The Effects Of The Titanic Essays - Canada, United Kingdom

The Effects Of The Titanic One of the most advertised events of the 1910s was the so-called Unsinkable Titanic and its controversial sinking on April 14, 1912. When news of this British made luxury liner, weighing 46,000 gross tons reached American shores the press went wild. The idea of an unsinkable ship was bewildering. Then when the ship sank on her maiden voyage the press had a second hay-day. The sinking of the Titanic was a national event. It effected the 1910s in several ways, 2 examples of this would be the death of American social icons, and the reforms made to ships technology and travel codes. (MSN Learning) The death of two admired Americans affected the 1910s by turning the sinking of the Titanic into a national affair. Mr. Isidor Straus, one of the American millionaires killed on the titanic, operated a company that engaged in blockade running for the confederate states during the American Civil War. After the war he moved to New York and obtained R.H. Macy s development. The country was deeply moved by his death. The decade of 1910 was effected by the loss of these and other social icons. (Astor Encyclopedia Titantica) The sinking of the Titanic directly contributed to the 1910s and subsequent years through reforms in ship policies and travel codes. When investigators of the shipwreck found that there were only enough lifeboats for about half of the passengers aboard many reforms were issued. Such as the maintenance of a full-time radio watch on each ship while at sea, and in international ice patrol. The reforms made travel on large sea vessels much safer in the years following the accident. (Titanic Disaster) A major national event, the sinking of the Titanic, affected the 1910s in many ways. Two of these ways are, the deaths of American icons, and the reforms on ship technology and travel codes. Social Issues

Celsius Temperature Scale Definition

Celsius Temperature Scale Definition The Celsius temperature scale is a common System Internationale (SI) temperature scale (the official scale is Kelvin). The Celsius scale is based on a derived unit defined by assigning the temperatures of 0 °C and 100 °C to the freezing and boiling points of water, respectively, at 1 atm pressure. More precisely, the Celsius scale is defined by absolute zero and the triple point of pure water. This definition allows easy conversion between the Celsius and Kelvin temperature scales, such that absolute zero is defined to be precisely 0 K and  Ã¢Ë†â€™273.15  Ã‚ °C. The triple point of water is defined to be  273.16  K (0.01  Ã‚ °C; 32.02  Ã‚ °F). The interval between one degree Celsius and one Kelvin are exactly the same. Note the degree is not used in the Kelvin scale because it is an absolute scale. The Celsius scale is named in honor of Anders Celsius, a Swedish astronomer who devised a similar temperature scale. Before 1948, when the scale was re-named Celsius, it was known as the centigrade scale. However, the terms Celsius and centigrade dont mean precisely the same thing. A centigrade scale is one which has 100 steps, such as the degree units between freezing and boiling of water. The Celsius scale is thus an example of a centigrade scale. The Kelvin scale is another centigrade scale. Also Known As: Celsius scale, centigrade scale Common Misspellings: Celcius scale Interval Versus Ratio Temperature Scales Celsius temperatures follow a relative scale or interval system rather than an absolute scale or ratio system. Examples of ratio scales include those used to measure distance or mass. If you double the value of mass (e.g., 10 kg to 20 kg), you know the doubled quantity contains twice the amount of matter and that the change in the amount of matter from 10 to 20 kg is the same as from 50 to 60 kg. The Celsius scale does not work this way with heat energy. The difference between  10  Ã‚ °C and 20  Ã‚ °C  and that between  20  Ã‚ °C and 30  Ã‚ °C  is 10 degrees, but a  20  Ã‚ °C temperature does not have twice the heat energy of a  10  Ã‚ °C temperature. Reversing the Scale One interesting fact about the Celsius scale is that Anders Celsius original scale was set to  run in the opposite direction. Originally the scale was devised so that water boiled at 0 degrees and ice melted at 100 degrees! Jean-Pierre Christin proposed the change. Proper Format for Recording a Celsius Measurement The International Bureau of Weights and Measures (BIPM) states that a Celsius measurement should be recorded in the following manner: The number is placed before the degree symbol and unit. There should be a space between the number and the degree symbol. For example,  50.2  °C  is correct, while 50.2 °C or 50.2 °Ã‚  C are incorrect. Melting, Boiling, and Triple Point Technically, the modern Celsius scale is based on the triple point of Vienna Standard Mean Ocean Water and on absolute zero, meaning neither the melting point nor boiling point of water defines the scale. However, the difference between the formal definition and the common one is so small as to be insignificant in practical settings. There is only a 16.1 millikelvin difference between the boiling point of water, comparing the original and modern scales. To put this into perspective, moving 11 inches (28 cm) in altitude changes the boiling point of water one millikelvin.

