Global Warming And Climate Change - 1215 Words

A guy once told my friend, â€Å"Dude, stop farting. You are making the global warming even worse!† From the view of his saying, it is apparent that people are aware of the fundamental cause of global warming — increase in carbon dioxide. From melting glaciers to rising sea level, Global Warming has been one of the vital issues that is challenging scientists. While many scientists and experts are investigating for a solution, this disastrous phenomenon has been aggravated over time by human activities. Global warming was first introduced when Svante Arrhenius, a Swedish scientist, claimed in 1896 that fossil fuel combustion may eventually result in enhanced global warming. Also, an American geologist, Thomas Chamberlin supported Arrehnius†¦show more content†¦When sun shines in, the heat will be trapped by the glass and it cannot escape. That is to say, inside of the greenhouse gets warmer and warmer. Now, the earth’s atmosphere is doing the same role of the greenhouse. The roof of a greenhouse can be described as gasses such as carbon dioxide, nitrous oxide, or methane (ClimateKids). The sun shines through the atmosphere during day time and the earth receives the heat, warming its surface. Then at night, the heat that earth received should be released but certain gasses on the atmosphere trap the heat, which makes the earth warmer and warmer. There are several culprits of global warming; they can be small or big. Whether they are minor or major, they are still contributing to global warming. One example of major cause is emission of livestock. In modern day, there are about 1.4 billion cows plus other big numbers of high appetite cattle on the earth. Much like humans, cattle emit gasses when they eat. Because they have high metabolism and fast digestion, they fart and burp frequently. â€Å"The result is a large amount of methane being introduced into the atmosphere† (Blitz). Methane is one of the gases that contribute to t he greenhouse effect. According to a study from United States Environmental Protection Agency (EPA), the comparative impact of methane on climate change is over twenty times greater than carbon dioxide. According to a report from Food and Agriculture Organization of the United Nations, in 2011, methane from

Physical Therapy For A Left Total Hip Arthroplasty Surgery

Introduction: Physical therapist working in various clinical setting should be familiar with the patient s medical condition including medications that they are actively taking to ensure that any symptoms associated with the drug are appropriately and safely considered. Here is an example of an acute care patient in the orthopedic ward anticipating for a left total hip arthroplasty surgery. HPI: S.J. is a 67 y/o Caucasian male with a history of left hip pain for two years. He has difficulty walking due to left hip pain and utilizes a cane, can walk five blocks, climbs stairs leading with the right leg. He denies any surgeries on the left lower extremity. He sought physical therapy, but he does not feel that it is improving his pain but does believe it is improving his strength. He is scheduled for a left total hip arthroplasty due to the progression of severe osteoarthritis of the left hip as confirmed by a pelvic x-ray and MRI of the lower extremity without contrast. S.J. has taken various medications that are listed on the current medication section of this note. PMH: Osteoarthritis, hyperlipidemia, hypothyroidism, sciatica and hypertension. CURRENT MEDICATIONS: †¢ Acetaminophen 325 mg tablet PO TID as needed for pain. Max Acetaminophen 4000 mg/day (2000 mg if has liver disease) †¢ Atorvastatin Calcium 40 mg tablet PO QD for cholesterol †¢ Chlorthalidone 25 mg tablet PO QD for blood pressure †¢ Diclofenac Na 75 mg EC tablet PO BID after meals for pain orShow MoreRelatedEssay on Chapter 63 Nursing Management Musculoskeletal Trauma And Or6406 Words   |  26 PagesChapter 63: Nursing Management: Musculoskeletal Trauma and Orthopedic Surgery Test Bank MULTIPLE CHOICE 1. When teaching seniors at a community recreation center, which information will the nurse include about ways to prevent fractures? a. Tack down scatter rugs in the home. b. Most falls happen outside the home. c. Buy shoes that provide good support and are comfortable to wear. d. 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Essay on Use of Animals in Biomedical Research Example For Students

Essay on Use of Animals in Biomedical Research The issue of human morality has always been widely controversial and vitally important; it is our anchor that we use to define the humane yet we cannot agree on its dimensions. Morality seems to be all that separates us from the unfeeling universe, which is filled with morally horific natural laws such as survival of the fittest. Or, at least, such callous impartiality seems unjust to our modern societies. Behind the screens of prosperity and enlightentment we have the luxory of moral scrutiny a luxory that should be fully explored and developed as our only wall against the apparent moral abyss of the rest of the universe. With enough investigation, we will realize that animals must be considered as we decide who deserves rights and what they are. There is a fundamental system for establishing rights in others of recognizable consciousness that is (nearly) universal to human beings. Yet, there is significant evidence of varying interpretations of those fundamentals that give rise to many different morals in different cultures. Some believe, perhaps in a cruelly impartial stance, that morality is merely a set of learned rules that varies between cultures. Babies certainly do (eventually) develop morally kindergarten is as much a time for learning not to take toys from others as the alphabet. Still, this claim should not be taken too far even across huge cultural gaps there are similarities in philosophy and morality. The golden rule shows up in various forms, composed independently by many cultures. It may be safe to assume that simply being a society encourages such togetherness and morality, but as we are social creatures such a concession only furthers the point for animal rights as we are not the only social creatures. In fact, there are many examples of basic social functions in animal groups that remind us of human families: Tamarin mothers in the Amazon Basin rely on aunts and grandmothers to tend the young while the mothers forage for food oms and dads among Brazils titi monkeys take turns minding the kids and bringing home the bacon, just as in any well-adjusted two-income human family n all manner of animals, including bees, elephants, lions, lemurs, bats and birds, creatures with no parental investment in offspring routinely expend enormous amounts of energy caring for their relatives young (Kluger et al). They face the same challenges like poverty and proper upbringing that we face, and work out surprisingly similar solutions (Kluger et al). We must recognize that many creatures have some kind of social structure. The other extreme includes the concept of innate morality: we are born with knowledge of right and wrong. This idea goes completely against the belief in innocent birth and in fact anyone watching the moral development of a child knows that there is a significant amount of simply learning the rules in a childs changing behavior. If morality is learned or even just fine-tuned as we age, then what rights can claim for ourselves or others? To determine the rights we should allocate to various creatures, we often turn to empathy. There are many simple guiding rules based on empathy; the golden rule is heavily cited as a strong foundation upon which to build morality. If we can envision ourselves in anothers situation, we should be able to come to a moral conclusion about the predicament. Our empathy provides a welcome tool for morally scrutinizing situations and provides a strong basis for morality: if we feel bad, the situation is (personally) immoral. Usually this happens when we guess that a being is suffering. Suffering, and in fact the whole range of emotions that we like to claim as a unique part of the human experience, is actually common among animals. Marc Bekoff is a biologist who specialized in animal behavior and while he, like most scientists, admits that animal emotions can be different from the emotions we experience, there certainly is plenty of evidence for their existence: ove makes mothers care for their babies; anger makes individuals fight off enemies; respect helps animals get along when they live in groups (Newman). In the book When Elephants Weep: The Emotional Lives of Animals, authors Jeffrey Moussaieff Masson and Susan McCarthy cite many first hand accounts of examples of animal emotions by the displays and actions that we usually associate with humanity (Perry). Still, some are quick to throw out such crucial evidence. Many claim that we experience emotions while animals merely exhibit them. In this respect, we often hold a kind of emotional double standard: umans experience emotions, while animals display behaviors umans love, animals bond he gap is so wide that animals arent even credited with the ability to experience the most basic emotion: fear (Perry). Essay on The Ethics in Biomedical ResearchRegardless of any attempts to prove or disprove animal morality the former can be difficult considering our own moral diversity we can still include some fundamental acknowledgment of the morality of avoiding their suffering. There is ample evidence of the pain creatures feel, even emotionally for each other as a chimpanzees experience exemplifies: When his mother died, Flint withdrew from other chimps. He hardly ate. He climbed a tree to the nest he and his mother had shared. For a long time he stood there, staring into space. (Newman). Grief is another very humane response that scientists have noticed in animals. The measure of grief should be its intensity rather than its host; just as we try to avoid making each other grieve we should try to avoid making animals grieve. Nevertheless, Carl Cohen makes the excellent point that while animals do count (even if they cannot be given literal rights), every creature has different value and we usually possess the most. Writing in The Case for the Use of Animals in Biomedical Research, Cohen explains that etween species of animate life the morally relevant differences are enormous, and almost universally appreciated. To be morally comprehensive in this respect seems impossible: it is difficult to both believe that the only value of suffering is intensity and that those creatures who are suffering have different values. Perhaps we should modify the formulaic utilitarianism equation to be the sum of the product of each animals value and effect in a given situation. A cat losing a limb is certainly sad, but should not matter as much as a human losing a limb. R.G. Frey even proposes a method for analyzing a creatures worth in All Animals Are Not Equal, stating that Normal (adult) human life is of a much higher quality than animal life, not because of species, but because of richness; the value of a life is a function of its quality. The final problems which even this structured morality cannot explain is the idea of some absolute levels of suffering that other suffering cannot add up to. As an example, it seems that death should outweigh any number of broken limbs. Furthermore, some argue that the creatures inherent value is far more important than the suffering it endures possibly even making the suffering a secondary concern to the creature. This, too, may have validity at least in regard to the first concern: enough broken human limbs may add up to a dead cat, but broken cat limbs should (almost) never add up to a dead human. The rare case would include where there is not as much suffering as most would assume; perhaps, as an example, when a human wishes to die or even the humans will to live or enjoyment in life is less than a cats. Despite our inability to precisely define a universal morality, we have made some fundamental inclusions. We should minimize the suffering to others who must be sentient to experience the suffering. Animals do suffer, and exhibit emotions and display some sociable behavior and morality similar to our own. As globalization slowly streamlines world beliefs, morality will undoubtedly be hammered into ever more precise wording as new laws for animal rights are drafted and passed or rejected. The fundamental truth about morality that we must remember is that animals do count; however, how we count them is still up to us. Works Cited Cohen, Carl. The Case for the Use of Animals in Biomedical Research. The Norton Reader. Ed Linda H. Peterson, John C. Brereton, Joan E. Hartman. 10th ed. NewYork: Norton, 2000. Frey, R.G. All Animals Are Not Equal. Animal Rights: Opposing Viewpoints. Ed Andrew Harnkack. Sand Diegy, 1996. Kluger, Jeffrey; Cray, Dan; Kher, Unmesh. What Mother Nature Teaches Us About Motherhood. Time 155.19 (8 May 2000): 4 pp. Academic Search Elite. EBSCOhost. 3043084. Owens Lib., Maryville, MO. 15 Nov. 2002 Newman, Aline Alexander. Do Animals Have Feelings? National Geographic World .310 (June 2001): 6 pp. Masterfile Elite. EBSCOhost. 4570708. Owens Lib., Maryville, MO. 16 Nov. 2002 Perry., Denise. Touching Look at Animal Feelings. Animals 128.4 (July 1995): 2/3 pp. Masterfile Elite. EBSCOhost. 9507250122. Owens Lib., Maryville, MO. 16 Nov. 2002 Regan, Tom. The Case for Animal Rights. The Norton Reader. Ed Linda H. Peterson, John C. Brereton, Joan E. Hartman. 10th ed. New York: Norton, 2000. Works Consulted Cartmill, Matt. Animal minds, animal dreams. Natural History 107.2 (Mar 98):2541 words. Academic Search Elite. EBSCOhost. 461356. Owens Lib., Maryville, MO. 4 Nov. 2002.

