Acid Rain 8 :: essays research papers

Acid Rain is a type of air pollution, which is formed when oxides of sulfur and nitrogen combine with atmospheric moisture to yield sulfuric and nitric acids, which may then be carried long distances from a source before they are deposited by rain. This pollution may also take the form of snow, fog, or a dry form of precipitation. Acid rain is currently a subject of great controversy because of widespread environmental damage, for which it has been blamed, including eroding structures, injuring crops and forests, and threatening or depleting life in freshwater lakes.   Ã‚  Ã‚  Ã‚  Ã‚  The problem of acid rain originated during the Industrial Revolution, and has been growing ever since. The severity of its effects has long been recognized in local settings, exemplified by the spells of acid smog in heavily industrialized areas. The widespread destructiveness of acid rain, however, has become evident only in recent decades. One large area that has been studied extensively is northern Europe. In 1984, for example, environmental reports indicated that almost half the trees in Germany’s Black Forest had been damaged by acid rain. This form of pollution has also particularly affected the northeastern United States and eastern Canada.   Ã‚  Ã‚  Ã‚  Ã‚   Industrial emissions have been blamed as the major cause of acid rain. Because the chemical reactions involved in the production of acid rain in the atmosphere are complex and as yet little understood, industries have tended to challenge such assessments and to stress the need for further studies; and because of the cost of pollution reduction, governments have tended to support this attitude. Studies released by the U.S. government in the early 1980s, however, strongly implicated industries as the main source of acid rain in the eastern United States and Canada. In 1988, as part of the United Nations-sponsored long-range Transboundary Air Pollution Agreement, the United States and 24 other nations ratified a protocol freezing the rate of nitrogen oxide emissions at 1987 levels. The 1990 amendments to the Clean Air Act of 1967 put in place regulations to reduce the release of sulfur dioxide from power plants to 10 million tons per year by January 1, 2000.