To what extent does an understanding of power enhance our appreciation Essay

To what extent does an understanding of power enhance our appreciation of the problems and paradoxes confronting the would-be ra - Essay Example The common people were but adherents of the rules set forth by those in charge, and remonstrations were subject to adverse sentences. For this reason, power was wholly desired, and at the same time a basis for apprehensions of those under it. However, when pluralism came into the picture and the United States of America initiated the crusade for democracy, many believed that power was dispersed among qualified citizens of a territory. Pluralism is the view that â€Å"in liberal democracies power is dispersed among a variety of economic and ideological pressure groups and is not held by a single elite or group of elites. Pluralism assumes that diversity is beneficial to society and that autonomy should be enjoyed by disparate functional or cultural groups within a society, including religious groups, trade unions, professional organizations, and ethnic minorities† (Encyclopaedia Britannica 2011). The above notion proposes that power is but a diminutive piece of a puzzle that wa rrants connection with the rest of its kind before it can make an influence. Power has no real value if the parties concerned do not consent its amalgamation. This tends to imply that political power is of modest roots, contrary to the general impression that the same is abusive and overbearing. In effect, political leaders are also called public servants, as they require consensus of the majority of their constituents before any legislation is put into operation. In a corporate perspective, power is bestowed upon organizational managers, not for the mere purpose of implementing policies or taking control of the employees. They are not identified as rulers, but rather leaders who are expected to set good examples to their subordinates, to facilitate coordination among all levels of the organization, to formulate decisions when the need arises, and initiate alternative courses of actions at the presence of setbacks. In other words, organizational power in the corporate world is but a ccountability in its most prestigious form. Henry Minztburg, author of The Succesful Managers, defines ten managerial roles; all embracing interpersonal, social, and decisional aspects. They include figurehead, leader, liaison, monitor, disseminator, spokesperson, entrepreneur, disturbance handler, resource allocator and negotiator (Management.atwork.com 2008). All of these roles are what makes managers a figure of power in a corporate environment with the employees acting as contributors to the cause. In his work â€Å"Top Performance†, Zig Ziglar points out that â€Å"you won’t be an effective leader or manager unless you gain the willing cooperation of others. Cooperation is not getting others to do what you want, but getting others to want to do what you want† (Business Summaries 2009). In other words, a manager or a leader is unable to exemplify true power if support from subordinates is not given at will. Renowned author Stephen Covey suggests that there a re four ingredients to a good leader: inspire trust, clarify purpose, align system, and unleashed talent (Covey 2007). He (2007) expounds that fine leadership is a product of combined character and competence demonstrated towards the benefit of not just the organization but also the people; that, an open communication is a conduit to an objective best identified. Should a leader be merited trust for the display of outstanding qualities, it is equally imperative that

