Kuwait Essays (896 words) - Geography Of Asia, Western Asia, Asia

Kuwait To understand the Middle East is to understand our own origins, but still it is much more. It is the land of the earliest civilizations brought up on earth. An understanding of this area means the exploration of one's past and ancestors. To understand this unique fertile land is to get to know the pople and countries of this land, to trace their footsteps over the centuries and to try and see the world through their eyes both in the past and future. In the following pages I will talk about one of these countries, Kuwait, and show it potential capability, what it has to offer to it's people and how it struggles to get along day by day. Kuwait, a name that has resently benn known due to it's relationship to the oil is situated at the western top of the Arabian Gulf. As seen on the map, Kuwait is sorrounded by Iraq and Saudi Arabia, all of which seem to occupy a bigger land area than this small helpful and peacful nation. Kuwait's population exeeds 1.9 million people and covers a total land area of more then 6 800 square miles. It's goverment is a constitutional monarchy led by the Amir Jabir al-Ahmad al-Jabir Al-Sabah and his crown prince Sheikh Sa'ad Al-Abdullah al-Salim Al- Sabah. Kuwait's major cities are Kuwait city, with a population of 46 00 located at 29.20N,48.00E, Salmiyah, with a population of 154 000 located at 29.20N, 48.00E and Hawali, with a population of 152 000 located at 29.20N, 48.00E. Life expectancy of the average Kuwaiti male is 69 years while the life expectancy for the female scored 74 years of age. The annual rate of growth for the GNP in kuwait is -0.6%. The GNP for agriculture in Kuwait is 0%, for indusstry 73%, for services is 27% and for defense is 6%. The major imports of this country are transsport equipment, manufactured goods, foodstuffs, livestock and machinery. As for it;s exports Kuwait almost entirley depends on it's crude oil both under the ground and under the sea. Due to the prescense of the Arabian Gulf around and off the shores of this country, it's fish and shrimp have almost filled the country. Kuwait's agriculture is almost negligable but not it's industries. Inside Kuwait, the country has developed industries for produsing oil, fertilizzers, chemicals, building materials, construction, desalination and for food processing. Inside Kuwait, the main languages to be spoken are Arabic and English. Kuwait's ethnic groups are basiclly Kuwaiti's(39%),Other Arabs(39%), South Asians(9%) and Iranians(4%) Sunni Muslims make up most of the country's religion whils only 15% of the people are Christians and other religions. During Ramadan(Muslim Holy month)most of the country shops close................... A visa is required by any visitor approaching this country and a letter of guaranty is required is required grom each buisnessperson. The temperature is very hot in Kuwait and this is largley due to the desert covers this region. Lightweight clothing is best recommended except in winter months. Only then are conservative clothes worth while wearing. The currency of Kuwait is the Kuwaiti dinar and the goverment receives 110 000 tourists yearly of which it earns more than 170 000 000 dinars. Having talked about Kuwait's geographical location and described it's goverment, resources, religion destribution, ethnic groups and points of interest, I will know take you back in time to the year 1931 and tell you a brief plot of how this country was formed. Back in 1930 when Britain was in control of the Arabian Peninsula, their never existed a country known as Kuwait. This land was a little Emirate who's people lived largley on the seach for pearls and fish to eat. It's inhabitant's were no more than 15 000 people and it was known for being a stop route for people travelling by boat from India back to Jordon, Saudi Arabia and Iraq. Quickly but gradually, Kuwait began building up it's population and ocnurt.yI 't samnit aredw saw ti hrIqa , aengibhuo rhwso ec vilizitaoi naw sht eofnuaditnoo fam'n sihtsro ynoe raht .nIt eh1 59'0,s lAS-bahaf mali,yt ehd seneadtn sfoa l raegt irebi naSdu irAbaais teltde htsil na.dF looliwgnt ehd siocevyro fio lnit ih saldn ,rBtiia nediced dot elva etis'o ccputaoi nfot ehA ar bowlr dna dup tht eerpsnoisibilyto fg voreingnt ih saptro fht eowlr dnot ehS bahaf mali.y nOJ nu efo1 69,2K wuia taw sobnr!! tIs'b rihtw sat ehs attro fetsnoi nnit ehA ar boWlr.dI ar,qt he long time friend of Kuwait began claiming that Kuwait is his land and that

buy custom The Birth of a Nation essay

buy custom The Birth of a Nation essay The Birth of a Nation is still lives to be of the most controversial movies in the history of American film due to its overtly racist subject. The film produced and directed by D.W. Griffith in 1915 and it is well celebrated as the most triumphant and artistically advanced movie of its time. Since its initial release, The Birth of a Nation flickered divisiveness and riots. It tells the Civil Wars story and the outcome, as observed in the eyes of two different families, that is, the Camerons and the Stonemans coming from the South and the North respectively (Griffith, 1915). When war erupts, the Stonemans are in support of the Union whereas Camerons are devoted to Dixie. When the war ends, Ben Cameron organizes many concurring Southerners into an underground vigilante group referred to as Ku Klux Klan (KKK) because of his being upset by the fact that his adored south has been taken over by carpetbaggers and blacks. Flora, Camerons adored younger sister soars to her death rather yielding to the licentious advances of traitor slave Gus. Consequently, KKK attacks the Northern-inspired government, bringing back order in the end, to the south (Griffith, 1915). Griffith (1915) observes that the divergence legacy of this initial American chartbuster epic base on the blend of Southern-bred landmark technical accomplishments and racism of D.W. Griffith, as his account of the Civil War and Reconstruction underscored miscegenations fears and KKKs heroism. Seeking to produce the greatest film ever, he uses all the technical experiments together with folk tunes and classical music. His message is not only meant for colossal scale of Civil War struggles but also his core characters intimate psychology. The climatic move of the Klan to rescue white girlhood from adulteration of the black marked the producers most amazing and significant utilization of parallel editing to spur emotional excitement. This is the most unreserved and the longest American movie produced as of 1915, open to rants due to its creativity and record-breaking returns of box office, aiding in legitimization of movies as reputable entertainment (Griffith, 1915). The movies appeal was however barely all positive because National Association for the Advancement of Colored People (NAACP) planned a public campaign in opposition to the film and insisted that Griffith makes cuts. As a result, it was banned in a number of states because of its racism, after its premiere in Boston, race riots erupted, and it unswervingly predisposed the return of the Klan in the 20 century. Decades after its being produced the movie still stirs up protests due to its cinematic powers contradictory proof. Buy custom The Birth of a Nation essay