Investigating the current through a wire Essay Example Essay Example

Investigating the current through a wire Essay Example Paper Investigating the current through a wire Essay Introduction I am investigating how the length of a wire affects the current and resistance of a wire. Apparatus: 1. power supply of 2 V 2. Ammeter Investigating the current through a wire Essay Body Paragraphs 3. Voltmeter 4. Circuit Wires 5. Nichrome Wire 6. A meter ruler 7. Sellotape 8. Digital Voltmeter 9. Crocodile Clips Diagram: Detailed Method: I will set up the circuit as shown in the diagram above. Then I will start the experiment by attaching the 100 cm of nichrome wire to the metre ruler carefully, so there are no twists in the wire, which would affect the exactness of my results. Then I will switch on the power supply and make sure that a constant voltage is flowing through the circuit. I will then record the current flowing through the wire from a digital .. using different lengths. I will record the current every 10 cm. From a 100 cm down to a 90cm From 90cm down to 80cm, from 80cm down to 70cm, from 70cm down to 60cm, from 60cm down to 50cm, from 50cm down to 40cm, from 40cm down to 30cm, from 30cm down to 20cm, from 20cm down to 10cm. Since the wire will heat up I will wait a while after each measurement, so my results will not be influenced by the heat of the wire, whish sh ould make the experiment a fair test. I will repeat this experiment 5 times, so I can take the average current for each length. Prediction: I predict that if the length of a wire increases, the resistance will also increase in proportion to the length. The larger the wire, the more atoms present, so it is more likely that electrons will collide with the atoms. Resistance occurs when the electrons traveling along the wire collide with the atoms of the wire. These collisions slow down the flow of electrons causing resistance. Resistance is a measure of how hard it is to move the electrons through the wire. If the length of a wire is doubled, the electrons bump into twice as many atoms, so the resistance will be doubled. In my experiment factors affecting the result will be 1. Temperature : If the wire is heated up the atoms in the wire will start to vibrate because the energy is increased. This causes more collisions between the electrons and the atoms because the atoms are moving int o the path of the electrons. This increase in collisions means that the resistance will increase. 2. Wire length : If the length of the wire is increased then the resistance will also increase because the electrons will have a longer distance to travel and so more collisions will occur. Due to this the length increase should be proportional to the resistance increase. The Ohm’s law Ohm’s Law is a formulation of the relationship of voltage, current, and resistance, expressed as: V = I x R Where: V is the Voltage measured in volts I is the Current measured in amperes R is the resistance measured in Ohms Therefore: Volts = Amps times Resistance Results: I will put my results in a table to show my different measurements. I made the experiment 5 times with each wire. I used a thicker and a thinner nichrome wire to show the difference. I will put my results of each attempt in a table, showing the length, voltage and current. Then I will calculate the resistance using the equ ation R = V / I. Results of the thicker wire Length in cm Voltage in V Current in A Resistance in Ohms 10 2 0.90, 0.98, 0.94, 0.94, 0.94 2.22, 2.04, 2.12, 2.12, 2.12 20 2 0.55, 0.69, 0.60, 0.68, 0.64 3.63, 2.89, 3.33, 2.94, 3.12 30 2 0.4, 0.47, 0.48, 0.48, 0.47 5.00, 4.25, 4.16, 4.16, 4.25 40 2 0.31, 0.39, 0.38, 0.38, 0.35 6.45, 5.12, 5.26, 5.26, 5.71 50 2 0.26, 0.32, 0.31, 0.29, 0.30 7.69, 6.25, 6.45, 6.89, 6.67 60 2 0.24, 0.26, 0.27, 0.26, 0.27 8.33, 7.69, 7.40, 7.69, 7.40 70 2 0.23, 0.22, 0.24, 0.24, 0.23 8.69, 9.09, 8.33, 8.33, 8.69 80 2 0.21, 0.20, 0.21, 0.21, 0.21 9.52, 10.00, 9.52, 9.52, 9.52 90 2 0.19, 0.18, 0.19, 0.18, 0.19 10.52, 11.11, 10.52, 11.11, 10.52 100 2 0.16, 0.16, 0.17, 0.17, 0.16 12.50, 12.50, 1176, 11.76, 12.50 Now I will put the results of the thinner wire in a table Results of the thinner wire Length in cm Voltage in V Current in A Resistance in Ohms 10 1 0.30, 0.30, 0.31, 0.29, 0.31 3.33, 3.33, 3.22, 3.44, 3.22 20 1 0.19, 0.19, 0.20, 0.20, 0.20, 5.26, 5.26, 5.00, 5.00, 5.00 30 1 0.15, 0.14, 0.15, 0.15, 0.15 6.66, 7.14, 6.67, 6.67, 6.67 40 1 0.12, 0.11, 0.12, 0.11, 0.12 8.33, 90.9, 8.33, 9.09, 8.33 50 1 0.10, 0.10, 0.10, 0.10, 0.10 10.00, 10.00, 10.00, 10.00, 10.00 60 1 0.07, 0.09, 0.09, 0.09, 0.08 14.28, 11.11, 11.11, 11.11, 12.50 70 1 0.07, 0.09, 0.07, 0.08, 0.07 14.2811.11, 14.28, 12.50, 14.28 80 1 0.07, 0.07, 0.06, 0.07, 0.07 14.2814.28, 16.67, 14.28, 14.28 90 1 0.06, 0.05, 0.06, 0.06, 0.06 16.67, 20.00, 16.67, 16.67, 16.67 100 1 0.05, 0.05, 0.05, 0.05, 0.05 20.00, 20.00, 20.00, 20.00, 20.00 I will now calculate the average current and resistance for each length and then draw a graph with these results. Average results of the thicker wire: Length in cm Voltage in Volts Current in Amps Resistance in Ohms 10 2 0.94 2.124 20 2 0.632 3.182 30 2 0.46 4.364 40 2 0.362 5.56 50 2 0.296 6.79 60 2 0.26 7.702 70 2 0.232 8.614 80 2 0.208 9.616 90 2 0.186 10.756 100 2 0.164 12.204 Average results of the thinner wire: Length in cm Voltage in Volt s Current in Amps Resistance in Ohms 10 1 0.302 3.296 20 1 0.190 5.104 30 1 0.148 6.762 40 1 0.116 8.634 50 1 0.098 10.00 60 1 0.082 12.022 70 1 0.072 13.29 80 1 0.068 14.758 90 1 0.058 17.336 100 1 0.050 20.00 Analysing As you can see, on the graph â€Å"length against average resistance of the thicker nichrome wire† the length is proportional to the resistance of the thicker nichrome wire. The graph is almost a straight line, which means that the resistance is proportional to the length. I predicted that if the length of a wire increases, the resistance will also increase in proportion to the length. The larger the wire, the more atoms present, so it is more likely that electrons will collide with the atoms. Also if the length of the wire was trebled or quadrupled then the resistance would also treble or quadruple. The graph â€Å"Length against Average resistance of the thinner nichrome wire† is shown. Again, the graph is almost a straight line, which means that the resistance is proportional to the length. This proves again that my prediction was correct. Also if the length of the wire was trebled or quadrupled then the resistance would also treble or quadruple. Evaluation I can see from my graph that my results were quite reliable. All the points, lie almost on a straight line apart from one being very close to that line. The reason for this could have been due to a number of different factors. Firstly the temperature of the wire changed during my experiment, as the wire got hotter, which could have led to slight errors in my result. There also were small twists in the wire, which affected the accuracy of my result as well. However I repeated the experiment 5 times and then calculated the average current through the wire. The crocodile clips could have affected the fairness of the experiment as well. They are a different type of metal from the nichrome wire and may have different properties which means a different resistance. Most errors in my experiment probably occurred while measuring the wire. This is because it was not very easy to hold a piece of wire straight, while holding it next to a ruler and then trying to connect the crocodile clips to the wire. Also I do not think that the crocodile clips were always connected correctly to the wire with a good connection. This also meant that they were easy to move around on the wire changing the length of it It was hard for me to read the Current since it changed between two numbers on the ammeter. It took a long time until I could decide on the final current, which affected the accuracy of my result again, since the wire got hotter. I don’t think that taking any more results could have made them more accurate. I could have improved my results by writing down the change in voltage and see how it affects my results, or taking the measurements every 5 cm. Further experiments I could have done related to the resistance of a wire could be to see whether the material w ould make a difference in the resistance of a wire. I don’t think I could really improve on the way the experiment was done. I also found that the experiment was quite easy to set up, as it was simple and uncomplicated. 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How to Sustain Positive Changes In Your Marketing Team - CoSchedule