Why has gift exchange been an important topic for anthropology Essay

Why has gift exchange been an important topic for anthropology - Essay Example Researchers have established that giving is a composite subject in relation to describing human interactions and the ways that people become social within a society. In some quarters, many argue that gift exchange is an act of reciprocation and it can be a way of integrating people and culture in a society. Others also view gift giving as a way of influencing social communication especially for people that do not speak the same language or share the same cultural practices (Evens 2013, p. 123). The implication of this that gifts can be a representation of expression making them to convey cultural meanings that the other party may understand as the expressions of intended plans. Essentially, the act of giving or exchanging gifts becomes a tool for influencing social responsibilities and ways of providing political contrive. With this, this essay will explain the reasons as to why gift exchange is a relevant topic in anthropology by presenting the arguments, counter-arguments and the e vidence to support both of these claims. 2. Arguments One of the key contributors to the argument that gifts formed part of the anthropology researches was Mauss Marcel who was a French sociologist in the nineteenth century. For one, Mauss argued that the issuance of gifts was never free, but rather they opened up avenues for reciprocal exchanges for those that received the gifts in the first place. In essence, the process of anthropology requires that a researcher dwells among the people that are the subject of the study in order for them to acquire first hand information concerning their way of living. Ideally, this was the most appropriate way of gathering data within the anthropology study as the information gathered was accurate and factual as compared making researches based on secondary data. However, the process of engaging the natives involved in the study was a tricky affair because of the difference in culture and language attributes (Ensminger 2002, p. 106). Therefore, a nthropologists had to be creative hence making them to devise ways of how the natives would come to trust them in order for their study being a success. Mauss shared a contrary view in his argument that the gifts given to the natives were not free and that the recipient had to find a way of reciprocating for it. Subsequently, Mauss could not understand the content of the gifts that made them to have the reciprocating nature, but concluded that the gesture of receiving or giving somehow had spiritual attributes. Mauss concluded that the act of giving fostered social bonds between people from different cultures hence making the receiver to develop the obligation to reciprocate for the kind gesture shown by the giver (Ben-Amos 2008, p. 5). On the other hand, the giver also had to part with something that was somehow of value to him, which meant that the giver had shared a part of him influencing the bond to be a social one. As part of his theoretical views on the subject of giving and receiving gifts, Mauss three basic principles of his ideology that were giving, receiving, and reciprocating as part of developing social relationships. When a person gave, they portrayed their interest in developing and maintaining healthy relationships while the receiver could not refuse the gift. Failure to accept the gift was illustrating that the person was not interested in forming any formidable ties with the giver, but if they accepted the gift they had the moral obligation of reciprocating as part of showing liberation (Peoples & Bailey 2012, p. 147). However, the postmodern aspects of examining anthropology illustrate the

Annotated Bibliographies of Glacier Extinction Related Articles Essay Example for Free