French Expressions Using Mettre

French Expressions Using Mettre The French verb mettre literally means to put and is also used in many idiomatic expressions. Learn how to take great care in doing something, spend money on, bolt the door, and more with this list of expressions with mettre. Common Expressions Using Mettre mettre 5 heures faireto take 5 hours to do something mettre jourto update mettre lessaito put to the test mettre beaucoup de soin faireto take great care in doing something mettre de lardeur faire quelque choseto do something eagerly mettre de largent dansto put money into mettre de largent pourto pay for mettre de largent surto spend money on mettre de leau dans son vinto tone it down mettre en colà ¨reto make angry mettre en reliefto bring out, enhance, accentuate mettre la radioto turn on the radio mettre la tableto set the table mettre le rà ©veilto set the alarm mettre le verrouto bolt the door mettre les bouts (familiar)Get lost! mettre les informationsto turn on the news mettre les pieds dans le platsimilar to mess up; put ones foot in ones mouth mettre les voiles (familiar)Get lost! mettre quelque chose platto lay something down flat mettre quelque chose deboutto stand something up mettre (quelque chose) de cà ´tà ©to put (something) aside mettre quelque chose droitto set something straight mettre quelquun (parmi les grands)  to rank or rate someone (among the greats) mettre quelquun au pasto bring someone in line mettre quelquun dans lobligation/la nà ©cessità © de faireto compel someone to do something mettre sa langue dans sa poche (informal)to be quiet, stay silent mettre son grain de sel (informal)to stick ones nose in, to butt in Il y a mis le temps  !Hes taken his sweet time doing it! Jy mets la dernià ¨re mainIm putting the finishing touches on Mettons que...Lets say/Suppose that... On ma mis au pied du mur.I was cornered. Quest-ce quils nous ont mis  !They beat the heck out of us! Va te faire mettre  ! (slang)Get lost! Meanings and Usage ofSe Mettre The pronominal French verb  se  mettre  has several possible meanings and is also used in many idiomatic expressions. Learn how to come clean, team up, gather round, and more expressions with  se  mettre. to becometo get (obtain)to goto put onto put  oneself ne  pas  savoir  oà ¹Ã‚  se  mettreto not know what to do with oneself se  mettre  au  franà §ais, la  guitareto start learning French, to play the guitar se  mettre     infinitiveto start doing something se  mettre  Ã‚  poil  (informal)to strip off, strip down to ones birthday suit se  mettre  Ã‚  quelquunto team up with someone se  mettre  au  rà ©gimeto go on a diet se  mettre   tableto sit down to eat, to come clean se  mettre  autour  deto gather round se  mettre  au  travailto start working se  mettre  au  vertto lie low se  mettre  avecto team up with, side with se  mettre  dans  une  colà ¨re  noireto fly into a terrible rage se  mettre  dans  une  situation dà ©licateto get oneself into an awkward situation se  mettre  en colà ¨reto get angry se  mettre  sur  son  trente  et unto get dressed to the nines se mettre sur un rangto form a line/queue se  mettre  une  idà ©e  dans  la tà ªteto get an idea into ones head sen  mettre  partoutto get covered in it, to get something all over oneself sy  mettreto get down to, to get on with sy  mettre  Ã‚   nounto go on, take up sy  mettre   infinitiveto start doing Meanings and Usage ofLa Mise Mise  is  the feminine of  mis, the past participle of  mettre.  La mise  has numerous meanings and is also used in many idiomatic expressions. Learn how to say involvement, make-up, leg-pulling and more with this list of expressions with  mise. putting, settingclothing, attire(betting) stake, ante(business) outlay la mise exà ©cutionimplementation, enforcement la mise feufiring, setting off, blast-off la mise jouract  of updating, updated la mise   leaulaunch la mise mortkill la mise pied  (employment)dismissal la mise   prixreserve/upset price la mise  au  mondebirth la mise  au  pointtuning, focusing, clarification la mise  basbirth (of an animal) la mise de fondscapital outlay la mise en abà ®memise en abyme,  image  within its own image la mise en accusationindictment la mise en bià ¨replacement into a coffin la mise en boà ®tecanning; (informal) ridiculing, leg-pulling la mise en  bouteillebottling la mise en causecalling into question, pointing a finger at la mise en conditionconditioning la mise en conservecanning la mise en demeureformal demand or notice la mise en examenplacing under investigation la mise en forme(sports) warming/limbering up; (typography) imposition la mise en gagepawning la mise en  jambeswarm-up exercises la mise en  jeuinvolvement, bringing into play la mise en  marchestarting up (a machine or apparatus) la mise en Å“uvreimplementation la mise en  ondes  (radio)production la mise en page  (typography)make-up la mise en placeset up, stocking,  imposition la mise en  plishair setting la mise en pratiqueputting into practice la mise en reliefenhancement, accentuation la mise en routestarting up, setting off/out la mise en sacspacking la mise en scà ¨ne  (theater, film)production la mise en service - La mise en service de  lautobus  sera...putting or starting into service - The bus will be put into service on... la mise en valeurdevelopment, improvement la mise en  vigueurenforcement la mise  sur  piedsetting up à ªtre de mise(fig) to be acceptable, appropriate; (archaic) to be in circulation, legal currency remporter  la miseto carry the day, win big sauver  la miseto withdraw from a game of stakes; (fig) to save the day

Kant and Aristotle's Ideas on Morals and Happiness Essay

Kant and Aristotle's Ideas on Morals and Happiness - Essay Example To most of us, there is always a demarcation between the things concerning livelihood and the things concerning our morality.   In fact, most of us agree on the notion that the pursuit of morality often leads to us having to deny our self-happiness.By contrast to these universally accepted views, Aristotle believes that it would be impossible for any man or woman to access true and genuine heartfelt happiness unless the same person is also maintaining the right morals.   Virtue is, therefore, seen as a requirement for happiness.   It is something that is hard to comprehend. One would think that if a person is given sufficient economic power or political power, then the individual could attain happiness without necessarily doing what is accepted as morally right.Kant has a different view of happiness. He believes that it is not possible to have a categorical imperative for happiness.   People are different and they have different personalities. This implies that everybody has his own set of things that make him or her happy. What makes one happy does not necessarily make the other happy. Since knowing the things that make others happy is elusive, Kant believes that we can only use a hypothetical imperative in order to come up with something that will make other people happy (Kant 62).The concept of Aristotle on the morally right is not the same one that most other philosophers have. It is argued that if manners usually teach people good morals, the military will not be using the kind of training they do. There is the biggest concern on who knows who is moral and who is not. There is always the possibility of hypocrisy since outward appearance does not necessarily reflect the internal desires and intentions of a person. Morality is, therefore, thought by others not to be connected in any way to happiness, for instance, Kant (63) argues that morality is all about doing what is accepted in society as the moral thing to do. He believes that morality is all a bout rationalization in order to choose from the right and the wrong in order to end up with a moral decision. Kant further propagates the idea that a moral decision must be consistent with the moral laws and must be done for moral reasons (61).