The Fungal Species

The fungal species about 100 stains which were previously isolated at the laboratory of biology department king khalid university will be used in this study. Fungi will be cultured on potato dextrose agar pda medium for 7 days at 27  °c. Identification of these species will be done basically on their microscopical and cultural characteristics. The identity will be confirmed by amplification of its gene using universal primers. The fungal genomic dna extraction will be carried out using the qiagen dneasy plant/fungi mini kit protocol according to the nstructions. The its region of fungal dna will be amplified using the fungal specific-primer set: Its1-f cttggt cat tta gag gaa gta a and its4 r tcc tccgct tat tga tat gc as described by white et al. 1990 pcr reaction will be performed in a final volume of 50 ?L containing 10 mm tris-hcl 50mm kcl 1.5 m m mgcl2 each dntps at a concentration of 0.2 mm and 1.25 iu of taq polymerase. The amplification will be carried out by pcr. The initial denaturation temperature is 95  °c for 5 min followed by 40 cycles at 94  °c for 1 min 55  °c for 1 min 72  °c for 1 min; final extension at 72  °c for 10 min and holding at 4  °c. The amplified products will be examined by electrophoresis in 1.5% agarose gels in tae buffer. Then the pcr product will be purified and will be sent for sequencing at macrogen company korea. The its sequence of fungus isolate will be used for blast search in the embl genbank database. The sequence of the isolate will be further aligned and compared to publish its region sequences searched with the taxonomy browser of the national center for biotechnology information ncbi http://www.ncbi.nlm.nih.gov and retrieved from genbank. Screening for mycogenic biosynthesis of ag-nps all the identified fungal species will be screened for the biogenic synthesis of ag-nps. For the biosynthesis of silver nanoparticles the biomass of each isolated fungal species will be grown aerobically in cazpeks broth medium the inoculated flasks will be incubated on orbital shaker at 27 1  °c and with agitation at 150 rpm for 5 days. The fungal biomass then will be harvested after incubation by filtering using filter paper whatman no. 1 followed by three times of washing with distilled water to eradicate the residues of the medium from the biomass. Ten g fresh weight of mycelia will be added to 100 ml of sterilized double distilled water for 48 h at 27 1  °c in a 250 ml erlenmeyer flask with shaking again at 150 rpm. After the incubation the cell filtrate will be obtained by filtration through filter paper whatman no. 1. The filtrates will be inoculated with 1 mm silver nitrate agno3 solution and incubated at room temperature in dark abdel-hafez et al. 2016 the production of the nanoparticle will be checked visual by the changing the color into brown color. Cell-free filtrate without addition of silver nitrate will be severed as control. Purification of silver nanoparticles after formation the silver nanoparticles the agnps solution will be centrifuged at 10.000-14.000 rpm for 15-20 min. The supernatant will be excluded and the pellets will be dispersed with distilled water. This dispersion will be again centrifuged. The procedure will be repeated 3 times to clean agnps the free entities and unbound biological molecules. The purified formed pellets will be dried at 50-60  °c and stored in a brown-glass container for further characterization. Characterization of the biosynthesized silver nanoparticles the obtained silver nanoparticles will be characterized using different advanced tools including uv -visible spectroscopy at absorption curve range between 410-480 nm. Determining of size and shape of agnps by electron microscopy sem will be carried out. Particle sizing experiments will be carried out by means of laser diffract meter using zeta sizer nano-series nano zs the crystallinity of agnps will be confirmed by their xrd pattern. Ft-ir spectra will be recorded in the range 4000–500 cm?1. Uv-visible spectrometry measurement: Biotransformation of metal ions will be affirmed by uv–visible spectroscopy measurement. Labomed uv–vis double beam within the wave length ranged from 200 to 600 nm will be used mourato et al. 2011 x-ray diffraction xrd measurement: Xrd technique will be used for examination of quality of the prepared nanoparticles. Xrd pattern of the obtained nanoparticles on glass material will be estimated in wide selection of bragg angles 2? At a scanning rate of 20 min-1. Fourier transform infrared ft-ir spectrometry analysis: Sample containing nanoparticles will be scanned by ft-ir spectrometry using a spectrophotometer. Ft-ir spectra will be scanned in rang 4000–400 cm–1 in ftir spectrometry at a resolution of one cm-1. Transmission electron microscopy tem the morphology and size of produced nanoparticles will be determined using tem. Antimicrobial activity of the characterized nanoparticles antimicrobial activities of ag-nps will be performed by the agar well diffusion method in muller hinton agar plates selvamohan et al. 2012 human pathogenic bacterial species such as escherichia coli pseudomonas sp. Proteus mirabilis klebsiella pneumoniae and staphylococcus aureus will be used for the assay. The bacterial species will be grown in muller hinton broth at 37 oc for 24 h. The bacterial growth will be prepared on agar medium and wells will be cut using sterile cork borer. In to the wells agnp will be applied at different concentration and incubated at 37 oc. The plates will be examined for appearance of inhibition zone and then their diameter will be measured and will be compared with standard antibiotic such ciprofloxacin. Optimization of silver nanoparticles for large scale production and stable mycofabrication of agnps using fungi it is necessary to investigate the ideal physical and chemical parameters required for the production of effective and small sized agnps mishra et al. 2014 different parameters such hydrogen-ion-concentration ph temperature t  °c concentration of silver nitrate agno3 and time t of reaction will be studied. The absorbance of the resulting solution after color change will be measured using uv–vis spectrophotometer. For each condition respective controls will be maintained.the length of the text: 6244 (no spaces: 5243)get new reportthe uniqueness of the text: 65.1 %we strongly recommend not to use this text for academic purposes   