Annotated Bibliographies of Glacier Extinction Related Articles Essay Al gore delivers this book the impinging global warming by combining the truths through presentation of scientific evidences from experts and helping the audience visualize the facts laid by science through pictures and other forms of visual presentations. Al Gore has been venturing with environmental issues, emphasizing the importance of preserving the environment. The article argues about the different ways of viewing the issue, either politically, scientifically and morally, which actually does not hinder people from different disciplines read it. The reading material wishes to convince readers to make some action regarding the inconvenient truth, which is the title of the book. Human race can be affected by these natural disruptions. Compared to other books, personal touch was added to the book by attaching personal opinions and anecdotes, relating his personal experiences being an advocate to the environment for a more effective and affective learning experience to the readers. 2. Jowit, Juliette. â€Å"Speed of Melting Glaciers’ destruction revealed†. The Observer January 2007:7. Academic Search Premier. Lexis Nexis. City University of New York Library, 9 October 2007 http://web. lexis-nexis. com/. Underlined with the statements of the article are factual evidences that strengthen the stand of the author. The article dwells much of its attention to the factual evidences of the effects of global warming but does not mention that much on its possible effects in humanity. The article, being short, provides a lot of important points that can be informative enough to satisfy the thirst for knowledge for those who seek information regarding the issue. Numerical figures put an intense effect on the reader that engages him to thinking that people should already make their actions to save the environment from a slow to fast approaching disruption of natural processes. The melting of ice that increases the sea level as a common notion was added with the fact that reflection of sun’s harmful rays is one of the important functionalities of glaciers. Presented here are a number of reference organizations that dedicated themselves on the study of glacial behavior that helps in making this article reliable. This article could actually deliver in an understandable sense the importance of the glaciers and how the humans consume them, knowingly or unknowingly, and how the nature is trying to get back what losses humans have caused. 3. Khalil, M. A. K. â€Å"Non—CO2 Greenhouse Gases in the Atmosphere†. Annual Review of Energy the Environment 24. 1 (1999):645-662. Khalil, who focused the article only about greenhouse gases, emphasizes in the article that CO2 is not the sole greenhouse gas that is the reason for global warming. It has been pointed out that many industrial, agricultural and those that produce gases such as CH3, NO2 and CFCs can individually contribute to global warming insignificantly; but when all these combined and through time, the effect is magnified and becomes even more significant than CO2. The author suggests of the possible answers to avoid the additional hazard of these gases, that is the formulation of other gases (perfluorocarbons and sulfur hexafluoride, which are inert in the atmosphere) of the same application as the three mentioned. The extinction of glaciers was not touched by this article, but same problem is tackled which are of about the same impact to the environment. Also, the danger it might cause to forms of life was not mentioned. 4. Raper, Sarah C. B, and Braithwaite, Rojer J. â€Å"Low Sea Level Rise Projection from Mountain Glaciers Icecaps under Global Warming†. Nature 439 (2006): 311-313. The rise of sea level due to global warming was introduced in the article, which was then connected to greenhouse gas emissions, that would result in 0. 387-m rise on the 22nd century. Several factors are mentioned including thermal expansion, which contributes 0. 288-m rise, 0. 106-m rise as caused by melting of glaciers and ice caps, 0. 024-m rise as influenced by Greenland, and a fall of 0. 074 due to Antartica. A modeling technique was done to further improve the discussion which talks about the effects of melting, which has some corrections to avoid error. The melting of mountain glaciers and ice caps were differentiated and compared to other existing computations. Effects on the biosphere is not mentioned in the article. 5. United States. Environmental Protection Agency. â€Å"Coastal Zones and Sea Level Rise†. 9 October 2007 http://www. epa. gov/climatechange/effects/coastal/index. html. This paper is filled with scientific evidences referring to the coastal zones and the rise of the sea level related to the climate variability and changes. The article introduces the possible areas that can be affected by sea level rise, then tackled each area in relation to it and with each other in some sense. Subsiding coastal lands being the reason for sea level rise, where the extinction of glaciers is mentioned. Actually this is the only portion of the paper that mentions about glaciers, and the rest do not, but then everything connects with the rise of the sea level, but then it is not directly emphasized that the reason for all is the glacier’s extinction. The author’s knowledge makes interconnection among the plausible effects of sea level elevation, which is mainly due to the melting of glaciers. This article compared to the 2nd one is more scientifically supported, and is actually lengthier and more statistically played upon. The readers will be able to extract many things from this article.

Ethics Essay -- Papers Morals Behavior Essays Papers

Ethics Ethics can be defined broadly as a set of moral principles or values. Each of us has such a set of values, although we may or may not have clearly expressed them. It is common for people to differ in their moral principles and values and the relative importance they attach to them. These differences reflect life experiences, successes and failures, as well as the influences of parents, teachers, and friends. Ethical behavior is necessary for a society to function in an orderly manner. It can be argued that ethics is the glue that holds a society together. Philosophers, religious organizations, and other groups have defined in various ways ideal sets of moral principles and values. The following are different approaches, from ancient and modern traditions and philosophers, depicting their meaning and understanding of ethics and how it can be applied in ethical decision-making. Utilitarianism was founded by the British philosopher Jeremy Bentham toward the end of the 18th century. He believed that all human actions are motivated by a desire to obtain pleasure and avoid pain. The principle of utility expresses that actions were right if they tended to produce the greatest happiness for the greatest number of people. When faced with a moral dilemma, utilitarianism identifies right and wrong and also considers the consequences that may result. This can be regarded as an appropriate action, but offers no realistic way to gather necessary information to make the required decision. Confronting certain situations in life, there is no time to weigh all possible outcomes and decide the one that provides the greatest benefit to all; majority of predicaments allow just enough time for a person to act on impu... ...when it comes to rape or incest, I don't feel a woman should have to go through the pregnancy in this specific situation. So this approach, having to rely on principles all the time and follow them accordingly to every situation does not agree with me. It is helpful to read about these different theories but I do not think it is necessary in decision-making. Reading about these approaches does make you think about how you as person handles certain situations and whether you can improve your process. However, this only happens when you are required to read and study about these theories. If I never took this class, I would never have known the difference between utilitarianism and moral law and which one applies to me and my decision making process. Therefore, it is not required to read and learn about different approaches in order to handle situations.