Canadian And World Issues- GMO and the Bee Essay

Canadian And World Issues- GMO and the Bee - Essay Example GMOs affect the environment and systems in different perspectives. Use of GM plants encourages the use of herbicides and insecticides in farming (Lichtfouse, 2010). These herbicides can potentially harm birds, insects, soil organisms and marine ecosystems owing to its toxicity. This brings about a reduction in biodiversity, pollution of water resources and there an almost zero sustainability. The GMOs also cause reduced births and regeneration of other species of plants and animals (Carter, Moschini & Sheldon, 2011). The long-term effects of GMOs are usually unpredictable. GMOs may cause long-term toxicity of the organisms through unclean agricultural methods. Toxicity of organisms is promoted by their likelihood to develop bioaccumulation effects of chemicals from pesticides. The explicit nature of the GM crops is such that there are fewer weed flowers, meaning less nectar for prospective cross pollinators. Specific constraints associated with GMOs include increased cases of food allergies, significant decrease in the foods’ nutritional value and increased body resistance to antibiotics Scientifically, through comparable research findings, it is highly un-recommended that an individual eat GM foods on a daily basis. In fact, consumption of GM foods has no complete approval from both health experts and the scientific community who have established the side effects of GMOs (Carter, Moschini & Sheldon, 2011). Therefore, a person would have numerous problems by opting to consume GMO regularly including enhanced chances for nutritional – related ailments such as diabetes, anemia and food poisoning. It is a factual assertion that human food supply is an interconnected system of processes and inputs by different actors. The components of the food supply work in a coordinated and integrated manner with each one complementing the other. So said, it therefore mean that

Fire Prevention and the Federal Government Essay Example for Free

Fire Prevention and the Federal Government Essay Many government agencies make fire prevention as part of their mission. America has the highest fire death rate is the highest in the world. Fires kill 3,700 and injure over 20,000 people each year. Property loss is about $11 billion per year. The United States Fire Administration (USFA) has helped to reduce fire deaths by half. They have contributed to fire prevention and suppression more than any other government agency. In 1974, Congress established the United States Fire Administration . Their mission is to provide national leadership to local fire and emergency services. It is a division of the Federal Emergency Management Agency (FEMA). FEMA became part of the Department of Homeland Security on March 1, 2003. Their mission is to â€Å"reduce the loss of life and property and protect the Nation from all hazards, including natural disasters, acts of terrorism, and other man-made disasters† (â€Å"About USFA†, n. d. ). The Department of Homeland Security was formed after the September 11, 2001 terrorist attacks. Their primary mission is to protect the country from terrorism. Since the USFA was created for the sole purpose of the prevention, preparedness, and response to fires and other emergencies, it has contributed the most to the cause. â€Å"America’s fire death rate is one of the highest per capita in the industrialized world† (â€Å"About USFA†, n. d. ). Thus, it is still an improvement since more than twenty years ago. In 1971, 12,000 people and 250 firefighters died as a result of fires. USFA continues to make our communities and society safer today. Reference U. S. Fire Administration. About the U. S. Fire Administration. Retrieved August 3, 2008 from http://www. usfa. dhs. gov.

Sino-Tibetan Affairs Essay -- Tibet History Government Papers

The â€Å"Tibet Question† has evolved into a Western synthesis of affairs and circumstances that govern the uncertainties of Tibet’s national identity- a mere euphemism concerning the improbabilities of Tibet’s political fate. Tensions seemingly escalate by the day, as questions of Tibet’s impending future become more and more desperate, and to the chagrin of many Tibetans, only the Chinese government has the foresight to ascertain a solution. Though the future of Tibet and China is still more or less unseen, it does happen to serve a function in illuminating the aspects of their rough and tumble past. The premise to my essay concerns itself with the chronological development of Sino-Tibetan foreign relations. From its origins in tribute relations, on through Mongol dynastic rule, and ending in the apocalyptic era of Mao, I intend to explore the various strategic purposes and objectives that led to Tibetan neutrality and Chinese antagonism, the definitive stance of today’s affairs. The evolution of this relationship is no more than a mirror and reflection of the progression of ethnic kinship into a national identity. The fundamental purpose of my essay is to extend the â€Å"Tibet Question,† so as to include the uncertainties and questions of Tibet’s ethnic identity in conjunction with the real question regarding their political fate. I make the assertion that the conflict of today is simply the culmination of prior ethnic conflicts, and not the struggle for supremacy between two proximal nations. The Tibet Question has been misconstrued so as to consider the Sino-Tibetan conflict exclusively one of politics, but in truth, as my essay should reveal, it transcends borders and exposes greater ethnic attitudes. Origins: An Exami... ...: Oxford University Press, 1962., 475. [5] Smith Jr., Tibetan Nation: A History of Tibetan Nationalism and Sino-Tibetan Relations, 23. [6] Smith Jr., Tibetan Nation: A History of Tibetan Nationalism and Sino-Tibetan Relations, 22. [7] Smith Jr., Tibetan Nation: A History of Tibetan Nationalism and Sino-Tibetan Relations, 23. [8] Smith Jr., Tibetan Nation: A History of Tibetan Nationalism and Sino-Tibetan Relations, 25. [9] Smith Jr., Tibetan Nation: A History of Tibetan Nationalism and Sino-Tibetan Relations, 27 [10] Smith Jr., Tibetan Nation: A History of Tibetan Nationalism and Sino-Tibetan Relations, 27. [11] Melvyn C. Goldstein, The Snow Lion and the Dragon: China, Tibet and the Dalai Lama, 2. [12] Melvyn C. Goldstein, The Snow Lion and the Dragon: China, Tibet and the Dalai Lama, 4. [13] Hugh E. Richardson, Tibet and its History, 1-2.

Black lives matter the history and existence of racial inequality in the united states Essay