How to Sustain Positive Changes In Your Marketing Team Leading a marketing team to win feels amazing. Smashing goals is gratifying. But sustaining change in organizations thats the hard part. We marketers face a tall order. Not only do we have to make hyper growth happen, we have to do it every day. Every time we reach the summit of one goal, a taller one is just around the bend. Your boss: Did your team get 100 new leads last week? You: Yes! ðŸ˜Æ' Your boss: Nice work! But are you on track for 125 this week? You: Well, that escalated quickly 😠³ In short, our job is to start from zero and soar past last week. So, in this post Im going to share with you how to to sustain those positive changes (and results) in your marketing team. Youll learn: The key to putting your teams success on cruise control. How to develop a built-in mechanism for sustained results. Exactly why (and how) to keep your team hungry to win. PLUS, because youre awesome, Ive got something extra special for you If you wanna learn why over 8,000 marketing teams across the world choose to organize and execute their entire marketing strategy in one place Schedule a 30 minute marketing demo of right now. Youll see exactly how teams like Convince Convert, Smart Passive Income, and Campaign Monitor get amazing results with . Now, pick a time for your 1-on-1 marketing demo and lets get to it. How To Sustain Positive Changes In Your Marketing Team by @jordan_loftis via @Develop Smart Marketing Habits As A Team Riffing on Aristotle, former Patriots offensive linemen, Matt Light, said in his retirement remarks: â€Å"We are what we repeatedly do. Excellence, then, is not an act, but a habit.† We hear it here five thousand times a week. Just worry about yourself, not others, make it part of your routine. Keep striving to do it better and better. The excellence we all shared as an organization, teammates, friends, everyone else. It’s not just as an act, it’s a habit, it’s how we live our lives, what we try to do day-in and day-out. These words are wonderfully portable for anyone who cares about sustaining change in organizations. Whether youre a manager or team member, your teams success is your success. And thats where positive, team-based habits come in. How Habits Work (And Why It Matters) According to a study in the British Journal of General Practice, the wild world of healthcare shows us this, as well. Furthermore, even when patients successfully initiate the recommended changes, the gains are often transient because few of the traditional behaviour change strategies have built-in mechanisms for maintenance. Unless positive changes become engrained habits, achieving goals will become the exception rather than the rule. Unless positive changes become engrained habits, achieving goals will become the exception ratherThat same psychological study defines habits this way: actions that are triggered automatically in response to contextual cues that have been associated with their performance. For a marketer, this habit loop might look like this #1. Your Contextual Cue Your team is planning a new campaign. And you need to get everything organized 📠Ã‚  creative brief, 📄  landing pages, âÅ"‰ï ¸ Ã‚  email copy, âÅ" Ã¯ ¸ Ã‚  blog posts, 🙋†Ã¢â„¢â‚¬Ã¯ ¸  social media messages, 🎉  press releases, ðŸÅ' Ã‚  design assets, 🎠¯Ã‚  target metrics, 📈  analytics reports, 😠«Ã‚  and more Thats a lot of stuff. (And Im probably missing plenty of other things you do.) #2. Your Engrained Action So, be honest. Whats your go-to action given the contextual cue of planning a new marketing campaign? For tons of marketers, its pulling out ye olde spreadsheet! Everything gets a tab. Everyone gets access on your internal drive or Dropbox account. And in short order, chaos ensues. ^^^These are actual screenshots of spreadsheets, calendars, and systems customers have transitioned from over the years! Here at , we call this a symptom of makeshift marketing. Simply defined, makeshift marketing happens when disconnected tools and apps are mashed into one martech stack. In our experience, this is one of the most difficult traps (and series of habits) to break for marketers. But theres good news ahead! This step is complete when your automatic action (read habit) is completed. Then, one more thing happens. #3. Your Reward In his best-selling book,  The Power of Habit, author Charles Duhigg outlines a third piece to the habit puzzle: reward. The reward reinforces the habit loop. With every completion, the habit gets more powerful. In this case, the spreadsheet gives a sense of control, organization, and peace of mind. The problem is that it quickly becomes messy. Often, youll end up with spreadsheets to manage your spreadsheets! Your Habits Become Your Teams Habits The linchpin to sustaining changes in your organization, then, is leading the right habits so you get the right results consistently. Just imagine if your team smashed your marketing goals with the same frequency as brushing your teeth? ^^^ Thats habit 101. Lets talk about how to move from marketing mess To marketing mastery. According to research at UCL Epidemiology and Public Health, it takes an average of 21 – 66 days to lock a habit in place. To help your team, I suggest this 3-step approach. Begin with your teams goal and reverse engineer actions to achieve it. Establish a rhythm of accountability. Build out *at least* a 21-day habit roadmap for your team. #1. Begin With Your Teams Goal First things first, pull a Stephen Covey Begin with the end in mind. Start with your teams goal (or goals). Then reverse engineer the consistent actions your team must habitually take to get there. For example, lets imagine your team needs to grow social media engagement by 25% month-over-month across all channels. If I pull our Social Engagement Report in , I can get a quick overview of where we stand. Both for an aggregate average  and individual networks. From this baseline, you can reverse engineer your ideas, tests, and tactics to grow your engagement. But just as important, you can learn what your team must be doing  every week to keep engagement going up and to the right. Intense sprints will give your key metrics a lift in the near term. But its turning your highest-value actions into habits that help you win in the long term. For instance, if you learn that social images get a higher engagement on your social channels, the new habit should be that everything your team does has 3 – 5 promo images. (You can use visual storytelling frameworks like microcontent to do this with great results, by the way.) Or perhaps video does really well with your tribe. The new behavior to automate might become a Facebook live video promoting every new post you publish. Heres the anatomy: Contextual cue: Your team publishes new content. Action: The creator of the piece streams a Facebook live video sharing a short TL;DR version and a CTA. Reward: More social media engagement + referral traffic. Next Step For Sustaining Change In Your Organization: You might be wondering, How is this different than simply adding an item to your teams workflow? Its distinct because of its emphasis on engraining a behavior versus checking a box. For you, as the team leader, leveraging the power of habits  means automating behaviors. When you put the  right  things on autopilot, they move themselves ahead with little (or no) friction. #2. Build Accountability Into Your Teams Weekly Rhythm To do this means using the A word accountability. Accountability gets a bad rap. And thats because inherent is the threat of punishment. If youre accountable for your actions, youre responsible for their outcomes. If youre accountable for your actions, youre responsible for their outcomes.A multi-year study involving over 40,000 participants found: Accountability is incorrectly perceived as strictly consequential and almost entirely after-the-fact- 80% of those surveyed say feedback is something that happens to them only when things go wrong or not at all. Ouch. But what if accountability could be more positive than negative? It can. And it starts with ditching the word while leveraging the essence. Accountability is about: clarity, alignment of actions with goals, and enablement of the right behaviors. Sustaining Change In Your Organization With Clarity Another alarming stat from the accountability study is: 85% of survey participants indicated they werent even sure what their organizations are trying to achieve The quickest path to a homerun here is simple: be ultra clear with what results your team is after. Is there one overarching goal youre hell bent on achieving? Then talk about that. Every. Dang. Day. Is there a long-term goal supported by smaller, short-term goals? ^^^ This is the case for nearly every team Ive ever worked on. If this is true, then keep your short-term goals in perspective. Help your team see how they accomplish your overall mission. One of the best ways to do this is through twice-per-week numbers check in. Automating Clarity With Strategic Reporting If we stick with our social engagement example, heres what it could look like. With , you can automate key reports. So lets automate the social engagement report. (If you dont use , totally okay. You can still do this.) Navigate to your analytics tab, then choose  Social Engagement Report. Next, simply click on  the  Schedule Report button. Then add any team members or stakeholders who should see this report. Your progress will be automatically reported to everyone involved without you having to pull numbers yourself 🠤“ The key here is to keep your team focused on the goal even amidst the deluge of modern marketing. Keep your team focused on the goal even amidst the deluge of modern marketing.Sustaining Change In Your Organization With Alignment Of Actions And Goals Now comes the supercharging power of habits. By consistently performing the right actions, your team will move the needle in the right direction. As you keep the mission in front of your team, help them understand the best actions to take them there. One of the best places to do this is in your team meetings. And you can begin by having everyone answer this simple question: If you could only do one thing every day to achieve [team goal], what would it be? Have everyone answer the question. Then, ask them to explain why that action is so powerful. If you could only do one thing every day to achieve your goal, what would it be?Sustaining Change In Your Organization By Enabling The Right Behaviors And now, enable those positive behaviors with a third question: What roadblocks are there between you and consistently [taking desired action]? This is where you come in. As a team leader, you should be an obstacle bulldozer. Its tough enough to form new, positive habits. (And break negative ones while youre at it.) So clear the debris and get the crap out of the way. Clear the clutter between your team and their most critical actions. Then keep doing this. If your team is supposed to increase social engagement, and creating short promo videos to promote a piece is their desired activity, youd better make sure they arent stacked with a bunch of stuff that makes it impossible to get it done. Once your team is assigned a goal, make sure they arent stacked with a bunch of stuff that makes#3. Build Your 21-Day Habits Roadmap For Your Team To bring this all together, the best way forward is for you to get clear on what the next 21 working days should look like. Scientifically, it takes anywhere from 18 to 254 days to establish a new habit, with the average being 66 days. So, you can go for the hail mary and push your team for 66 days Or 100 Or 254 if youd like. However, I suggest a quicker win: build a 21-day habits roadmap for your team. In one of my favorite startup books,  Lean Analytics,  authors Alistair Croll and Benjamin Yoskovitz  explain the rationale for setting goal metrics, saying: [I]f you want to change behavior, your metric must be tied to the behavioral change you want. So focus the roadmap on the singular, most important behavior youd like to download into each team member. This can be super simple. They key here is to show your team that youre committed to helping them build this habit just as much as they should be. Create a Projects Checklist. Assign it to the right team member and set its completion date 21 days from now. Then, assign the appropriate actions. A clever way to start is by having each team member outline their own habit loop. How will they engrain this new high-value activity? They should define a cue, routine, and reward. Then, they should run through the habit loop  every day for the next 21 working days. This might look like: A 21-day video promotion campaign, Logging into, and using, a new software tool every day (HUGE win for onboarding your team to new tools), Or even writing a fresh social post every single day. Whatever it is, make sure you empower your team to make time each day.

