  Hamerow begins his introduction with a defense of the theory that history is determined by the great people of society or The Great Man Theory of history. He goes on to say that â€Å"They are the makers of the world in which we live. Otto Von Bismarck belongs in this Company.†   Ã‚  Ã‚  Ã‚  Ã‚  The controversies surrounding his life still go on between historians today. He is portrayed as a destroyer of liberty and also as a compromiser of liberalism. Some see Bismarck as trying to preserve the old order of Europe. Bismarck worked against liberal plans for unification of Germany but stood proudly in the Hall of Mirrors in Versailles as the German Empire he helped to create was proclaimed. Bismarck as man and as statesman has been a point of interests for many history scholars’ interpretations. Bismarck’s empire lasted only 20 years after him. Bismarck believed that armed force was necessary in relations among governments – Blood and Iron his methods. Through three successful wars Bismarck united Germany. With the creation of the 2nd German Reich Germany become the strongest nation on the continent. After the union of the German states Bismarck became an outspoken activist for peace on the continent. Bismarck never succumbed to the te mptation of conquest. Bismarck led the German people to empire but is criticized by not training the nation in self-governing. Bismarck never talked about racial supremacy or unlimited conquest. He believed in a balance of power resting upon the existence of strong nation states. Introduction Evaluation   Ã‚  Ã‚  Ã‚  Ã‚  Hamerow’s introduction gives a very good foundation of German history and review of his and others thoughts on Bismarck. He sets up very well a good basis for what the rest of the book will be about. He puts out several different areas of consideration on Bismarck that will later be discussed in the book and keeps it interesting. A Country Squire   Ã‚  Ã‚  Ã‚  Ã‚  At a young age Bismarck was more interested in his estates and farming than in politics. Even in his later years he kept watch over his estate in Vorzin. It was during these years that he learned to know the land and its people well. This knowledge was to aid him later in his political career. Much of his earlier life was spent on his lands and it is from here that he learned to love Germany. He believed later in life that it was country life that made people more practical and city life took away from life.

Olympics Essay -- essays research papers

The Olympics The Olympics are a huge sporting event that contains many different sports and consists of many different countries from around the world. Back in ancient Greece is where the ancient Olympics originated. It was primarily a part of a religious festival in honor of Zeus the father of Greek Gods and Goddesses. The Olympics where held at the sanctuary of Zeus at Olympia, which is in Western Peloponnesos. From 776 BC, the games took place at Olympia every 4 years for almost 12 centuries. In 776 BC the only event was the Stadion Race that was a foot race 600 feet long, Koroibos, a cook from Elis, won it. Additional athletic events were gradually added until; by the 5th century BC it was a 5-day program that consisted of three foot races, the pentathlon, boxing, wrestling, pankration, and the hoplitodromos. The Greeks that came to the Sanctuary of Zeus at Olympia shared the same religious beliefs and spoke the same language. There where no females in the Olympics at this time so all the athletes where males who came from every corner of the Greek world, as far as Iberia in the West and the Black Sea in the East. Although the ancient games where staged in Olympia, from 776 BC through 393 AD, it took 1503 years for the Olympics to return. The first modern Olympic games took place in Athens Greece in 1896. The man responsible for the rebirth was a Frenchman named Baron Pierre De Coubertin, who presented the idea in 1894. His original idea was to present the modern games in 1900 in his hometown Paris. But others were so enthusiastic with the idea that they convinced him to move it to 1896 and have Athens host it. There were many great athletes throughout the history of the Olympics, But where some of the athletes worthy of earning a prize worth a hefty amount of money. This question has came about a numerous amount of times. But the word Athlete is a Greek word that means â€Å"one who competes for a prize† and is also related to the Greek words athlos meaning â€Å"contest† and athlon meaning â€Å"prize†. According to the Roman author