Observing Children

Three observations of child development. This is an assignment consisting of three observations pertaining to a child’s development in three core areas, specifically, a young person’s social, emotional and physical maturity. Firstly it contemplates the social development of a four year old boy in an educational nursery setting, via an observation utilizing the narrative technique. Secondly the intellectual (cognitive) development of a five year old girl is reflected upon in a home setting, using the sampling approach.Finally the physical maturity of a four year old boy is considered in a home setting, using the checklist method. These individual records highlight areas that are deemed to be pertinent to the applicable study, drawing conclusions and evaluating how the findings are relevant. These inferences are supported by appropriate theory, before conferring recommendations correlating to the observation, considering future needs/requirements. Observation one: Social development. Name of observer: Lee Bogan. Name of child: O. Age of child: Four years, two months.Gender: Male. Time observation started: 9. 15. Time observation finished: 9. 45 Method: Narrative. Number of children: 5. Number of Adults: 2. Date: October 2009. Background: Child O is an only child from a single parent family and spends a lot of time with his mother and grandmother. He also suffers from a disorder which is supposed to infringe upon his social development. Aim: To observe a child aged four years two months playing outdoors in a nursery with other children, concentrating on and highlighting the preschooler’s social development.Objective: To assess O’s confidence in concordance with his ability to develop friendships and interact with peers. Setting: Educational nursery for children aged between three and four. There are places for thirty children in a session, six of which are allocated to resource children who may or may not come from the local area. Brief description: O is outside playing with plastic crates and planks of wood. There are other children in the same vicinity also playing with the materials. Description: O is making a structure comprising of plastic crates and wooden planks.He asks another child for ‘a hand’. This request is not acted upon. It becomes apparent that the edifice being constructed is a bridge when O discusses which way the bridge should face with the supervising adult, who offers him guidance and advice. O then exclaims he’ll ‘move this’, picking up a plastic crate, followed by a plank of wood, creating a new fraction of the bridge. This is achieved devoid of any assistance from other children and with a small amount of structured direction from the attentive adult. Subsequently O directs another child who is holding a plank of wood, asserting ‘put it here’.O then proceeds to move a plastic crate and wooden plank in order to adjoin it to a nearby slide that an other child is utilizing. He reiterates ‘give me a hand somebody, I need a hand’. This request is again to no avail. Hereafter O manipulates a cart/pram to reposition a plastic crate which he complements with a wooden plank, resulting in the formation of an extension to the bridge. Other children meanwhile are exploiting the sections of the bridge that have already been assembled. O gives the cart/ pram to another child. He is then asked to ring the bell to signify that it is time to tidy up.O smiles and walks over to where the bell is located. He elevates and rings the bell, smiling. The supervising adult recompenses this action/behaviour with the words ‘well done’. Evaluation: O appears confident around his peers. He explicitly asks for assistance moving building materials on numerous occasions demonstrating that he is not adverse to entering into communication and initiating social interaction with others. He fundamentally invites other children to inter act with him, though the other children appear to either not have heard the requests made or chose to ignore them.Given the close proximity of the other children, the latter scenario appears to be most likely. That ascertained, it could be construed that child O was in fact a socially ‘neglected’ child amongst his peer group (Coie, Dodge & Coppotelli, 1982). This research describes socially ‘neglected’ children as children who are neither ‘a liked nor disliked companion and appear almost invisible to their peers’. This implies that ‘neglected’ children are not being rejected by peers as they are not disliked; they are not recognised as being either socially favourable or unfavourable.Coie & Dodge (1983) actually stipulate that children who are disliked fall into the category of ‘rejected’ children and furthermore