Explaining the Invention of the Jigsaw Puzzle

Explaining the Invention of the Jigsaw Puzzle The jigsaw puzzle- that delightful and perplexing challenge wherein a picture made of cardboard or wood has been cut into differently shaped pieces that must be fit together- is widely thought of as an entertaining pastime. But it didn’t start out that way. Believe it or not, the birth of the jigsaw puzzle was rooted in education. A Teaching Aid Englishman John Spilsbury, a London engraver and mapmaker, invented the jigsaw puzzle in 1767. The first jigsaw puzzle was a map of the world. Spilsbury attached a map to a piece of wood and then cut out each country. Teachers used Spilsburys puzzles to teach geography. Students learned their geography lessons by putting the world maps back together. With the invention of the first fret treadle saw in 1865, the ability to create machine-aided curved lines was at hand. This tool, which operated with foot pedals like a sewing machine, was perfect for the creation of puzzles. Eventually, the fret or scroll saw came to also be known as the jigsaw. By 1880, jigsaw puzzles were being machine crafted, and although cardboard puzzles entered the market, wood jigsaw puzzles remained the bigger seller. Mass Production Mass production of jigsaw puzzles began in the 20th century with the advent of die-cut machines. In this process sharp, metal dies for each puzzle were created and, operating like print-making stencils, were pressed down on sheets of cardboard or soft woods to cut the sheet into pieces.   This invention coincided with the golden age of jigsaws of the 1930s. Companies on both sides of the Atlantic churned out a variety of puzzles with pictures depicting everything from domestic scenes to railroad trains.   In the 1930s puzzles were distributed as low-cost marketing tools in the U.S. Companies offered the puzzles for special low prices with the purchase of other items. For example, a newspaper ad from the period trumpets the offer of a $.25 jigsaw of the Maple Leaf hockey team and a $.10 theater ticket with the purchase of Dr. Gardner’s Toothpaste (normally $.39) for just $.49. The industry also created excitement by issuing â€Å"The Jig of the Week† for puzzle fans.   The jigsaw puzzle remained a steady pastime- reusable and a great activity for groups or for an individual- for decades. With the invention of digital applications, the virtual jigsaw puzzle arrived in the 21st century and a number of apps were created allowing users to solve puzzles on their smartphones and tablets.

Should the instant replay used in the NFL be applied to other sports Essay

Should the instant replay used in the NFL be applied to other sports - Essay Example Instant replays were necessitated by the need to be accurate. There was a problem when teams were awarded titles and trophies they did not deserve. One point can make a significant difference. One score can be the difference between the winner and the loser. It has been observed that teams have been given points they did not score. All because the referee thought the ball went past the score line. In 2010 FIFA world cup, for instance, in South Africa when England was playing against Germany England was denied a goal by the referees. Yet replays confirmed the ball went past the goal line. Before a team wins a championship, it costs the team a lot of money, effort and time. Teams invest up to millions of dollars in these activities so that they can win. When an unfair decision by a referee denies a team a crucial victory, then it causes anger and frustrations. Yet the referees cannot be in every place within the field of play.... Before a team wins a championship, it costs the team a lot of money, effort and time, (Kramer 194). Teams invest up to millions of dollars in these activities so that they can win. When an unfair decision by a referee denies a team a crucial victory, then it causes anger and frustrations. Yet the referees cannot be in every place within the field of play, (Wiederhold and W Sutphen 54). The other problem involved cases of discipline in the field of play. There are instances in which players attack each other in a way that is malicious, (Verna 21). Some of those incidences can result to injuries. The referees are not always in a position a see some of these incidences as they happen. Most of these incidences are captured by video cameras. These footages are aired in the course of the game, (Gamache 101). This sparks a wave of outrage from fans and supporters. Sometimes the referees are accused of being biased. This happen when it is perceived that the referee is being unfair to one tea m. The referees need to be at a position to see things as they happen in the field of play. Referees involve instant replay technology. Instant play helps to sort of some of these challenges. Tournaments must be a fair platform. This is because they must show genuine effort being rewarded. Technology must be used to solve the problems that exist if it has to make sense to us. There should be a way of spotting and monitoring all the incidences in the course of the game. This makes sure that all cases that require disciplinary action as handled in the right way, (Verna 21). The other serious problem is on the bases of security of the players in the field. This also extends to the security of the fans watching the game in the field. There have

The Frst Genuine System of Federal Government Essay

The Frst Genuine System of Federal Government - Essay Example From this discussion it is clear that  grandfather Franklin was more reserved, though with prodding he too became excited and animated.   Grandfather Jefferson would call him a Deist, a man of science, and argue that he favored an elimination of religious faith from American governance rather than a mere separation of church and state.   This always served to start Grandfather Franklin talking.   He told us that religious faith was an essential part of our philosophical heritage, that while it led to oppression when abused, it also functioned as an integral aspect of our culture.   He told us that he favored religion, so long as it was adequately shielded from politics and from state affairs.This paper highlights that  the reporter's grandfathers adhered to the same basic story of the Founding Fathers, and they themselves admired the founding philosophies.   They agreed that America was correct to decide that natural laws ought to govern our roles as individual citizens and that government ought to be designed to respect the individual.   They agreed that powerful governments were dangerous, a threat to these natural laws, and that is was necessary to implement a series of checks and balances in order for these ideals to persist.   They both agreed on the separation of church and state, and they both agreed that religious values nevertheless remained valuable.   They both sought to separate the government into separate branches.

Ancient Chinese Dynasties Essay Example for Free

Ancient Chinese Dynasties Essay There were many Chinese dynasties that rose and fell throughout China’s history. The history of China, in a way, is a history of battles and wars. These wars were so important that they changed the structure of Chinese culture both then and now. Three dynasties that rose and fell during ancient China were the Han, the Tang, and the Song. The rise and fall of these great dynasties form a link that runs through Chinese history. The Han period was one of the golden ages of Chinese civilization. The Han dynasty lasted from 206 B. C. to A. D. 220. It began when the prince of Han, Liu Bang, took the title Gao Zu and began to restore order and justice to his new empire. He lowered taxes and reduced the Qin emperor’s harsh Legalist policies. These policies created a strong basis for the Han dynasty. The most famous emperor, Wudi took China to a new level. During his reign from 141 BC to 87 BC, he strengthened both the government and economy. Economic expansion, strengthening the palace at the expense of the civil service, weakening the states hold on the peasantry and the rise of the rich and the gentry were all factors that led to the adoption of Confucian ideals. Han emperors made Confucianism the official belief system of the state. Under Wudi, China conquered many lands, expanding their power and influence. The Han Dynasty now controlled northern Vietnam and the Korean Peninsula. Wudi sent explorers toward Central Asia, eventually opening up the famous trade route known as the Silk Road. However, signs of decay began to appear throughout the dynasty which put an enormous burden on the economy. Weak emperors allowed canals and roads to fall into disrepair. Burdened by heavy taxes, and crushing debt, many peasants revolted. Thousands of rebellious peasants abandoned their villages and fled to the mountains. In AD 220 warlords overthrew the last Han emperor. After four hundred years of unity, China broke up into several kingdoms. The Han dynasty was over. After the Han dynasty collapsed, China remained divided for nearly four hundred years. It was not until the development of the Tang dynasty, in 618 that China was restored to its earlier glory. The tang was an imperial dynasty of China. Its territory was acquired through the military campaigns of its early rulers and was greater than that of the Han period. Tang rulers carried empire building to new depths. Chinese armies forced the neighboring lands of Vietnam, Tibet, and Korea to become tributary states. It is estimated that the population had grown by the 9th century to about eighty million people. The Tang Dynasty was largely a period of progress and stability. They rebuilt the bureaucracy and enlarged the civil service system to recruit talented officials trained in Confucian technology. Chinese culture flourished and further developed during the Tang era. It is considered the greatest age for Chinese poetry. Tang emperors began to lose territories in Central Asia to the Arabs. Corruption, high taxes, drought and famine all contributed to the downfall of the Tang Dynasty. In 1907, a rebel general over through the last Tang emperor, which brought the dynasty to an end. The Song Dynasty lasted for more than three hundred years. It began in 960, when a educated general reunited most of China. The Song controlled less territory than the Tang dynasty did. The dynasty was constantly threatened by invaders in the north. Despite military obstacles, the culture brought rise to a new religion. Education expanded the growth of literature and the arts. Foreign trade flourished and Chinese cities prospered as centers of trade. Positions in government were no longer held by aristocrats and were instead given to people with experience and degrees. This made the government stronger and formed new concepts. Chinese wealth and culture lead East Asia even when its militaries did not. Most problems in this dynasty were due to military power. A combination of corrupt officials and weak emperors contributed to its downfall. China has a long and mysterious history of almost five thousand years. China can trace her culture back to a blend of small original tribes which have expanded until they became the great country we have today. Each rise and fall of a dynasty created new leaders, new laws, new rules, and usually new expansion. Chinese history is that of alternating periods of political unity and disunity. The rise and fall of many dynasties created a rocky path in Chinas history.