Birth Control in Schools Essay

Schools are the one institution in our society regularly attended by most young people-nearly 95% of all youth aged 5 to 17 years are enrolled in elementary or secondary schools (National Center for Education Statistics, 1993). Large percentage of youth attend schools for years before they encounter sexual risk-taking behaviors and a majority is enrolled at the time they initiate intercourse. Just as youth in communities with high rates of poverty and social unawareness are more likely to become pregnant so youth in schools with high rates of poverty and social inadequacy are also more likely to become pregnant. In particular, when female teens attend schools with high percentages of dropout rates and with higher rates of school vandalism they are more likely to become pregnant. The lack of opportunity and greater disorganization in some minority communities in this country, teens in schools with higher percentages of minority students are also more likely to have higher pregnancy rates than teens in schools with lower percentages of minority(Manlove, 1998).. Students in these studies, it is often difficult to distinguish the impact of school character from the impact of the community characteristics in which they reside. Social scientists and educators have suggested a wide variety of explanations for how schools reduce sexual risk-taking behavior. Some of their explanations have observed research supporting them, while others are credible, but lack supporting research. For example, educators concerned with adolescent sexual behavior have suggested that: 1. Schools structure students’ time and limit the amount of time that students can be alone and engage in sex. 2. Schools increase interaction with and attachment to adults who discourage risk-taking behavior of any kind (e.g., substance use, sexual risk-taking, or accident-producing behavior). More generally, they create an environment which discourages risk-taking. 3. Schools affect selection of friends and larger peer groups that are important to them. Because peer norms about sex and contraception significantly influence teens’ behavior, this impact on schools may be substantial. However, just how schools affect selection of friends and peers is not clearly understood. 4. Schools can increase belief in the future and help youth plan for higher education and careers. Such planning may increase the motivation to avoid early childbearing. As noted above, multiple studies demonstrate that educational and career aspiration are related to use of contraception, pregnancy, and childbearing. 5. Schools can increase students’ self-esteem, sense of competence, and communication and refusal skills. These skills may help students avoid unprotected sex. Despite the growing strength of the abstinence movement across the country, large majorities of adults favor SEX and AIDS education that includes discussions of condoms and contraceptives. For example, a 1998 poll of American adults found that 87% thought birth control should be covered (Rose & Gallup, 41-53), a 1998 poll found that 90% of adults thought condoms should be covered (Haffner & Wagoner, 22-23)and another 1999 poll found that 82% of adults believed all aspects of sex education including birth control and safer sex should be taught . (Hoff, Greene, McIntosh, Rawlings, & D’Amico, 2000). Given both the need for effective educational programs and public support for such programs, schools have responded. According to a 1999 national survey of school teachers in grades 7 to 12, about 93% of their schools offered sexuality or HIV education (Darroch, Landry, & Singh, 204-211, 265). Of those schools teaching any topics in sexuality education, between 85% and 100% included instruction on consequences of teenage parenthood, STD, HIV/AIDS, abstinence, and ways to resist peer pressure to have sex. Between 75% and 85% of the schools provided instruction about puberty, dating, sexual abuse, and birth control methods. Teachers reported that the most important messages they wanted to convey were about abstinence and responsibility. During the same year, survey results from a second survey of teachers and students in grades 7 to 12 were completed (Hoff et al., 2000). Their results were similar to the study above. They revealed that at least 75% of the students and similar percentages of the teachers indicated the following topics were covered in their instruction: basics of reproduction, STD and HIV/AIDS, abstinence, dealing with pressures to have sex, and birth control. Despite the fact that most adolescents receive at least a minimum amount of sexuality or HIV education, it is widely believed by professionals in the field that most programs are short, are not comprehensive, fail to cover some important topics, and are less effective than they could be (Britton, deMauro, & Gambrell, 1-8; Darroch, Landry, & Singh, 2000; Gambrell & Haffner, 1993; Hoff, et al., 2000). For example, both surveys of teachers discussed above found that only half to two thirds of the teachers covered how to use condoms or how to get and use birth control. there is very little information about the extent to which sex- and HIV-education curriculum have been found to be effective and are implemented with fidelity in additional schools. However, considerable unreliable information indicates few schools implemented the lessons. There is a widely held belief that schools have established a foundation for programs, but that effective programs need to be implementing more broadly and with greater dedication throughout the country. I want to take you back to when I was a teenager and how I personally can relate to the same choices and decisions our teenagers is face with today, in my personal experience; My boyfriend and I had our sex talk we decide I should go to my mother and talk to her about some form of birth control, her response was no. there was no explanation, no reasoning, and no questions ask about why I want to go on it. It was simply no! The end result I have 21yrs old. I’m not saying that we made the best choice because I still had an option to use a condom and contraceptives. Today’s teenagers resources are plentiful, they can go to cook county hospital, they have Planned Parenthood and there local clinic in there neighborhood and now they have program that are being implemented in their high schools. Children, who do not have supported parents, can not talk to their parents. I want to bring in another aspect as to what can happen when you do not enforce communication about birth control, sex and consequences with your teenager, as you know I’m a grandmother I wouldn’t trade my granddaughter in for anything in the world. Not enforcing the use of contraceptive, I feel one of the reasons that I became a grandmother in my thirty. because I did not get as involved with my son as I should have after he inform me that he was sexually active. The high Schools offer them open lines of communication and provide a safe atmosphere in which allows them to express their thought as to why they are there in the first place. It’s possible it can lead to single parenthood and a high drop out rate. Pregnancy among teenagers is continuing to rise despite a 40 million Government campaign to reduce the problem, while sexually transmitted diseases are reaching epidemic levels. The Royal College of Nursing revealed that increasing numbers of teenagers are indulging in sex and even taking part in orgies called ‘daisy chaining’. The Department for Education and Skills has admitted that 66 out of 150 local education authorities have at least one ‘ school based health service’ in their area providing advice, access to or direct provision of contraception. You have statistics on birth control and personal experience wouldn’t you rather your teenager be knowledgeable than not? Biliography Britton, P. O., DeMauro, D., & Gambrell, A. E. HIV/AIDS education: SIECUS study on HIV/AIDS education for schools finds states make progress, but work remains. SIECUS Report, 21(1), 1-8 (1992) Chandy, J. M., Harris, L., Blum, R. W., & Resnick, M. D. Female adolescents of alcohol misusers: Sexual behaviors. Journal of Youth and Adolescence, 23, 695-709 (1994) Darroch, J. E., Landry, D. J., & Singh, S. Changing emphases in sexuality education in U.S. pubic secondary schools, 1988-1999. Family Planning Perspectives, 32, 204-211, 265 (2000) Gambrell, A. E., & Haffner, D. Unfinished business: A SIECUS assessment of state sexuality education programs. New York: SIECUS (1993) Haffner, D., & Wagoner, J. Vast majority of Americans support sexuality education. SIECUS Report, 27(6), 22-23 (1999) Hoff, T., Greene, L., McIntosh, M., Rawlings, N., & D’Amico, J. Sex education in America: A series of national surveys of students, parents, teachers, and Jones 8 principals. Menlo Park, CA: The Kaiser Family Foundation. (2000) Manlove, J. The influence of high school dropout and school disengagement on the risk of school-age pregnancy. Journal of Research on Adolescence, 8, 187-220 (1998) National Center for Education Statistics. Digest of Education Statistics, 1993. Washington, DC: US Department of Education, Office of Educational Research and Improvement. (1993) Rose, L. C., & Gallup, A. M. The 30th annual Phi Delta Kappa/Gallup Poll of the public’s attitudes toward the public schools. Phi Delta Kappan, Sept., 41-53 (1998, September) Singh S. Adolescent pregnancy in the United States: An interstate analysis. Family Planning Perspectives, 18, 210-220 (1986)