Plutarch, an Olympic victor who was a citizen of Athens could expect to receive in the year 600 BC a cash reward of 500 drachmai, a literal fortune. Later in Hellenistic periods, pensions for athletes became more formalized and could actually be bought and sold. But were the ancient Olympics just for men? Along with the athletic conte... .... Summer Winter 1896-Athens 1924-Chamonix 1900-Paris 1928-St.Moritz 1904-St.Louis 1932-Lake Placid 1908-London 1936-Garmisch-Partenkirchen 1912-Stockholm 1948-St.Moritz 1920-Antwerp 1952-Oslo 1924-Paris 1956-Cortina d’Ampezzo 1928-Amsterdam 1960-Squaw Valley 1932-Los Angeles 1964-Innsbruck 1936-Berlin 1968- Grenoble 1948-London 1972-Sapporo 1952-Helsinki 1976-Innsbruck 1956-Melbourne 1980-Lake Placid 1960-Rome 1984-Sarajevo 1964-Tokyo 1988-Calgary 1968-Mexico City 1992-Albertville 1972-Munich 1994-Lillehammer 1976-Montreal 1998-Nagano 1980-Moscow 2002-Salt Lake City 1984-Los Angeles 1988-Seoul 1992-Barcelona 1996-Atlanta 2000-Sydney 2004-Athens   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   There is also statues up that are there to commemorate those who had been caught cheating or Bribing at the Olympic games. These were set up on the walkway leading from the heart of the altis to the vault that leads to the stadion, not by accident the path that leads to the entrance of the athletic competition.   Ã‚  Ã‚  Ã‚  Ã‚  The Olympics are a great tradition and they will last a very long time just like its done in the past.

Rhetorical Analysis of Obama Speech

Literatures and Foreign Languages Let Us Learn and Resource Together 23 November 2008 Rhetorical Analysis of â€Å"A More Perfect Union† Speech The speech titled â€Å"A More Perfect Union† was delivered by Senator Barack Obama on March 18, 2008 near the historical site of the signing of the U. S. Constitution in Philadelphia, Pennsylvania. The speech responds to the video clip of Barack Obama’s pastor, Reverend Jeremiah Wright, making racially charged comments against America and Israel. The pundits and various news media outlets played the clip repeatedly on the television, radio, YouTube, and podcasts.First, the Senator’s speech attempts to address the nation on their concerns of his affiliation with Reverend Wright. Second, the speech addresses the sustaining and prevailing issues of race within America and how it paralyzes our nation. The speech is compelling because it possesses the necessary elements of effective and persuasive rhetoric; in summatio n, Obama’s rhetoric works. Rhetoric is the study of opposing arguments, misunderstanding, and miscommunication. Also, relevant to this analysis, rhetoric will be defined as the ability to speak and write effectively and to use language and oratory strategically.Despite the common employment of speech writers by most politicians, Senator Obama wrote the speech himself. By addressing the misunderstanding and miscommunication connected to and perpetrated by racism in America, the audience sees precisely how effective Obama’s speech is when examined through such lenses as the classical and 20th century rhetorical theories and concepts from Aristotle, Richard Weaver, Stephen Toulmin, Chaim Perelman, and Michel Foucault. Barack Obama’s speech echoes the rhetorical concepts of ethos, pathos, and logos that are explicitly discussed within Aristotle’s The Rhetoric.Ethos is how the speaker’s character and credibility aids his or her influence of the audience ; whereas pathos is a rhetorical device that alters the audience’s perceptions through storytelling and emotional appeals (181). Logos uses reason to construct an argument and to covey an idea (182). Finally, kairos attempts to conceptualize the need for the correct timing (201). Therefore, ethos, pathos, logos, and kairos are all evident within the speech and expressed in various ways, striking language and repetition, and through different receptors, emotions and logic.Ethos is accomplished on intellectual, social, spiritual, and biological levels. Senator Obama does this by giving factual information. He interjects historical references; he explains the extent of his family tree. Thus, the Senator gives creditability to his speech and validity to his message. The implication is that everyone should listen; he is the authority. He acknowledges that the press routinely looks â€Å"for the latest evidence of racial polarization, not just in terms of white and black, but blac k and brown as well† (Obama, par. 7).From this quote, the audience is being persuaded by the classical theoretical concepts