Essay --

David Kim (djk2) 12/18/13 Phil 316 – Philosophy of Law Final Exam A.) Legislator facing a religious challenge 1.) Your society in general tolerates free public expression of opinions. What are the possible justifications for making this exception? Which is the best or are none of them acceptable? (20 points) The most obvious reason for which we may be justified in limiting the free expression of religious ideas in society is by utilizing Mill’s Harm Principle. The principle states that the only reason for which a society may be justified in limiting the liberty of individuals is to prevent harm to others. The question under these circumstances then becomes whether those proselytizing for the minority religion really are causing harm in the relevant sense to others. It clear that the majority of people in this society would be outraged at the actions of those practicing the minority religion, however it is not clear that those in the majority religion really are being harmed. There does not seem to be any imminent threat of physical harm, and property is not being destroyed. We might want to make the argument that those in the majority religion are being psychologically/mentally harmed, however this is philosophically difficult to prove, and the fact remains that intrinsic human ri ghts to one’s body or property are not being violated. According to the Harm Principle, we are only justified in imposing sanctions when a direct harm is made against a person or their human rights, and since this is not the case – we are not justified in banning the minority religion on a strict interpretation of this principle. An alternative possibility is to claim that the harm principle sets the bar too high for imposing sanctions and that a more... ... It is less clear however, the degree to which this man ought to be punished given the fact that he had an underlying mental condition, and also was provoked by the other man. The existence of these two mitigating factors could be cited in order to reduce this actor’s sentence. Contrasting this case with another example (taken from the movie A Beautiful Mind) of a schizophrenic father who unknowingly leaves his child in a bathtub with the water running to attend to a hallucination, thereby drowning the child – makes it clear that in this scenario, a charge of murder does not seem appropriate. The difference seems to be that in this case, there was no malicious intent to kill, and the blame for the death of a child can more fully be attributed to the schizophrenic mental condition than the actor himself. Intuitively, this does in fact seem to be a legitimate excuse.

Early Childhood Services Norway Essay

Government goal – â€Å"all children whose parents wish it should have a place in a barnehage, full-time or part-time. † (OECD, 1999:12) â€Å"All municipalities must offer an ECEC place to all parents †¦ who want to enrol their child. As yet, corresponding legislation has not been drafted to give a legal right to all parents to a place for their child. † (OECD, 2006: 399) Two separate traditions brought together in Barnehage – * Educationally focused barnehage (19th century – Froebel) * Daghem – (translates as day home) Precursor was barneasyl (children’s asylum 1837) – more social , focused on poor families. Norways approach to Early Childhood Care and Education Barnehage – viewed as having â€Å"an integrated care and educational role† †¦ â€Å"care and learning are seen as inseparable activities. † (OECD, 199: 12) Provision grew slowly – 1970’s increase in service (1970 attendance – 5% of 3/4 yrs olds to 1990’s – attendance rates for 1 – 5 yr olds = 47-60% and increase since then) Very few children under 12mths in barnehage (well developed parental leave system) Barnehage – vary in terms of ownership, management, and funding. 47% – public, owned and managed by local authorities (kommune). Remainder are private – owned and managed in a variety of ways (parent groups, non-profit organisations). All receive state subsidy – all parents make payments – all local authorities subsidise public barnehager that they own and manage. Local authorities vary re policy subsidising private barnehager. Consequence – 3 types of barnehage in relation to funding (public, private – receive local authority funding & private – who do not receive local authority funding). Variations in public funding – parental fees higher in private barnehage – (except those who fall under the local authority funding). Variations in parental fees in local authority barnehage – some cases fees the same for all families. Norwegian System – 4 other types of provision; 1. ‘open kindergarten’ – children attend with parent/carer. 2. Family Day care divided into two groups – Private (a) offer totally private service; 3. Family day carers (b) networks (familiebarnehager) – can be public/private managed & supervised by one trained pre-school teacher per 30 children. 4. SFO – care and recreation for school aged children (6yrs was 7yrs) outside school hours. School in first 4 grades – from 6 yrs = 20 hours per week – child spends rest of time in SFO. SFO – may be located at school, or separate accommodation. Attendance rates vary. Education system overall dominated by groups care in a particular type of centre. Staff in Barnehager 3 types of staff†¦ 1. Styrere (leader) – management. 2. Pedagogiske (trained teacher). 3. Assistents . Remaining staff†¦ * Bilingual assistants (ethnic minority groups) * Other teaching staff (special needs) * Other persons (chefs/cleaners) All styrere & pedagogiske – have to have qualified as ECEC teacher (both types of staff have the same training). Training in ECEC Norway  3 years full time study – possible to do 4 year distance learning training (mature students with some experience avail of this). In service training available. Admission to pre-school training – 3 year study in general subjects at upper secondary. No special requirements for assistents (recently introduction of 2 years of school and 2 years in workplace = can choose health & social care /child & youth workers option to cover work in the barnehager, SFO, clubs and other services. Salaries – depends on training & position. (OECD,1999: 16) Most staff in barnehager are female. Men 8% of all staff direct contact with children. (OECD 2006) Emphasis on men in childcare – two main motives: 1. gender equality 2. right of children to meet both men and women. Male workers seen as important to boys. Childhood institutionalised (role models mainly women – concern from Norwegian Government) (Research into this needed †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ) Children with diverse needs (OECD 2006) Children with disabilities: Children with disabilities have a priority right to services provided it is deemed by an expert that the child will be able to benefit from attending the day care institution. Children from low-income families: The child poverty rate in Norway is 3. 4% after taxes and transfers, compared to the OECD average of 11. 2%. The barnehage is considered to play an important role in terms of preventive child welfare. Children living in at-risk circumstances, places are fully funded by municipalities. Supports are provided also to enable barnehager accommodate children with disabilities, children from low-income families and bilingual children. Ethnic and bilingual children: An indigenous ethnic group, the Sami, constitute 1. 7% of the Norwegian population. Sami language kindergartens are funded generously whenever there is a concentration of Sami families. Curriculum and pedagogy: The first national curriculum plan, called a Framework Plan, came into force in 1996. The curriculum, which must be used by all barnehager, is based on the Nordic tradition of combining education and care. A Sami supplement is integrated in the plan. All barnehager, including familiebarnehager and open barnehager, must base their annual plans on this Framework, which is the National Curriculum. The Framework Plan emphasises that both local cultural values and the national cultural heritage, as reflected in the childhood environment, must be represented in the activity of the barnehage (Background Report for Norway, 1999). A revised Framework Plan enters into force on 1st August 2006. The main principles are the same, with the new Kindergarten Act giving children a legal right to participate in all questions concerning their daily lives in ECEC. The Norwegian Child (OECD, 1999:21) â€Å"strong idea of how the Norwegian child should be and what it means to live a good childhood† (OECD, 1999:21). â€Å"Important to protect childhood from too much adult control† (OECD, 1999:21). â€Å"Adults should not take childhood away from children, but bring it back to them. † (OECDm 1999:21) Value of childhood & children seen as a social group within society.