Free Essays on Mr.

In the epic Oedipus The King, Sophocles portrays Oedipus as a man blinded by his own fate. Oedipus is so caught up trying to find the murder of the old king, Laius, that he doesn’t see that he himself is to blame. Our own sins can blind us from the truth as did Oedipus sins blind him from the truth. Not only does Oedipus become blinded because he refuses to acknowledge the possibility of him actually being the murder of Laius, but in the end blindness overcomes Oedipus physically. In the beginning Oedipus brother-in-law, Creon, is sent to the holy oracle at Delphi to find out from the gods what they should do to cure the land from the famine that has overcome them. Creon returns to Thebes and informs Oedipus that the gods want the murderer of King Laius driven from the land (Hillegrass 24). Oedipus first sign of his blindness comes when he promises to obey the gods and to find the murder of the King. When Oedipus asks about the murder of the King, Creon goes on to tell the story of Laius’s murder. On their way to consult an oracle, Laius and all but one of his fellow travelers were killed by thieves. Oedipus asks why the Thebans made no attempt to find the murderers, and Creon reminds him that Thebes was then more concerned with the curse of the Sphinx. Hearing this, Oedipus resolves to solve the mystery of Laius’s murder (Hillegrass 25). Again we find Oedipus blinded by his own determination and his own self fulfillment. When Creon retells the story of Laius’s murder, Oedipus is shocked and dismayed that the investigation of the murder of a king was so swiftly dropped. Oedipus quickly hatches plans to deal with both his people’s suffering and Laius’s unsolved murder, and he has even anticipated the Chorus’s suggestions that he sends someone to the oracle and call forth Tiresias. Finally, Oedipus is intense in his promises of dire punishment for Laius’s murderer, even if the murderer turns out to be someone close ... Free Essays on Mr. Free Essays on Mr. In the epic Oedipus The King, Sophocles portrays Oedipus as a man blinded by his own fate. Oedipus is so caught up trying to find the murder of the old king, Laius, that he doesn’t see that he himself is to blame. Our own sins can blind us from the truth as did Oedipus sins blind him from the truth. Not only does Oedipus become blinded because he refuses to acknowledge the possibility of him actually being the murder of Laius, but in the end blindness overcomes Oedipus physically. In the beginning Oedipus brother-in-law, Creon, is sent to the holy oracle at Delphi to find out from the gods what they should do to cure the land from the famine that has overcome them. Creon returns to Thebes and informs Oedipus that the gods want the murderer of King Laius driven from the land (Hillegrass 24). Oedipus first sign of his blindness comes when he promises to obey the gods and to find the murder of the King. When Oedipus asks about the murder of the King, Creon goes on to tell the story of Laius’s murder. On their way to consult an oracle, Laius and all but one of his fellow travelers were killed by thieves. Oedipus asks why the Thebans made no attempt to find the murderers, and Creon reminds him that Thebes was then more concerned with the curse of the Sphinx. Hearing this, Oedipus resolves to solve the mystery of Laius’s murder (Hillegrass 25). Again we find Oedipus blinded by his own determination and his own self fulfillment. When Creon retells the story of Laius’s murder, Oedipus is shocked and dismayed that the investigation of the murder of a king was so swiftly dropped. Oedipus quickly hatches plans to deal with both his people’s suffering and Laius’s unsolved murder, and he has even anticipated the Chorus’s suggestions that he sends someone to the oracle and call forth Tiresias. Finally, Oedipus is intense in his promises of dire punishment for Laius’s murderer, even if the murderer turns out to be someone close ...