of opposing arguments. The audience is fully aware of the division between the races, and the speech is very effective due to the fact that Barack Obama is willing to speak of what is often unspoken. When addressing his intellectual ethos, Obama mentions that he has â€Å"gone to some of the best schools in America† (Obama, par. 6). Secondly, he recites, â€Å"We the people, in order to form a more perfect union,† which is easily recognized as the first line in the U. S. Constitution (Obama, par. 2).Even those who do not possess complete knowledge of the famous line immediately understand that something of importance is being conveyed to them. Thirdly, he demonstrates his awareness of past occurrences and present concerns on the global scale. Senator Obama recalls the â€Å"legacy of slavery and Jim Crow† within our nation (Obama, par . 24). He acknowledges the present dangers of â€Å"conflicts in the Middle East† and explains the cause of such conflict (Obama, par. 10). The audience is given evidence that he understands the role of history as well as the present-day global concerns affecting our nation.Furthermore, Senator Obama uses ethos to gain credibility with his knowledge of social issues that pervade our society today. He states, â€Å"The most segregated hour of American life occurs on Sunday morning† (Obama, par. 12). He acknowledges that the resentments of the black and white communities â€Å"aren’t always expressed in polite company,† but these resentments are manifested within our society in destructive ways, like racism (Obama, par. 31). The audience feels that he is knowledgeable and credible on the immediate topics affecting our future and our daily lives.Ethos is also applied on a spiritual level by mentioning his present faith and making Biblical references. He stat es that â€Å"more than twenty years ago [he was] introduce[d] †¦to Christian faith [with] obligations to love one another, to care for the sick and lift up the poor† (Obama, par. 13). He noted how â€Å"black people merg[ed] with the stories of David and Goliath, Moses and Pharaoh, the Christians in the lion’s den, [and] Ezekiel’s field of dry bones† (Obama, par. 16). Senator Obama is altering the language.Christians did not exist in the Old Testament story of Ezekiel, but Senator Obama is effectively connecting with every major religion. Simultaneously, he is reaching out to the secular world as well. Being cognizant that everyone does not actively practice a religious faith, Obama chooses stories that everyone, Christians and non-Christians, could identify and recognize. Thus, these religious references connect with masses as well as members of the three major religions. Finally, Senator Obama gains ethos by explaining his own genetic makeup.He st ates that he is â€Å"the son of a black man from Kenya and a white woman from Kansas†¦ [He continues that he] is married to a Black American who carries within her the blood of slaves and slave owners†¦ [Then, he acknowledges that he has] brothers, sisters, nieces, nephews, uncles and cousins of every race and every hue scattered across three continents† (Obama, par. 6). In essence, he reveals that he has the blood of Africa, the birthplace of humanity, and the blood of a woman of French descent within him. He has married a woman who has both slave and slave owner flowing within her.Moreover, he has fathered children who have the blood of humanity: African, European, slave, and the Caucasian slave owner within them. Thus, he is an authority on race. He states, â€Å"[his] story [is] seared into [his] genetic makeup the idea that this nation is more that the sum of its parts–that out of many, we are truly one† (Obama, par. 6). The audience revels at hi s remarkable story, and ethos is achieved through storytelling. In essence, Obama forges a biological connection with his audience. The connection is strengthened through Senator Obama’s use of pathos.It is achieved through the use of emotional appeals. He alters the thoughts and feelings of his audience through storytelling, imagery, and allusion. The topic of race, within itself, evokes strong emotions, even to this very moment, this very second. The senator begins by telling a story of his grandfather â€Å"who survived a Depression to serve in Patton’s army during World War II† (Obama, par. 6). The use of key terms such as Depression, Patton’s army, and World War II evoke the emotional responses of patriotism and self-sacrifice.Toward the end of his speech, Obama shares another story; he tells of a young, white, Southern