Electricity – A Secondary Energy Source

A Secondary Source The Science of Electricity How Electricity is Generated/Made The Transformer – Moving Electricity Measuring Electricity energy calculator links page recent statistics A SECONDARY SOURCE Electricity is the flow of electrical power or charge. It is a secondary energy source which means that we get it from the conversion of other sources of energy, like coal, natural gas, oil, nuclear power and other natural sources, which are called primary sources. The energy sources we use to make electricity can be renewable or non-renewable, but electricity itself is neither renewable or non-renewable. Electricity is a basic part of nature and it is one of our most widely used forms of energy. Many cities and towns were built alongside waterfalls (a primary source of mechanical energy) that turned water wheels to perform work. Before electricity generation began over 100 years ago, houses were lit with kerosene lamps, food was cooled in iceboxes, and rooms were warmed by wood-burning or coal-burning stoves. Beginning with Benjamin Franklin's experiment with a kite one stormy night in Philadelphia, the principles of electricity gradually became understood. Thomas Edison helped change everyone's life — he perfected his invention — the electric light bulb. Prior to 1879, direct current (DC) electricity had been used in arc lights for outdoor lighting. In the late-1800s, Nikola Tesla pioneered the generation, transmission, and use of alternating current (AC) electricity, which can be transmitted over much greater distances than direct current. Tesla's inventions used electricity to bring indoor lighting to our homes and to power industrial machines. Despite its great importance in our daily lives, most of us rarely stop to think what life would be like without electricity. Yet like air and water, we tend to take electricity for granted. Everyday, we use electricity to do many jobs for us — from lighting and heating/cooling our homes, to powering our televisions and computers. Electricity is a controllable and convenient form of energy used in the applications of heat, light and power. THE SCIENCE OF ELECTRICITY developed by the National Energy Education Development Project In order to understand how electric charge moves from one atom to another, we need to know something about atoms. Everything in the universe is made of atoms—every star, every tree, every animal. The human body is made of atoms. Air and water are, too. Atoms are the building blocks of the universe. Atoms are so small that millions of them would fit on the head of a pin. Atoms are made of even smaller particles. The center of an atom is called the nucleus. It is made of particles called protons and neutrons. The protons and neutrons are very small, but electrons are much, much smaller. Electrons spin around the nucleus in shells a great distance from the nucleus. If the nucleus were the size of a tennis ball, the atom would be the size of the Empire State Building. Atoms are mostly empty space. If you could see an atom, it would look a little like a tiny center of balls surrounded by giant invisible bubbles (or shells). The electrons would be on the surface of the bubbles, constantly spinning and moving to stay as far away from each other as possible. Electrons are held in their shells by an electrical force. The protons and electrons of an atom are attracted to each other. They both carry an electrical charge. An electrical charge is a force within the particle. Protons have a positive charge (+) and electrons have a negative charge (-). The positive charge of the protons is equal to the negative charge of the electrons. Opposite charges attract each other. When an atom is in balance, it has an equal number of protons and electrons. The neutrons carry no charge and their number can vary. The number of protons in an atom determines the kind of atom, or element, it is. An element is a substance in which all of the atoms are identical (the Periodic Table shows all the known elements). Every atom of hydrogen, for example, has one proton and one electron, with no neutrons. Every atom of carbon has six protons, six electrons, and six neutrons. The number of protons determines which element it is. Electrons usually remain a constant distance from the nucleus in precise shells. The shell closest to the nucleus can hold two electrons. The next shell can hold up to eight. The outer shells cans hold even more. Some atoms with many protons can have as many as seven shells with electrons in them. The electrons in the shells closest to the nucleus have a strong force of attraction to the protons. Sometimes, the electrons in the outermost shells do not. These electrons can be pushed out of their orbits. Applying a force can make them move from one atom to another. These moving electrons are electricity. STATIC ELECTRICITY Electricity has been moving in the world forever. Lightning is a form of electricity. It is electrons moving from one cloud to another or jumping from a cloud to the ground. Have you ever felt a shock when you touched an object after walking across a carpet? A stream of electrons jumped to you from that object. This is called static electricity. Have you ever made your hair stand straight up by rubbing a balloon on it? If so, you rubbed some electrons off the balloon. The electrons moved into your hair from the balloon. They tried to get far away from each other by moving to the ends of your hair. They pushed against each other and made your hair move—they repelled each other. Just as opposite charges attract each other, like charges repel each other. MAGNETS AND ELECTRICITY The spinning of the electrons around the nucleus of an atom creates a tiny magnetic field. Most objects are not magnetic because the atoms are arranged so that the electrons spin in different, random directions, and cancel out each other. Magnets are different; the molecules in magnets are arranged so that the electrons spin in the same direction. This arrangement of atoms creates two poles in a magnet, a Northseeking pole and a South-seeking pole. Bar Magnet A magnet is labeled with North (N) and South (S) poles. The magnetic force in a magnet flows from the North pole to the South pole. This creates a magnetic field around a magnet. Have you ever held two magnets close to each other? They don’t act like most objects. If you try to push the South poles together, they repel each other. Two North poles also repel each other. Turn one magnet around and the North (N) and the South (S) poles are attracted to each other. The magnets come together with a strong force. Just like protons and electrons, opposites attract. These special properties of magnets can be used to make electricity. Moving magnetic fields can pull and push electrons. Some metals, like copper have electrons that are loosely held. They can be pushed from their shells by moving magnets. Magnets and wire are used together in electric generators. BATTERIES PRODUCE ELECTRICITY A battery produces electricity using two different metals in a chemical solution. A chemical reaction between the metals and the chemicals frees more electrons in one metal than in the other. One end of the battery is attached to one of the metals; the other end is attached to the other metal. The end that frees more electrons develops a positive charge and the other end develops a negative charge. If a wire is attached from one end of the battery to the other, electrons flow through the wire to balance the electrical charge. A load is a device that does work or performs a job. If a load––such as a lightbulb––is placed along the wire, the electricity can do work as it flows through the wire. In the picture above, electrons flow from the negative end of the battery through the wire to the lightbulb. The electricity flows through the wire in the lightbulb and back to the battery. ELECTRICITY TRAVELS IN CIRCUITS Electricity travels in closed loops, or circuits (from the word circle). It must have a complete path before the electrons can move. If a circuit is open, the electrons cannot flow. When we flip on a light switch, we close a circuit. The electricity flows from the electric wire through the light and back into the wire. When we flip the switch off, we open the circuit. No electricity flows to the light. When we turn a light switch on, electricity flows through a tiny wire in the bulb. The wire gets very hot. It makes the gas in the bulb glow. When the bulb burns out, the tiny wire has broken. The path through the bulb is gone. When we turn on the TV, electricity flows through wires inside the set, producing pictures and sound. Sometimes electricity runs motors—in washers or mixers. Electricity does a lot of work for us. We use it many times each day. HOW ELECTRICITY IS GENERATED A generator is a device that converts mechanical energy into electrical energy. The process is based on the relationship between magnetism and electricity. In 1831, Faraday discovered that when a magnet is moved inside a coil of wire, electrical current flows in the wire. A typical generator at a power plant uses an electromagnet—a magnet produced by electricity—not a traditional magnet. The generator has a series of insulated coils of wire that form a stationary cylinder. This cylinder surrounds a rotary electromagnetic shaft. When the electromagnetic shaft rotates, it induces a small electric current in each section of the wire coil. Each section of the wire becomes a small, separate electric conductor. The small currents of individual sections are added together to form one large current. This current is the electric power that is transmitted from the power company to the consumer. An electric utility power station uses either a turbine, engine, water wheel, or other similar machine to drive an electric generator or a device that converts mechanical or chemical energy to generate electricity. Steam turbines, internalcombustion engines, gas combustion turbines, water turbines, and wind turbines are the most common methods to generate electricity. Most power plants are about 35 percent efficient. That means that for every 100 units of energy that go into a plant, only 35 units are converted to usable electrical energy. Most of the electricity in the United States is produced in steam turbines. A turbine converts the kinetic energy of a moving fluid (liquid or gas) to mechanical energy. Steam turbines have a series of blades mounted on a shaft against which steam is forced, thus rotating the shaft connected to the generator. In a fossil-fueled steam turbine, the fuel is burned in a furnace to heat water in a boiler to produce steam. Coal, petroleum (oil), and natural gas are burned in large furnaces to heat water to make steam that in turn pushes on the blades of a turbine. Did you know that most electricity generated in the United State comes from burning coal? In 2007, nearly half (48. 5%) of the country's 4. 1 trillion kilowatthours of electricity used coal as its source of energy. Natural gas, in addition to being burned to heat water for steam, can also be burned to produce hot combustion gases that pass directly through a turbine, spinning the blades of the turbine to generate electricity. Gas turbines are commonly used when electricity utility usage is in high demand. In 2007, 21. 6% of the nation's electricity was fueled by natural gas. Petroleum can also be used to make steam to turn a turbine. Residual fuel oil, a product refined from crude oil, is often the petroleum product used in electric plants that use petroleum to make steam. Petroleum was used to generate about two percent (2%) of all electricity generated in U. S. electricity plants in 2007. Nuclear power is a method in which steam is produced by heating water through a process called nuclear fission. In a nuclear power plant, a reactor contains a core of nuclear fuel, primarily enriched uranium. When atoms of uranium fuel are hit by neutrons they fission (split), releasing heat and more neutrons. Under controlled conditions, these other neutrons can strike more uranium atoms, splitting more atoms, and so on. Thereby, continuous fission can take place, forming a chain reaction releasing heat. The heat is used to turn water into steam, that, in turn, spins a turbine that generates electricity. Nuclear power was used to generate 19. 4% of all the country's electricity in 2007. Hydropower, the source for 5. % of U. S. electricity generation in 2007, is a process in which flowing water is used to spin a turbine connected to a generator. There are two basic types of hydroelectric systems that produce electricity. In the first system, flowing water accumulates in reservoirs created by the use of dams. The water falls through a pipe called a penstock and applies pressure against the turb ine blades to drive the generator to produce electricity. In the second system, called run-of-river, the force of the river current (rather than falling water) applies pressure to the turbine blades to produce electricity. Geothermal power comes from heat energy buried beneath the surface of the earth. In some areas of the country, enough heat rises close to the surface of the earth to heat underground water into steam, which can be tapped for use at steam-turbine plants. This energy source generated less than 1% of the electricity in the country in 2007. Solar power is derived from the energy of the sun. However, the sun's energy is not available full-time and it is widely scattered. The processes used to produce electricity using the sun's energy have historically been more expensive than using conventional fossil fuels. Photovoltaic conversion generates electric power directly from the light of the sun in a photovoltaic (solar) cell. Solar-thermal electric generators use the radiant energy from the sun to produce steam to drive turbines. In 2007, less than 1% of the nation's electricity was based on solar power. Wind power is derived from the conversion of the energy contained in wind into electricity. Wind power, less than 1% of the nation's electricity in 2007, is a rapidly growing source of electricity. A wind turbine is similar to a typical wind mill. Biomass includes wood, municipal solid waste (garbage), and agricultural waste, such as corn cobs and wheat straw. These are some other energy sources for producing electricity. These sources replace fossil fuels in the boiler. The combustion of wood and waste creates steam that is typically used in conventional steam-electric plants. Biomass accounts for about 1% of the electricity generated in the United States. THE TRANSFORMER – MOVING ELECTRICITY To solve the problem of sending electricity over long distances, William Stanley developed a device called a transformer. The transformer allowed electricity to be efficiently transmitted over long distances. This made it possible to supply electricity to homes and businesses located far from the electric generating plant. The electricity produced by a generator travels along cables to a transformer, which changes electricity from low voltage to high voltage. Electricity can be moved long distances more efficiently using high voltage. Transmission lines are used to carry the electricity to a substation. Substations have transformers that change the high voltage electricity into lower voltage electricity. From the substation, distribution lines carry the electricity to homes, offices and factories, which require low voltage electricity. MEASURING ELECTRICITY Electricity is measured in units of power called watts. It was named to honor James Watt, the inventor of the steam engine. One watt is a very small amount of power. It would require nearly 750 watts to equal one horsepower. A kilowatt represents 1,000 watts. A kilowatthour (kWh) is equal to the energy of 1,000 watts working for one hour. The amount of electricity a power plant generates or a customer uses over a period of time is measured in kilowatthours (kWh). Kilowatthours are determined by multiplying the number of kW's required by the number of hours of use. For example, if you use a 40-watt light bulb 5 hours a day, you have used 200 watthours, or 0. 2 kilowatthours, of electrical energy. See our Energy Calculator section to learn more about converting units. Last Revised: May 2009 Sources: Energy Information Administration, Annual Energy Review 2007, August 2008 . The National Energy Education Development Project, Intermediate Energy Infobook, 2007.