â€Å"Hands up. Don’t shoot.†[1] This is a refrain shouted by #BlackLivesMatter activists throughout the United States. #BlackLivesMatter is a movement that gained national momentum in 2014 after acts of police brutality resulting in the death of black Americans such as Mike Brown and Eric Garner. In both of these cases, the respective police officers involved were not indicted for the death of American citizens.[2] This prompted the reaction: â€Å"black lives matter†; the livelihood of black people should and must be as important as that of white people. Throughout history, people of African descent in the United States have not equally enjoyed the same life and opportunities as other Americans due to racism, defined by public health scholars Jennifer Jee-Lyn Garcia and Mienah Zulfacar Sharif as â€Å"system of structuring opportunity and assigning value based on race, that unfairly disadvantages some individuals and communities, and advantages others.†[ 3] In the early 1900s, multiple doctors brought attention to the disparity in the morbidity and mortality of diseases, many that result from poor living conditions, between black and white Americans. Lawrence Lee, a doctor writing in 1914, noted: â€Å"that tuberculosis and other respiratory diseases and still-births cause a death-rate of 917.9 per 100,000 against a rate of 354.7 for whites.†[4] In 1927, a movement in favor of eugenics took hold, beginning with the Buck v. Bell ruling.[5] This United States Supreme Court case gave doctors the authority to designate certain people more fit to breed than others and supported the procreation of the so-called â€Å"fit† and limited that of the â€Å"unfit† through means such as forced sterilization.[6] During this time, forty percent of the â€Å"unfit† people sterilized were non-white.[7] However, #BlackLivesMatter activists demonstrate that racist agendas that are viewed as history in truth have ongoing eff ects to this day that negatively impact the daily lives and public health of African Americans. Opponents use the social media hashtag #AllLivesMatter, expressing the view that all people deserve equal rights and access to basic necessities, regardless of race. #AllLivesMatter is distinct from the #BlackLivesMatter movement in that it does not acknowledge the past and present inequity in the quality of life between white Americans and those of African descent. #BlackLivesMatter has given voice to a historically oppressed class of people and opened a discussion on how the eugenics movement has compromised that of black Americans and how this can be corrected and how future racially-charged infractions can be prevented. The racialization of medicine has  ­Ã‚ ­Ã‚ ­Ã‚ ­had a significant role in the development of the eugenics movement. Garcia and Sharif define racism as â€Å"system of structuring opportunity and assigning value based on race, that unfairly disadvantages some individuals and communities† and claims that â€Å"racism as a social condition is a fundamental cause of health and illness.†[8] The eugenics movement is one that is founded on the racist ideology that was detrimental to the African American community. Negative eugenics was carried out through marriage restriction, forced sterilization, and confining the â€Å"feeble-minded† to colonies. The restriction of marriage through issuing marriage licenses was critical in the racist agenda of eugenics. It was illegal to have children outside of wedlock.[9] Virginia in particular banned inter-racial marriage. By doing so, Virginia politicians and eugenicists were intentionally preventing people from having mixed ra ce children, something they saw as undesirable.[10] #AllLivesMatter activists would argue that the eugenics movement was not focused on African Americans, as many of the victims of eugenics were white. In Buck v. Bell, a case heard by the United States Supreme Court that secured eugenic doctors’ ability to forcibly sterilize the feeble-minded, the defendant was Carrie Buck, a white woman.[11]   Proponents of #AllLivesMatter would note that eugenic doctors instead targeted individuals of lower socio-economic status. Some of the diagnostic criteria for detecting feeble-mindedness included â€Å"cold and clammy hands and excessive pallor or blushing.†[12] While many of the victims of the application of negative eugenics were of lower socioeconomic status, it cannot be ignored that the eugenics movement grew from calls to improve black public health in the early 1900’s. Advancements in germ theory allowed for doctors to understand that diseases are transmissible r egardless of race; as a result, doctors emphasized the need for sanitary living conditions for black Americans.[13] Historian Andrea Patterson claims that â€Å"public health measures were hijacked by eugenicists†[14] – rather than these public health measures benefitting blacks, they, in part, created an environment in which eugenicists had reason to believe that people of particular racial background were predisposed to certain illnesses. Although Buck v. Bell enabled the eugenics movement to impact people of all races, the racist political regimes that preceded it supported the development of eugenics.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Paternalism was a major contributing factor to eugenic’s establishment. In 1915, Doctor L. C. Allen posited that â€Å"the negro health problem is one of the â€Å"white man’s burdens,† and it is by no means the least of those burdens.†[15] It was his belief that the disproportionately high morbidity and mortality rates of diseases such as tuberculosis and syphilis among black Americans were the responsibility of the white population to resolve. Allen credited the strict supervision of slave owners over black slaves for the lack of illnesses related to an unclean living environment and sexually transmitted diseases while slavery was legal.[16] According to Allen, â€Å"freedom has not benefited his health, nor improved his morals,† where â€Å"he† refers to African Americans.[17] Without white slave owners to ensure that African Americans bathe, clean their living spaces, and do not engage in promi scuous sex, Allen claims that African Americans did not properly take care of themselves. His answer to this perceived problem is for white Americans to champion a public health reform by way of changing the educational curriculum for blacks. Allen’s proposed â€Å"industrial education† would consist of teaching African American children proper hygiene and cater to their future career prospects, which mainly consist of service or manual labor roles.[18] By singling out a minority group to be segregated for the purpose of a different education based on race, Allen’s â€Å"industrial education† plan would have been an institutionalized instance of structural racism. Black Americans would have been denied access to an equal education, and by virtue of that, they would be further limited to the jobs available to them. Although this plan did not come to fruition, the ideas behind it lingered. Eugenic doctors felt that it was for the betterment of all humankind to promote the procreation of those with what these doctors deemed desirable traits while simultaneously diminishing or altogether ceasing the procreation of the â€Å"unfit.