campaigner–Ashley Baia–who inspires an old, black, Southern man to vote (Obama, par. 45-46). In essence, Baia encourag es pathos by telling her story. Barack Obama uses Baia’s story of inspiration to highlight the power in sharing his own story. The audience is able to connect through the emotional appeals that take place at the very core of humanity. It is easy to disrespect and dishonor something that is foreign and unknown, but it is hard to turn away from the essence of another man’s soul.As fellow humans, the audience recognizes the sheer humanity in the story. Pathos is also achieved through the use of allusion and imagery. The imagery that is provoked with terms such as slave or slavery is still poignant today. Most people are cognizant of the plight of slaves within this country. The audience would be aware of the racism that ensued and the devastation and isolation that slavery caused in American history. When Barack Obama describes the various ways that racism manifested within our society, pathos is achieved because of the powerful imagery of the allusions to race and racial conflicts within our community.The audience is trapped and becomes aware of the prejudices and experiences of race and racism within their own lives, thus causing emotions to surge and overflow. Pathos, being the weakest form of rhetoric, is utilized by Senator Obama sparingly. Instead, he overwhelmingly utilizes the most powerful form of rhetoric, logos. Logos is the ability to embody rational, logical, methodical thoughts and persuasions. As it relates to Obama’s speech, examples of logos are found throughout the text. For example, by displaying objectivity, the element of logos is achieved.Senator Barack Obama methodically explains the problems with race within America, and he gives logical, reasoned resolutions to the problems. He explains, â€Å"The anger [of Blacks and] the memories of humiliation and doubt and fear have not gone away, nor has the anger and bitterness of those years†¦ [Later he offers resolution and states that] the African-American community [mu st embrace] our past without becoming victims of our past† (Obama, par. 34). Many African-Americans will identify with Obama’s assessment of race within the African-American community, and they will be inspired to act in a positive manner.Simultaneously, he acknowledges â€Å"a similar anger within†¦the white community. They [feel] they’ve worked hard all their lives†¦They are anxious about their future, and they feel their dreams slipping away [and] resentment builds over time†¦ [Furthermore, he offers resolution and urges that] the white community [must acknowledge] that what ails the African-American community does not just exist in the minds of black people; that the legacy of discrimination [exists]† (Obama, par. 36).From these lines, the audience is persuaded to respond in a positive manner as well, and they are urged to approach the subject of racism both subjectively and objectively. Senator Obama recognizes the duality of both pligh ts and asks the American people not to blame each other but investigate and seek out the true reason of conflict within our nation. Thus, Obama is using inductive and deductive reasoning, which is indicative of logos. By utilizing Aristotle’s method and system, Obama’s appeals to logic are beyond reproach.Once his reasons are defined, he states that this is the time that we must take action and secure our future together, and Obama begins to preach on the importance of time. The issue of time and timing directly correlates with the classical rhetorical term kairos. Obama conveys time in a powerful fashion. In the beginning of his speech, he states, â€Å"Two hundred and twenty one years ago [our forefathers]†¦produced [a document that was] eventually signed, but ultimately unfinished.It was stained by the nation’s original sin of slavery [that] brought the convention to a stalemate until the founders chose to allow the slave trade to continue for at least 20 more years, and leave any final resolution to future generations† (Obama, par. 3). Later, he explains how people often manipulate race to win political elections and prevent unity. Barack Obama speaks of the continual war between segments of our community. Then he states, â€Å"But race is an issue that I believe this nation cannot afford to ignore right now† (Obama, par. 23).Furthermore, he acknowledges â€Å"the complexities of race† in America have never been resolved. He urges Americans â€Å"to come together and solve [the] challenges [in America]† (Obama, par. 