Rocky Marciano essays

Rocky Marciano essays Rocky Marciano was born on September 1, 1923 in Brockton,Massachusetts to Mr. and Mrs. Pierino Marchegiano. Rocky would live a pretty normal life until 18 months of age , when he would contract pneumonian. Pneumonia was an infection which would nearly kill Rocky , but through his strong constitution he would be able to suvive without impairment. Even at a young age Rocky would have exceptional physical strength as he would grow up on his mom's Italian cooking. Rocky also developed his physical strength at a young age through living across the street from the James Edgar Playground , where he began the habit of exercising to his limit. Rocky would further develop his boxing skills through punching a stuffed mail sack that hung off of an oak tree in his backyard. Through Rocky growing up in a working class, multiethnic enviroment in NewYork he would be involved in many altercations that would help him develop into one of the greatest boxers. At age 14 however Rocky's notriety as a base ball slugger would overtake his reputation as a slugger with his fists. The legend of his athletic powers would begin at age 15 as he would blast homeruns as a clean up hitter for the American Legion Team . At age 15 Rocky would enter Brockton Highschooland he would take up football. In the fall of his sophmore year Rocky would win the position of center on the varsity football team. One of Rocky's most memorable moments had occured on the football field as well when he intercepted a pass and went 60 yardsfor a touchdown against archrival New Bedford. The following spring of his sophmore year Rocky would become the first string catcher on the BHS varsity baseball team. Rocky had threw rocket like throws and was one of New York's best catchers until he threw his arm out. Rocky then would be moved to right field and due to him being slow he would only be a pitch hitter. This would cause Rocky to join in another league , and since this prohibitted the school'...

Mixture Definition and Examples in Science

Mixture Definition and Examples in Science In chemistry, a mixture forms when  two or more substances are combined such that each substance retains its own chemical identity. Chemical bonds between the components are neither broken nor formed. Note that even though the chemical properties of the components havent changed, a mixture may exhibit new physical properties, like boiling point and melting point. For example, mixing together water and alcohol produces a mixture that has a higher boiling point and lower melting point than alcohol (lower boiling point and higher boiling point than water). Key Takeaways: Mixtures A mixture is defined as the result of combining two or more substances, such that each maintains its chemical identity. In other words, a chemical reaction does not occur between components of a mixture.Examples include combinations of salt and sand, sugar and water, and blood.Mixtures are classified based on how uniform they are and on the particle size of components relative to each other.Homogeneous mixtures have a uniform composition and phase throughout their volume, while heterogeneous mixtures do not appear uniform and may consist of different phases (e.g., liquid and gas).Examples of types of mixtures defined by particle size include colloids, solutions, and suspensions. Examples of Mixtures Flour and sugar may be combined to form a mixture.Sugar and water form a mixture.Marbles and salt may be combined to form a mixture.Smoke is a mixture of solid particles and gases. Types of Mixtures Two broad categories of mixtures are heterogeneous and homogeneous mixtures. Heterogeneous mixtures are not uniform throughout the composition (e.g. gravel), while homogeneous mixtures have the same phase and composition, no matter where you sample them (e.g., air). The distinction between heterogeneous and homogeneous mixtures is a matter of magnification or scale. For example, even air can appear to be heterogeneous if your sample only contains a few molecules, while a bag of mixed vegetables may appear homogeneous if your sample is an entire truckload full of them. Also note, even if a sample consists of a single element, it may form a heterogeneous mixture. One example would be a mixture of pencil lead and diamonds (both carbon). Another example could be a mixture of gold powder and nuggets. Besides being classified as heterogeneous or homogeneous, mixtures may also be described according to the particle size of the components: Solution: A chemical solution contains very small particle sizes (less than 1 nanometer in diameter). A solution is physically stable and the components cannot be separated by decanting or centrifuging the sample. Examples of solutions include air (gas), dissolved oxygen in water (liquid), and mercury in gold amalgam (solid), opal (solid), and gelatin (solid). Colloid: A colloidal solution appears homogeneous to the naked eye, but particles are apparent under microscope magnification. Particle sizes range from 1 nanometer to 1 micrometer. Like solutions, colloids are physically stable. They exhibit the Tyndall effect. Colloid components cant be separated using decantation, but may be isolated by centrifugation. Examples of colloids include hair spray (gas), smoke (gas), whipped cream (liquid foam), blood (liquid),   Suspension: Particles in a suspension are often large enough that the mixture appears heterogeneous. Stabilizing agents are required to keep the particles from separating. Like colloids, suspensions exhibit the Tyndall effect. Suspensions may be separated using either decantation or centrifugation. Examples of suspensions include dust in air (solid in gas), vinaigrette (liquid in liquid), mud (solid in liquid), sand (solids blended together), and granite (blended solids). Examples That Are Not Mixtures Just because you mix two chemicals together, dont expect youll always get a mixture! If a chemical reaction occurs, the identity of a reactant changes. This is not a mixture. Combining vinegar and baking soda results in a reaction to produce carbon dioxide and water. So, you dont have a mixture. Combining an acid and a base also does not produce a mixture. Sources De Paula, Julio; Atkins, P. W.  Atkins Physical Chemistry  (7th ed.).Petrucci R. H., Harwood W. S., Herring F. G. (2002).  General Chemistry, 8th Ed. New York: Prentice-Hall.Weast R. C., Ed. (1990).  CRC Handbook of chemistry and physics. Boca Raton: Chemical Rubber Publishing Company.Whitten K.W., Gailey K. D. and Davis R. E. (1992).  General chemistry, 4th Ed. Philadelphia: Saunders College Publishing.

Come up with topic and I will discuss it with the professor then u can Essay - 1

Come up with topic and I will discuss it with the professor then u can start writing - Essay Example of 1980s, the welfare reform movement deeply transformed the prospects of the credit so that it no longer represented a modest work incentive, but rather acted as an anti-poverty device capable of raising the living standards of non-working Americans over and above the poverty line. In 1986, the EITC earned considerable credit in the political salience resulting to its radical expansion. A decade later when the Personal Responsibility and Work Reconciliation Act was established to replace the Aid to Families with Dependent Children (AFDC) to oversee welfare under the TANF program, the credit became the most consistent and the largest anti-poverty tool (Chetty 24). In 1994, when the federal spending on the EITC became consistently higher than AFDC and TANF, it incrementally gained more attention among the US policy makers. By the 2009 fiscal year, EITC benefits to low-income workers accounted to about $60 billion in federal spending, nearly $35 billion more than that on TANF. To show the long-term effects of the shift, EITC disbursal in 1980 was nearly $5 billion, compared to approximately $18 billion AFDC outlays. The American Recovery and Reinvestment Act of 2009 led to the expansion of the credit to include married couples and those families that had more three children. The expansion was ultimately extended through December 2012, and today, it is the largest tax benefit program for low-income working individuals, thus providing substantial tax dollars to the claimants. The economic incidence -- also known as the tax burden -- of the EITC is borne by individuals who suffer economic loss resulting from the taxes. From its outset, the credit triggered increased tax payments made by individuals to the local treasuries and the state. This in turn influenced the relative prices of goods and services, which further resulted to changes in behavior of individuals. Ultimately, a section of the economic burden was (is) shifted from those bearing the legal incidence

Post-traumatic Stress Disorder (PTSD) Research Paper

Post-traumatic Stress Disorder (PTSD) - Research Paper Example Post-traumatic stress disorder is characterized by intrusive memories, avoidance and emotional numbing, anxiety, and increased emotional arousal. As is the case with many anxiety disorders, there is no concrete cause of post-traumatic stress disorder. Each individual will have their own unique trigger. Nevertheless, there are theories of causation and a variety of factors that have shown to contribute to the developing of post-traumatic stress disorder. Post-traumatic stress disorder, as a whole, can be caused by â€Å"an event that is life-threatening or that severely compromises the emotional well-being of an individual or causes intense fear (Hibberd & Elwood, 2010).† As such, a primary cause of post-traumatic stress disorder is experience; however, aside from experiencing psychological trauma, individuals can also be prone to develop the disorder through neuroendocrinology and genetics. As previously stated, a core cause of post-traumatic stress disorder is the experiencing or witnessing of a traumatic event that causes the individual to feel intense fear. Victims of sexual abuse, physical abuse, and neglect, especially during their childhood, are at risk for developing post-traumatic stress disorder. These individuals increase their risks when they do not get help for their abuse or neglect in a timely manner, which would prevent them from certain emotional downfalls. Military men and women, doctors, police officers, firefighters, and emergency response teams experience and witness horrific and traumatic events on a daily basis. These individuals consistently put themselves at risk for developing post-traumatic stress disorder, which is why these careers involve intense screening to determine who is the most emotionally capable to handle the extreme conditions of such jobs. People who have witnessed or experienced a horrific car accident, a murder, a natural disas ter, or a life-threatening illness are also

International Engineering Management Essay Example | Topics and Well Written Essays - 6500 words

International Engineering Management - Essay Example This study highlights that the first machine was huge in structure which was then technologically upgraded. This led to the invention of some smaller models. The company revolutionized by inventing popcorn machines which used a unique blend of ‘butter oil’ and ‘leaf lard’ to offer crispy popcorns to the customers. In its initial years, to attract customers, the company offered the popcorns in a uniquely designed vintage vehicle with a toy clown in it. Charles Cretors was successful in tracking the market demand which helped the company to establish its niche in the market. With the success of the invention made by Charles Cretors, the company leaped to fame. The company enjoyed the advantages of being a first mover in the industry. This was achieved by the company’s breakthrough innovation in being the first in discovering this type of machine. It enabled the company to earn a bigger market share within a shorter lapse of time. The company was also ab le to achieve cost synergies. Being the pioneer in inventing such a machine, the company could price its products accordingly, depending on the rise in demand for its products in the market. Though the initial demand of these machines was not very high, but in the year 1887, the company was able to sell thirty of such machines which helped it to generate revenues of approximately $3,627. With the rising demand of popcorns, the company started growing stronger in the domestic market. The company was successful in estimating the growing demand for popcorns which was in turn triggering the demand for better popping machines. Such a technologically upgraded machine would enable easy production of popcorns in huge amounts incurring lesser time. To tap this growth opportunity, the company launched two new models out of which one model was named as ‘Earn more’ to attract the grocers to buy this model to ensure higher profits.