their research avers that it is far more advantageous to be ‘neglected’ as opposed to ‘r ejected’. This is asserted to be accurate as Cassidy & Asher (1992) and Crick & Ladd (1993) suggest that ‘neglectees do not feel as lonely as rejectees’. Moreover, ‘neglected’ children are far more likely to ‘attain a more favourable sociometric status’ in comparison to ‘rejected’ children, should they enrol into a new play group (Coie & Dodge, 1983).O also appears to be confident when talking and interacting with the adult supervising the play area. When deciding which direction the bridge should rotate towards O listens to the adult and uses their advice to deduce an appropriate conclusion to the immediate problem, declaring, ‘I’ll move this’. It can be intimated from this that O is confident in his own decision making and not afraid to act upon his own rationale of situations. He interacts well and shows purpose and persistence in his behaviour towards the task being undertaken. The way O interacts wit h other children during his play is perplexing.For the majority of the time he is engaged in his own solitary play, also referred to as ‘non-social activity’ (Parten, 1932). This would infer that child O was not succeeding in or attempting to develop friendships with others, however, it could be insinuated that this is not the case. Although he does spend a large majority of his time in what Parten (1932) depicts as either ‘non-social’ (solitary play) or ‘parallel’ (when children play side by side but interact little and do not try to influence the behaviour of others) play, O does display behaviour in the most advanced phase of Parten’s (1932) stages of play; ‘ co-operative play’. Co-operative play’ incorporates children collaborating to achieve shared goals (Parten, 1932). O asks for assistance on numerous occasions with the building of the bridge, as highlighted earlier, effectively inviting the other children to w ork with him to build the bridge. The other children appear to ignore him, isolating him from the rest of the group, but it could be reasoned that this is not a reflection of O’s ability to initiate interaction and form friendships but rather a reflection of the way the rest of the group appear to perceive and ignore him.The same can be derived from the behaviour O displays when he gives the pram/cart to another child (sharing toys) and gets no feedback from the beneficiary by way of acknowledgment/thank you, or by the gesture of moving the bridge over to the slide; this could be perceived as an attempt to allow the other children to interact and socialise with him but they instead choose to ignore him, nevertheless exploiting and utilizing the apparatus he has just made accessible to them. O also gives direction to another child in relation to where the plank of wood they are holding should be positioned.This again can be identified to be the more advanced stage of play in f our year olds, according to Parten (1932), as it does not fall into the category of ‘non-social’ or ‘parallel play’ since it incorporates other children. Conclusion: O does display behaviour associated with the social developmental norms for four year olds stipulated by Riddall-Leech (2008) in demonstrating that he is ‘confident’ showing ‘purpose and persistence’ as well as showing willingness to ‘develop friendships with peers’.He also shows signs of ‘co-operative play’ (Parten, 1932). However, it is apparent that his peers are not receptive to his attempts at initiating social interaction. From the information gathered it could be argued that this is due to the other children ‘neglecting’ (Coie & Dodge, 1983) O in favour of other more auspicious companions.The fact that O also mainly interacts with adults outside of the nursery setting as he is an only child from a single parent family, who spends most of his time with his mother and grandmother, may have an impact on the way he interacts and the language he uses. This may be ‘alien’ to other children who regularly socialise with both adults and children alike, isolating O from the other children, who could be unsure of how to socialise with him.Recommendations: It could be deemed beneficial for O to socialise with another group of children as Coie & Dodge (1983) express that children ‘neglected’ by their companions can gain an improved ‘sociometric’ status and increased social acceptance within a group of new peers. This would not necessarily mean O leaving the nursery; on the contrary, this could be achieved via involvement in a club/social activity outside of the nursery. Some kind of social interaction with children outside of the nursery in any situation could be perceived to be beneficial in helping O’s social development.