†[19] The widespread belief that eugenics existed in order to improve the global gene pool is paternalistic. The socio-economic elite utilized their position of power to further their self-interested ideology at the expense of those below them, particularly African Americans. Mass incarceration of African Americans is a modern practice that in many ways is a continuation of eugenics. Victims of eugenic sterilization told their stories in a 2011 testimony in North Carolina arranged by The Governor’s Task Force to Determine the Method of Compensation for Victims of North Carolina’s Eugenics Board. One such victim was Elaine Riddick, a black woman. Her son, Tony Riddick commented on the ongoing systemic racism in the United States, saying, â€Å"A young man nineteen years old, first time convicted, nonviolent offense, you give him fifteen to twenty years in prison. Now look at what happens, now he can no longer be a father, his mother loses a child.†[20] Though the testimony took place a few years before the #BlackLivesMatter movement gained momentum, these sentiments are the same as those felt by activists today. #BlackLivesMatter advocate and doctor Mary Basset argues in â€Å"#BlackLivesMatter — A Challenge to the Medical and Public Health Communities† that â€Å"there is the great injustice in the daily violence experienced by young black men. But the tragedy of lives cut short is not accounted for entirely, or even mostly, by violence.†[21] Indeed, as Tony Riddick pointed out, systemic racism has cost many black Americans the ability to lead a productive life in society and often the ability to reproduce. In the mid-twentieth century, this took the form of the eugenics movement. People designated â€Å"feebleminded,† a categorization for the so-called unfit of society, were often sent to colonies to live out their lives and forcibly sterilized.[22] Though eugenics has been abolished, similar practices occur today. When a person is sentenced to a prison sentence that spans their prime reproductive years, they are segregated from the rest of society and are much less likely to raise a family.[23] Tony Riddick drew a comparison between eugenics and mass incarceration, likening each to genocide.[24] Flaws in today’s criminal justice system have allowed a form of racial genocide to perpetuate in the United States. A quick internet search of the hashtag #BlackLivesMatter will bring up a sizable list of names that activists for the movement mourn as preventable deaths. Though many people know of Tamir Rice, Eric Garner, and Mike Brown, lesser-known but equally important people are added to the list of casualties regularly. One such person is Joyce Cornell, a fifty-year-old black woman who died in jail on July 22, 2015. Cornell was arrested for failing to pay court fines, a minor offense. Cornell experienced severe nausea and vomiting and was not granted medical treatment or water. She passed away one day later from dehydration.[25] These people, every black person who has lost their life early from preventable causes, represent a public health epidemic. Structural racism has decreased the life expectancy of black people living in the United States.[26] As Garcia and Sharif argue, it is necessary to â€Å"reshape our discourse† and consider racism a public health issue in order to begin to combat its effects.[27] It is vital that positive change happens for the betterment of our fellow Americans. This process begins with recognizing that racism exists and that #BlackLivesMatter.             Bibliography Allen, L. C., M.D. â€Å"THE NEGRO HEALTH PROBLEM.† The American Journal of Public Health, 1914. Accessed February 8, 2016.    Bassett, Mary T., M.D., M.P.H. â€Å"#BlackLivesMatter — A Challenge to the Medical and Public Health Communities.† The New England Journal of Medicine 372, no. 12 (March 19, 2015): 1085-087. Accessed March 11, 2016.    Buck v. Bell.  274th  ed. Vol. 200. U.S. Supreme Court, 1927.    Dorr, Gregory Michael. â€Å"STERILIZE THE MISFITS PROMPTLY†: Virginia Controls the Feebleminded.† In Segregation’s Science: Eugenics and Society in Virginia, 107-36. Charlottesville: University of Virginia Press, 2008.    Garcà ­a, Jennifer Jee-Lyn, Ph.D., and Mienah Zulfacar Sharif, MPH. â€Å"Black Lives Matter: A Commentary on Racism and Public Health.† Am J Public Health American Journal of Public Health 105, no. 8 (August 2015): E27-30. doi:10.2105/ajph.2015.302706.    Governor’s Task Force to Determine the Method of Compensation for Victims of North Carolina’s Eugenics Board.   Final Report to the Governor of the State of North Caroline (Pursuant to Executive Order 83).   Raleigh, NC, 2011.    Hutchinson, Woods. â€Å"The Importance of Negative Eugenics Or the Prevention of Ill-Bornness.,.† The American Journal of Public Health 3 (1913): 238-42.    Knapp, Andrew, and Dave Munday. â€Å"Lawyers Say Woman, 50, Died after Being ‘deprived of Water’ at Charleston County Jail.† Post and Courier. February 24, 2016. Accessed April 21, 2016. http://www.postandcourier.com/article/20160224/PC16/160229636.    Lee, Lawrence, M.D. â€Å"THE NEGRO AS A PROBLEM IN PUBLIC HEALTH CHARITY.† The American Journal of Public Health 5 (1915): 207-10.    Patterson, Andrea. â€Å"Germs and Jim Crow: The Impact of Microbiology on Public Health Policies in Progressive Era American South.†Journal of the History of Biology  42, no. 3 (Fall 2009): 529-59. doi:10.1007/s10739-008-9164-x. [1] Jennifer Jee-Lyn Garcà ­a, Ph.D. and Mienah Zulfacar Sharif, MPH, â€Å"Black Lives Matter: A Commentary on Racism and Public Health,†Ã‚  Am J Public Health American Journal of Public Health105, no. 8 (August 2015): e27, doi:10.2105/ajph.2015.302706. [2] Garcia and Sharif, e27 [3] Garcia and Sharif, e27 [4] Lawrence Lee, M.D., â€Å"THE NEGRO AS A PROBLEM IN PUBLIC HEALTH CHARITY.,†Ã‚  The American Journal of Public Health  5 (1915): 207. [5] Buck v. Bell.  274th  ed. Vol. 200. U.S. Supreme Court, 1927. [6] Woods Hutchinson, â€Å"The Importance of Negative Eugenics Or the Prevention of Ill-Bornness.,†Ã‚  AJPH  3 (1913): 238. [7] Gregory Michael Dorr, † STERILIZE THE MISFITS PROMPTLY†: Virginia Controls the Feebleminded.,† in Segregation’s Science: Eugenics and Society in Virginia(University of Virginia Press, 2008). [8] Garcia and Sharif, e27 [9] Dorr, 112 [10] Dorr, 111 [11] Dorr, 129 [12] Dorr, 113 [13] Andrea Patterson, â€Å"Germs and Jim Crow: The Impact of Microbiology on Public Health Policies in Progressive Era American South,†Ã‚  Journal of the History of Biology  42, no. 3 (Fall 2009): 541, doi:10.1007/s10739-008-9164-x. [14] Patterson, 529 [15] L. C. Allen, M.D., â€Å"THE NEGRO HEALTH PROBLEM.,†Ã‚  The American Journal of Public Health  5 (1915): 194. [16] Allen, 195 [17] Allen, 194 [18] Allen, 200 [19] Hutchinson, 240 [20] Governor’s Task Force to Determine the Method of Compensation for Victims of North Carolina’s Eugenics Board.   Final Report to the Governor of the State of North Caroline (Pursuant to Executive Order 83).   Raleigh, NC, 2011, D-10 [21] Mary T. Bassett, M.D., M.P.H., â€Å"#BlackLivesMatter — A Challenge to the Medical and Public Health Communities,†Ã‚  The New England Journal of Medicine  372, no. 12 (March 19, 2015): 1085, accessed March 11, 2016. [22] Dorr, 120 [23] Garcia and Sharif, e28 [24] Governor’s Task Force to Determine the Method of Compensation for Victims of North Carolina’s Eugenics Board, D-10. [25] Andrew Knapp and Dave Munday, â€Å"Lawyers Say Woman, 50, Died after Being ‘deprived of Water’ at Charleston County Jail,† Post and Courier, February 24, 2016, accessed April 21, 2016, http://www.postandcourier.com/article/20160224/PC16/160229636. [26] Garcia and Sharif, e28 [27] Garcia and Sharif, e27