A Free Body Diagram Mechanics Essay

A Free Body Diagram Mechanics Essay A free body diagram consists primarily of a sketch of the body in question and arrows representing the forces applied to it. The selection of the body to sketch may be the first important decision in the problem solving process. For example, to find the forces on the pivot joint of a simple pair of pliers, it is helpful to draw a free body diagram of just one of the two pieces, not the entire system, replacing the second half with the forces it would apply to the first half. What is included The sketch of the free body need include only as much detail as necessary. Often a simple outline is sufficient. Depending on the analysis to be performed and the model being employed, just a single point may be the most appropriate. All external contacts, constraints, and body forces are indicated by vector arrows labeled with appropriate descriptions. The arrows show the direction and magnitude of the various forces. To the extent possible or practical, the arrows should indicate the point of application of the force they represent. Only the forces acting on the object are included. These may include forces such as friction, gravity, normal force, drag, or simply contact force due to pushing. When in a non-inertial reference frame, fictitious forces, such as centrifugal force may be appropriate. A coordinate system is usually included, according to convenience. This may make defining the vectors simpler when writing the equations of motion. The x direction might be chosen to point down the ramp in an inclined plane problem, for example. In that case the friction force only has an x component, and the normal force only has a y component. The force of gravity will still have components in both the x and y direction: mgsin(ÃŽÂ ¸) in the x and mgcos(ÃŽÂ ¸) in the y, where ÃŽÂ ¸ is the angle between the ramp and the horizontal. What is excluded All external contacts and constraints are left out and replaced with force arrows as described above. Forces which the free body applies to other objects are not included. For example, if a ball rests on a table, the ball applies a force to the table, and the table applies an equal and opposite force to the ball. The FBD of the ball only includes the force that the table causes on the ball. Internal forces, forces between various parts that make up the system that is being treated as a single body, are omitted. For example, if an entire truss is being analyzed to find the reaction forces at the supports, the forces between the individual truss members are not included. Any velocity or acceleration is left out. These may be indicated instead on a companion diagram, called Kinetic diagrams, Inertial response diagrams, or the equivalent, depending on the author. Assumptions The free body diagram reflects the assumption and simplifications made in order to analyze the system. If the body in question is a satellite in orbit for example, and all that is required is to find its velocity, then a single point may be the best representation. On the other hand, the brake dive of a motorcycle cannot be found from a single point, and a sketch with finite dimensions is required. Force vectors must be carefully located and labeled to avoid assumptions that presuppose a result. For example, in the accompanying diagram of a block on a ramp, the exact location of the resulting normal force of the ramp on the block can only be found after analyzing the motion or by assuming equilibrium. Other simplifying assumptions that may be considered include two-force members and three-force members. Drawing Free-Body Diagrams Free-body diagrams are diagrams used to show the relative magnitude and direction of all forces acting upon an object in a given situation. A free-body diagram is a special example of the vector diagrams which were discussed in an earlier unit. These diagrams will be used throughout our study of physics. The size of the arrow in a free-body diagram is reflects the magnitude of the force. The direction of the arrow shows the direction which the force is acting. Each force arrow in the diagram is labeled to indicate the exact type of force. It is generally customary in a free-body diagram to represent the object by a box and to draw the force arrow from the center of the box outward in the direction which the force is acting. An example of a free-body diagram is shown at the right. The free-body diagram above depicts four forces acting upon the object. Objects do not necessarily always have four forces acting upon them. There will be cases in which the number of forces depicted by a free-body diagram will be one, two, or three. There is no hard and fast rule about the number of forces which must be drawn in a free-body diagram. The only rule for drawing free-body diagrams is to depict all the forces which exist for that object in the given situation. Thus, to construct free-body diagrams, it is extremely important to know the various types of forces. If given a description of a physical situation, begin by using your understanding of the force types to identify which forces are present. Then determine the direction in which each force is acting. Finally, draw a box and add arrows for each existing force in the appropriate direction; label each force arrow according to its type. If necessary, refer to the list of forces and their description in order to understa nd the various force types and their appropriate symbols. EXAMPLES No doubt you are aware of free body diagrams (otherwise known as FBDs). These are simplified representations of an object (thebody) in a problem, and includes force vectors acting on the object. This body isfreebecause the diagram will show it without its surroundings Lets take Figure 1 to be a pictoral representation of our problem: a boat on the floor, with a rope pulling it. First we will represent the boat the body in our problem as a (really) simplified figure, a square Gravity The first force we will investigate is that due to gravity, and well call it thegravitational force. We know that the acceleration due to gravity (if on Earth) is approximatelyg= 9.8 m/s . The force, by Newtons Second Law is F= mg wheregis the acceleration due to gravity. Lets add this to our diagram . Note that the force vector, labelledFmg, points downward, as this is the direction in which the gravitation force acts. Note that this force is commonly calledweight. This weight (mg) is different from our everyday use of the word weight (which is known in physics as mass). Normal Thenormal forceone which prevents objects from falling into whatever it is they are sitting upon. It is alwaysperpendicularto the surface with which an object is in contact. For example, if there is a crate on the floor, then we say that the crate experiences a normal forcebythe floor; and because of this force, the crate does not fall into the floor. The normal force on the crate points upward, perpendicular to the floor. It is called the normal force becausenormalandperpendicularmean the same thing. The normal force is always perpendicular to the surface with which a body is in constact. For a body on a sloped surface (say a ramp), the normal force acting on that body is still perpendicular to the slope. In the case of our problem, the ship, we will pretend the ship is being pulled on a floor. (This is because on water there is the complication with another force, buoyancy. For simplicitys sake, we will ignore buoancy by putting the ship on the floor.) Lets add the normal force to our FBD (Figure ), and represent the normal force with the script N, . Friction Related to the normal force is thefrictional force. The two are related because they are both due to the surface in contact with the body. Whereas the normal force was perpendicular to the surface, the frictional force is parallel. Furthermore, friction opposes motion, and so its vector always points away from the direction of movement. Friction is divided into two categories, static and kinetic. These are represented by the script F, with a subscript s for static friction:, and a subscript k for kinetic friction,. As its name suggests,static frictionoccurs when the body is not moving (i.e. static). It is the force which makes it difficult to start something moving. On the other hand,kinetic frictionoccurs when the body is in motion. This is the force which causes objects to slow down and eventually stop. Friction is usually approximated as being proportional to the normal force. The proportionality constant is called the coefficient of (static or kinetic) friction. The constant is represented asfor static friction, andfor kinetic friction; it depends on the actual surface with which the body is in contact. To summarize, Weve added (kinetic) friction to our free body diagram, Figure . Push and Pull Another force which may act on an object could be any physical push or pull. This could be caused by a person pushing a crate on the floor, a child pulling on a wagon, or in the case of our example, the wind pushing on the ship. We will label the push force caused by the wind withFpush Tension Tension in an object results if pulling force act on its ends, such as in a rope used to pull a boulder. If no forces are acting on the rope, say, except at its ends, and the rope itself is in equilibrium, then the tension is the same throughout the rope. We will use the letterTto represent tension in a free body diagram. If we say that our ship is being pulled by a rope at its front end, then we can add this force to our FBD (Figure ). And there we have it: all the forces acting on our ship has been labelled in Figure . This is the complete FBD for our problem of a ship being pulled along a floor by a rope Steering Wheel and Pedals of a Bicycle Two examples of the turning effect of two equal and opposite forces not acting in the same straight line are the steering wheel and the pedals of a bicycle. In the figure (a) below, the left hand is pulling with force F on the steering wheel while the right hand is pushing with the same force F. The two forces make the wheel turn in an anticlockwise direction. In figure (b) shown above, one pedal is being pushed forward while the other is being pushed back. This rotates the sprocket wheel and the attached chain anticlockwise. Can you think of other everyday examples in which a turning effect or rotation takes place? Examples of Couple In our day-to-day life, we come across many objects which work on the principle of couple. Winding up the spring of a toy car, opening and closing the cap of a bottle, turning of a water tap, cork screws, door key etc. are some of the common examples of couples. A beam balance The physical balance used in the school laboratory is pivoted in the middle with equal arms. The two scale pans of equal weights are hung from the upper edge of wedge shaped supports at either end of the beam. When the beam is raised for weighing, it swings freely about the lower edge of a wedge shaped support in the center. In this position the balance is in equilibrium. Beam balance Because l1= l2and m1= m2, according to the principle of moments, m1x l1= m2x l2 Now if you place a mass of 1 kg in one pan and an unknown mass x on the other pan so that the balance is in equilibrium. then, (m1+ x) l1= (m2+ 1) l2 As m1= m2and l1= l2 x = 1 kg Let us calculate what part of the load each boy carries. To find the upward force exerted by the boy at A, we shall consider the hand of the boy at B as the pivot. Now, the clockwise moment = F1x 5 m and the anticlockwise moment due to the load 900 N = 900 x 3. If the bar is in equilibrium, then F1x 5 = 900 x 3 F1= 900 x= 540 N Hence, the force exerted by the boy = 540 N. But F1+ F2= 900 N (sum of the downward forces equal to the sum of upward forces). Therefore, F2= 900 F1 = 900 540 = 360 N The force exerted by the boy at B can also be calculated by using A as a pivot. Therefore, F2x 5 = 900 x 2 or, F1= 900 x = 360 N REFERENCE WWW.ELIS.COM WWW.ENCYCLOPEDIA.COM WWW.ANSWER.COM DIFFERENT BOOKS R.S. KHURMI G.K. LAL