33). He persuades the audience to racial relations within America a priority. In summary, kairos is aggressively addressed and highlighted. The audience realizes that the problem at hand may have been ignored by our forefathers, but these problems must be addressed now. Toward the end, kairos reaches its peak of effectiveness. Obama states that what has been effectively dividing the races in the past will not happen again:Not this time. This time we want to talk about crumbling schools†¦This time we want to reject the cynicism†¦This time we want to talk about [healthcare]†¦This time we want to talk about [jobs]†¦This time we want to talk about [race]†¦This time—This time we want to talk about the men and women of every color and creed who serve together, and fight together, and bleed together under the same proud flag (Obama, par. 40-41). From these lines, the audience feels the urgency of time; the listeners realize that â€Å"this time† America must act.Obama effectually uses the sophistic rhetorical theories and concepts to ignite and unite the audience; however, he also incorporates modern-day rhetorical theories and concepts as well. Specifically, Senator Obama utilizes the hierarchy of definition, analogy, cause and effect, and testimony of the 20th century rhetorician, Richard Weaver. In the introduction of Language Is Serm onic, the narrator summates Weaver as stating, â€Å"Rhetoric†¦is a positive act with consequences in the world†¦Every utterance is an attempt to make others see the world in a particular way and accept the values implicit in that point of view† (1348).Similarly, Obama desires to persuade the audience to see the world from a different perspective, a different lens. First, toward the beginning of the text, Obama defines the Black church. He states, â€Å"Black churches across the country embod[y] the community in its entirety—the doctor and the welfare mom, the model student and the former gang-banger†¦[S]ervices are full of raucous laughter and sometimes bawdy humor†¦ [Full] of kindness and cruelty, the fierce intelligence and the shocking ignorance, the struggles and successes, the love [as well as] the bitterness and biases† (Obama, par. 8). If one really looks closely at the definition, it is also a definition of America as well as the Bla ck church. By explaining the polarity within the Black church, he explains the polarity within America as a whole. In this way, Obama uses rhetoric in a positive way to impact his audience and highlights that â€Å"every utterance is an attempt to make others see the world in a particular way [through definition]. † Second, Weaver asserts, â€Å"Rhetoric [is] the most important of all ends, the persuading of human beings to adopt right attitudes and act in response to them† (1351).From these lines, one can examine Senator Obama’s use of twentieth century rhetorical theories and concepts. Obama uses â€Å"cause-and-effect† by illustrating the history of racism within the United States (1354). He states: We do not need to recite here the history of racial injustice in this country. But we do need to remind ourselves that so many of the disparities that existed between the African-American community and the larger American community today can be traced direc tly to inequalities passed from an earlier generation that suffered under the brutal legacy of slavery and Jim Crow (Obama, par. 4). In essence, Obama is stating that the racism today has a sordid past in our history; it can not be ignored, but it must be confronted, discussed, and acted upon. Obama is using this cause-and-effect to play on the emotions of his audience. Everyone is aware of the gruesome history, yet, as Weaver puts it, â€Å"Humanity includes emotionality or the capacity to feel and suffer, to know pleasure† (1352). From these lines, it is obvious that Senator Obama uses cause-and-effect to evoke an emotional response and sway the audience to his point of view.Furthermore, Barack Obama utilizes the elements outlined by Stephen Toulmin’s The Uses of Argument. He uses the schema of the six components in analyzing arguments: qualifier, claim, data, warrant, backing, and rebuttal. The qualifier is the â€Å"word or phrase [that] expresses the speaker†™s degree of force or certainty concerning the claim† (1418). Next, the claim is the â€Å"conclusion whose merit must be established† (1417). Then, the data is the â€Å"fact we appeal to as a foundation for the claim† (1417). The warrant is â€Å"the statement authorizing our movement from the data to the claim† (1419).