Gene Cloning Essay

One aspect of the DNA cloning experiments that is carefully considered is the selection of cloning vectors. A variety of vectors have been created, each being suitable for a particular use. One common vector used in laboratories is a plasmid called pUC19. It is 2686 base pairs long and possesses an origin of replication which allows the production of over 100 copies in a competent E.coli cell. It possesses a multiple cloning site (MCS) which is artificially implanted by adding a polylinker sequence to it. The pUC19 plasmid is also altered by inserting a gene that codes for beta-lactamase which confers resistance to the antibiotic ampicillin (Read and Strachan 2011). The MCS occupies the 5’ end of the gene lacZ (Sherwood, Willey and Woolverton 2012). This gene codes for only the alpha-peptide of beta-galactosidase, an enzyme used to break down the disaccharide lactose into glucose and galactose (Read and Strachan 2011). The aim of this experiment is to incorporate a cDNA called CIH-1, from plasmid pBK-CMV, into pUC19. DNA cloning is dependent on type 2 restriction endonuclease enzymes. They function by cleaving both strands of DNA on specific points known as restriction sites. These sites are reliant on the sequences of DNA that are recognised by them. Different bacterial strains yield varying restriction endonucleases. There are currently over 250 recognition sequences identified (Read and Strachan 2011). Restriction endonucleases can cleave DNA sequences on vectors making them competent for the binding of other DNA fragments cut by the same enzyme. They are thus important tools in the production of recombinant DNA (Ahmed, Glencross and Wang 2011). The first objective of this experiment was to use two restriction endonucleases, EcoR1 and Xba1, to cut pUC19 and pBK-CMV. To ensure that the plasmids were successfully cut, analysis of the plasmid was carried out using gel electrophoresis. Gel electrophoresis is a method of separating DNA molecules using their sizes (Brown 2001). This is made possible due to the negative charge of nucleic acids. The DNA molecules are subjected to an electric field which makes them migrate toward the positive electrode (Hausman and Cooper 2013). The 2nd objective of this experiment was to construct recombinant DNA from pUC19 that was cut by EcoR1 and Xba1. The vector must undergo ligation in order to  form the recombinant. This is achieved by using the enzyme DNA ligase, from the T4 bacteriophage, and ATP to form covalent phosphodiester bonds between annealed DNA molecules in the 3’ to 5’ direction. Ligation takes place at lower temperatures over a long period of time in order to allow optimal activity of DNA ligase (Holmes, Jones, Reed and Weyers 2007). The vector is then taken up by the host cells in a process called transformation. Transformation is an inefficient process as only a very small number of bacterial species can be easily transformed. As a result, the host cells have to undergo some form of physical and chemical treatment in order to make them competent (Brown 2001). E.coli was made competent by incubating it with MgCl2 to achieve the 3rd objective of introducing the recombinant pUC19 to them. Competent E.coli cells have altered cell walls which enable uptake of recombinant pUC19. Transformants can be identified using the selective marker. In the case of pUC19, this is the ampicillin resistance gene. For this reason, the transformed E.coli will be plated in agar containing the antibiotic ampicillin. In order to find transformants with recombinant pUC19, blue white colour selection was has been carried out. EcoR1 and Xba1 cut lacZ out of pUC19 to allow CIH-1 to ligate into it. For this reason, transformants without recombinant pUC19 cannot transcribe the alpha-peptide of beta-galactosidase resulting production of non-functional beta-galactosidase. Non-recombinant pUC19 has the 5’ end of lacZ intact and thus transformants with that plasmid produce functional beta-galactosidase. This can be detected by adding 5-bromo-4 chloro-3-endolyl –beta-D-galactopyrosinoside (X-gal) into the agar plates. X-gal is an analog of lactose which is broken down by beta-galactosidase to produce a blue-coloured product (Sherwood, Willey and Woolverton 2012). For this reason, the transformants possessing non-recombinant pUC19 will produce blue colonies whereas transformants, with recombinant pUC19 will produce white colonies. Isopropylthiogalactoside (IPTG) was also added to the agar in order to induce the transcription of beta-galactosidase. IPTG works by binding to the repressor protein inactivating it (Read and Strachan 2011). Results In figure 1, with the pBK-CMV plasmid, there are two DNA fragments shown as bands on the electrophoresis gel, one band which suggests a fragment size of  approximately 5000 base pairs and one with 500-100 base pairs. These are within range of the predicted band sizes for pBK-CMV. The data collected from the gel electrophoresis gel regarding Puc19 produced only 1 band with the fragment size of roughly 3000 base pairs. This is close to the predicted size of the Puc19 if it has incorporated the CIH-1 molecule (2664+600 = 3264). Table 1 shows the number of colonies of the transformation plates of 3 different samples. Tube 2 which is the positive control, tube 3 which is the negative control and tube 1 which is the colony subjected to transformation and ligation. Dilutions of competent cell colonies are also shown. Tube 1 possessed more white colonies than blue colonies which suggest that most of the competent cells have undergone successful transformation. The colonies produced from tube 2 and 3 are only white as there were no transformation of Puc19 as predicted. Figure 2 shows the results of the separation of DNA fragments from the plasmid DNA of two different white colonies of Ecoli, known as W1 and W2, and a blue colony called B. The DNA fragments from culture B is similar to the fragments produced by normal digested Puc19 in figure 1. There are two distinct DNA fragments of roughly 600 and 5000 base pairs in size shown on both W1 and W2. There is a faint additional band shown on W2. A Nanodrop is carried out in order to determine the DNA concentration of the culture samples B, W1 and W2. The DNA concentration in sample W2 was the highest, with 40.6 ng/uL, which is twice as high as the DNA concentration of W1 and B.

How to Write a Top-Scoring ACT Essay

How to Write a Top-Scoring ACT Essay In the fall of 2015, the ACT underwent quite a bit of a change. The single prompt and response essay task of the past was  replaced by a single, somewhat controversial prompt with three different perspectives on the Enhanced ACT Writing Test. The ACT writers also started including probing writing questions and pre-writing space to help inspire thoughtful, organized, and analytical essays by ACT test-takers across the United States. So, how do you nail this thing? How do you ensure a top score on the ACT Essay? Well, first, go back and read through the Enhanced ACT Writing Test details and click on a few of the writing prompts so you know what Im talking about below. Then, get back here and keep reading.  Ã‚   Enhanced Writing Test Expectations Your essay will be graded on whether you can complete these three tasks: â€Å"evaluate and analyze† the given perspectivesâ€Å"state and develop† your own perspectiveâ€Å"explain the relationship† between your perspective and those given 1. Critique as You Read the Prompt (5 minutes) Read the prompt with your pencil in your hand. Evaluate means to judge or critique and analyze means to break down into parts. So, basically, youre going to need to find the strengths and weaknesses of the initial argument and the three perspectives quickly before you write anything. Here are some easy ways of doing just that: Underline the premises of each perspective. Premises are the statements that present the evidence.  Since President Jones raised taxes on businesses, business owners have had to fire employees because they cant afford to pay both.Circle the conclusions of each perspective. Conclusions are the claims the perspectives are making. Its what they say will or did happen because of the premise.  Since President Jones raised taxes on businesses, business owners have had to fire employees because they cant afford to pay both.Poke holes in each perspective as you read. Familiarize yourself with logical fallacies like post hoc, appeal to pity, etc., so you can accurately determine if the logic is sound within the perspectives.   Some perspectives will be logically inaccurate and you can use that as fuel for your own ideas. (Do business owners rely on the President for all financial decisions? Where is the personal responsibility of management? Fiscal responsibility? The President is not r esponsible for a small business owners poor budgeting skills.)    Create alternatives instead of the conclusions offered by the premises. (Instead of firing people, business owners could reduce bonuses, stock options and salaries of top executives. Instead of firing people, business owners could offer buy-outs to dissatisfied employees as incentives to leave voluntarily.) 2. Create a Supportable Thesis (1 minute) Now that youve thoroughly evaluated and analyzed the initial issue paragraph and each of the three perspectives, its time to state your own idea. Its important that you come up with a firm thesis or main point, here. Your perspective may completely agree with an offered perspective, partly agree with a perspective, or be completely different. Whatever the case, you must choose. You may not, under any circumstance, write an essay where you waffle back and forth between agreeing and disagreeing and end up saying nothing at all. 3. Sketch a Quick Outline (10 minutes) Heres where you get organized so your essay develops your idea and explains the relationships between your perspective and others, both of which youll be scored on. DO NOT SKIP THIS STEP. Youll dip into your personal experience, knowledge and values to prove your points. In your quick outline, youll scratch out where those points will go so you have a roadmap for your essay. Youll also make sure to add in the strengths and weaknesses of the given perspectives, adding in that analysis and evaluation you did when you read the prompt.   It does not have to, but your outline could look something like this: Introduction with thesis A. Point 1 which strongly supports my thesis. My support for Point 1 - development of your ideaHow Perspective 3 supports Point 1 with a strong argument, but Perspective 2 potentially weakens it until you realize that Perspective 2 is using faulty reasoning.   Ã¢â‚¬â€œ explanation of the relationship between their ideas and yours B. Point 2 which strongly supports my thesis. My support for Point 2 – development of your ideaHow Perspective 1 opposes Point 2, but Perspective 1 fails to consider my stellar personal experience and values. – explanation of the relationship between their ideas and yours   Conclusion with challenge 4. Write Your Heart Out (25 minutes) Go for it. Take your outline and dig deep into the task using your very best language and grammar. Vary your sentence structure and language. Make your introduction stand out. (For heavens sake, dont start with a question.) For the body, present just two arguments instead of the standard three youre often taught in the five-paragraph-essay format. Why? Because you need to get into those perspectives to present counterarguments, implications and complicating factors. Youll need to use facts, experience, and authority. Logic. Appeal to emotions. Youll need to move between general statements and specific reasons, examples and details with transitions. You simply do not have enough time to do all that for three separate ideas! 5. Proofread (4 minutes) Try to set aside a few minutes at the end of your essay to proof your essay. I know its tough, but youll save yourself some points if you catch a major logical flaw and have a chance to rewrite a few sentences.Youll be scored on your  ideas and analysis, development and support, organization, and language use on a 2-12 point scale. Ensure you get every point you deserve. Practice Your Essay There is no better way to prepare for this exam than by practicing for it. Try a few of these prompts with your timer on so you know what youll face on test day.   Enhanced ACT Writing Prompts

Aristotle and Meteorology Essay Example for Free

Aristotle and Meteorology Essay Introduction: Aristotle wrote about many subjects that can be grouped into five general divisions: logic, physical works, psychological works, natural history works, and philosophical works. One of the little known physical works concerned meteorology. Aristotle’s views on meteorology are fascinating, but many of the views were not accurate. This paper compares only a few of his views to actual meteorological facts. I. Biography A. Birth and growth B. Influence on writings II. Basis of Aristotle’s meteorology A. Elements and theory B. Science and facts III. Water vapor and precipitation A. Aristotle’s view B. Science and fact. IV. Winds A. Aristotle’s view B. Science and fact Conclusion: Aristotle explained the various meteorological phenomenon in simplistic terms. The explanations match his theory of how matter and shape were interrelated. Aristotle’s ideas on water vapor and precipitation were somewhat accurate, considering that there were no tools to measure the atmosphere in his time. His views on wind, however, were not accurate at all. He wrote extensively on winds, but never fully comprehended how wind occurred. September 5, 2000 Aristotle on Meteorology Aristotle was born in 384 BC, at Stagirus, a Greek colony on the Aegean Sea near Macedonia. In 367 BC, Aristotle entered the Academy at Athens and studied under Plato, attending his lectures for a period of twenty years. In the later years of his association with Plato and the Academy, he began to lecture on his own account, especially on the subject of rhetoric. When Plato died in 347, Aristotle and another of Plato’s students, Xenocrates, left Athens for Assus, and set up an academy (Encyclopedia 2). In 342, Aristotle returned to Macedonia and became the tutor to a very young Alexander the Great. He did this for the next five to seven years. Both Philip and Alexander appear to have paid Aristotle high honor. There are stories that indicate the Macedonian court supplied Aristotle with funds for teaching, and with slaves to collect specimens for his studies in natural science (Encyclopedia 4). Aristotle returned to Athens when Alexander the Great began his conquests. He found the Platonic school flourishing under Xenocrates, and Platonism the dominant philosophy of Athens (Encyclopedia 5). Aristotle thus set up his own school at a place called the Lyceum. When teaching at the Lyceum, Aristotle had a habit of walking about as he discoursed. It was because of this that his followers became known in later years as the peripatetics, meaning, â€Å"to walk about† (Shakian 126). For the next thirteen years, he devoted his energies to his teaching and composing his philosophical treatises. His institution integrated extensive equipment, including maps and the largest library collection in Europe. He is said to have given two kinds of lectures: the more detailed discussions in the morning for an inner circle of advanced students, and the popular discourses in the evening for the general body of lovers of knowledge. At the sudden death of Alexander in 323 BC, the pro-Macedonian government in Athens was overthrown, and a general reaction occurred against anything Macedonian. A charge of impiety was trumped up against Aristotle. To escape prosecution he fled to Chalcis in Euboea so that (Aristotle says) â€Å"The Athenians might not have another opportunity of sinning against philosophy as they had already done in the person of Socrates† (Encyclopedia 5). In the first year of his residence at Chalcis he complained of a stomach illness and died in 322 BC (Encyclopedia 7). One of Aristotle’s writings is about meteorology. His theories are based on his belief that all objects in the world are composed of form and matter and the world is arranged according to the relative standing each object occupies in the universe (Shakian 127). This basis led to his theory that any motion was from the center or to the center (Encyclopedia 28). Aristotle saw the universe as a scale lying between the two extremes: form without matter on one end, and matter without form on the other end. Additionally, he believed all matter is made of four bodies: fire, air, water, and earth (Encyclopedia 29). With this information as a basis, it is no wonder that any remaining theories would probably be incorrect. Scientific fact cannot disprove that all objects are of form and matter. Any one can agree or disagree with that philosophy. However, scientific fact does show that movement can occur in directions away from the center or toward the center. For example, solar radiation from the sun does not travel in direct lines to or from a center. Some of the radiation scatters into space. Some is reflects from the earth’s surface and is lost into space (Lutgens 37-43). Air molecules do not move toward or away from a center. Air particles move in an infinite number of directions due to molecule size, shape, weight and composition. Finally, Aristotle’s theory that matter is made of four bodies is dramatically short sighted. Air is a mixture of at least nine different components and is constantly changing in composition. Nitrogen and oxygen make up nearly 99% of the volume of dry air. Of all the components of air, carbon dioxide is the most interest to meteorologists (Lutgens 5). In all fairness, Aristotle had no way to measure or determine the exact components of the atmosphere. In book 1, part 3 of Aristotle’s meteorology, Aristotle describes his explanation of water vapor. His explanation describes the area between the surface of the earth and the visible portion of the Milky Way. It is important to note that he views the Milky Way as a plane or upper level surface (Aristotle, â€Å"Meteorology† 253). Aristotle is very close to a scientific answer when he deduced â€Å"that what immediately surrounds the earth is not mere air, but a sort of vapour, and that its vaporous nature is the reason why it condenses back to water again† (Aristotle, â€Å"Meteorology† 253). His logic is interesting when he indicates that this expanse of a body cannot be fire â€Å"for then all the rest would have dried up† (Aristotle â€Å"Meteorology† 254). In part 9, Aristotle addressed the issue of precipitation. He explained that air condensing into water becomes a cloud. Mist is what remains when a cloud condenses into water. He further explained that when water falls in small drops, it is drizzle, and when the drops are larger, it is called rain (Aristotle â€Å"Meteorology† 267). This is one area where Aristotle was close to accurate. One flaw is his view of the Milky Way as a flat plane. Science has shown that the Milky Way is just one of an infinite number of star galaxies. Aristotle realized water vapor existed. He also realized that the area between the earth and the heavens was not fire. What Aristotle deduced as water vapor is scientifically referred to as a parcel of air. As the air parcel rises, it cools and may condense to form a cloud (Lutgens 81). Aristotle believed the remains of water vapor that did not form a cloud was mist. Actually, what remains is just other air parcels. The energy used to condense the air molecule is released as latent heat creating a cycle of rising and sinking air molecules (Lutgens 82-83). Aristotle provided names for the size of water droplets. It is possible that Aristotle coined the names drizzle and rain. Scientifically, drizzle is defined as small droplets of less than . 5 mm. Rain is defined as droplets of . 5 mm to 5 mm (Lutgens 131). Aristotle dedicated several chapters to the theory of winds. Without scientific measurements, the cause or theory of wind was difficult to determine or explain. Aristotle compared wind to a flowing river in book 1 (Aristotle â€Å"Meteorology† 348). Unfortunately, Aristotle could not discern why the river of wind never dried up. Therefore, he abandoned that theory and analogy of wind and simply tried to explain rivers instead. In book two, he dedicated three more chapters to wind. Aristotle used his theory of water vapor and direct observation of something he called smoke to describe the occurrence of wind. He related the rising water vapor and the heat of the sun. This combination created wind. Rain contributed to wind development by causing calm winds after a rain (Encyclopedia 191). Wind must have been a difficult subject for Aristotle to explain, considering how much was written about the subject. The facts indicate he was close to an answer but never fully understood the concept of wind. The definition of wind is the result of horizontal differences in air pressure. Air flows from areas of high pressure to areas of lower pressure. It is nature’s method to balance inequalities of pressure. Unequal heating of the earth’s surface generates the pressure differences. Therefore, solar radiation is the ultimate driving force of wind (Lutgens 149). The effects Aristotle explained were often the results of the pressure changes. He realized the sun had some influence. The clam wind after a rain is an occurrence with strong thunderstorms that leave a micro scale high-pressure dome in their wake (Lutgens 153). Aristotle explained the various meteorological phenomenon in simplistic terms. The explanations match his theory of how matter and shape were interrelated. Aristotle’s ideas on water vapor and precipitation were somewhat accurate, considering there were no tools to measure the atmosphere in his time. His views on wind, however, were not accurate at all. He wrote extensively on winds but never fully comprehended how wind occurred Works Cited Aristotle. Great Books of the Western World. Volume 1. Chicago: Robert P. Gwinn, 1990. Aristotle. â€Å"Meteorology† 113 – 438. Massachusetts Institute of Technology. Internet Address: http://classics. mit. edu/Aristotle/meteorology. 1. i. html. Translated by E. W. Webster. 27 Aug. 2000. Internet Encyclopedia of Philosophy 1-321. University of Tennessee at Martin. Internet Address: http://www. utm. edu/research/iep/a/aristotl. htm. 24 Aug. 2000. Lutgens, Frederick K. and Edward J. Tarbuck. The Atmosphere. New Jersey: Prentice Hall, 1992. Sahakian, William S. and Mabel Lewis Sahakian. Ideas of the Great Philosophers. New York: Barnes & Noble Inc. , 1970. Aristotle and Meteorology. (2016, Oct 28).

Energy, Sustainability and Renewability Assignment

Energy, Sustainability and Renewability - Assignment Example Various issues will be discussed in this assignment related to energy and its other variables. KEY TERMINOLIGIES For better understanding of this report some key terminologies have to be discussed in detail. These terms are the essence of this paper and cannot be comprehended without excessive research from different books and journals related to physics. Energy Although energy has been described in the introductory paragraph, a further analysis will be produced here. As described before that the ability of a system to do work on another system is known as energy. Coming towards the sub-division or the types of energy present in the language of physics. Energy can be divided into mechanical, solar, thermal, chemical, electrical, electromagnetic and nuclear energy. Mechanical energy is further broken down into two very important categories, potential and kinetic energy. Potential energy is the form of energy stored in a body for e.g. a fully stretched elastic band and kinetic energy i s the one when a body is motion for e.g. the same elastic band when being released. Sustainable Energy The fact that energy is utilized by burning or disfiguring other natural resources brings about the change in thinking of man, can we provide energy otherwise? The answer to this lies in the definition of sustainable energy. It is the provision of energy that meets the need without compromising the ability to generate energy in the future (Smith, 1998). Several factors go into making energy sustainable. The first is whether or not the current use of the energy is something which could potentially persist into the future, which leads many forms of renewable energy to qualify as sustainable. Therefore renewable and sustainable can be termed as in-lieu terminologies. Some of the renewable energy sources are hydroelectricity, solar energy, wind energy, wave power, geothermal energy, bio-energy, and tidal power. Examples Some of the examples of sustainable/renewable will be discussed in this report to better understand the various benefits and downsides of this form of energy. Hydroelectricity is the first term that will be discussed. It is one of the most used alternate energy being used in the modern world today. The flow of water in the river is used to turn turbines which in turn produce massive amount of electricity. Then comes wind energy which is the most blossoming alternate energy source in the commercial market is the ability to produce energy with the help of wind. Wind energy has had a huge impact in the energy industries. Wind farms have been set up in various windy cities of the world top produce large amount of electricity. The output power produced has been increasing by the day. The fact is clearly shown by the figure (Maggie, 2008) Issues with Renewable Energy Various questions have been raised with the alternate energy process. Although that the new renewable sources are cheap and effective, still many organizations and researches show that this form of energy production is more harm, since cost effectiveness is not the only issue at hand. Even before the low cost electricity is produced the problem which arises is that the setup of such plants which produce cheap energy, be it a dam or a wind city. Solar panels cost way more than burning fossil fuel and setting millions of panels for sustained energy providence is also a very costly factor. The problem is just not cost effective. Natural and environmental damages have huge costs