History of the Scientific Revolution

History of the Scientific Revolution Human history is often framed as a series of episodes, representing sudden bursts of knowledge. The Agricultural Revolution, the Renaissance, and the  Industrial Revolution  are just a few examples of historical periods where it is generally thought that innovation moved more rapidly than at other points in history, leading to huge and sudden shake-ups in science, literature, technology, and philosophy.  Among the most notable of these  is the Scientific Revolution, which emerged just as Europe was awakening from an intellectual lull referred to by historians as the dark ages. The Pseudo-Science of the Dark Ages Much of what was considered known about the natural world during the early middle ages in Europe dated back to the teachings of the ancient Greeks and Romans. And for centuries after the downfall of the Roman empire, people still generally didn’t question many of these long-held concepts or ideas, despite the many inherent flaws. The reason for this was because such â€Å"truths† about the universe were widely accepted by the Catholic church, which so happened to be the main entity responsible for the widespread indoctrination of western society at the time. Also, challenging church doctrine was tantamount to heresy back then and thus doing so ran the risk of being trialed and punished for pushing counter ideas.    An example of a popular but unproven doctrine was the Aristotelian laws of physics. Aristotle taught that the rate at which an object fell was determined by its weight since heavier objects fell faster than lighter ones. He also believed that everything beneath the moon was comprised of four elements: earth, air, water, and fire. As for astronomy, Greek astronomer Claudius Ptolemy’s earth-centric celestial system, in which heavenly bodies such as the sun, moon, planets and various stars all revolved around the earth in perfect circles, served as the adopted model of planetary systems. And for a time, Ptolemy’s model was able to effectively preserve the principle of an earth-centered universe as it was fairly accurate in predicting the motion of the planets. When it came to the inner workings of the human body, the science was just as error-ridden. The ancient Greeks and Romans used a system of medicine called humorism, which held that illnesses were the result of an imbalance of four basic substances or â€Å"humors.† The theory was related to the theory of the four elements. So blood, for instance, would correspond with air and phlegm corresponded with water. Rebirth and Reformation Fortunately, the church would, over time, begin to lose its hegemonic grip on the masses. First, there was the Renaissance, which, along with spearheading a renewed interest in the arts and literature, led to a shift toward more independent thinking. The invention of the printing press also played an important role as it greatly expanded literacy as well as enabled readers to reexamine old ideas and belief systems. And it was around this time, in 1517 to be exact, that Martin Luther, a monk who was outspoken in his criticisms against the Catholic Churchs reforms, authored his famous 95 theses that listed all of his grievances. Luther promoted his 95 theses by printing them out on a pamphlet and distributing them among the crowds. He also encouraged churchgoers to read the bible for themselves and opened the way for other reform-minded theologians such as John Calvin. The Renaissance, along with Luther’s efforts, which led to a movement known as the Protestant Reformation, would both serve to undermine the church’s authority on all matters that were essentially mostly pseudoscience. And in the process, this burgeoning spirit of criticism and reform made it so that the burden of proof became more vital to understanding the natural world, thus setting the stage for the scientific revolution. Nicolaus Copernicus In a way, you can say that the scientific revolution started out as the Copernican Revolution. The man who started it all, Nicolaus Copernicus, was a Renaissance mathematician and astronomer who was born and raised in the Polish city of ToruÅ„. He attended the University of Cracow, later continuing his studies in Bologna, Italy. This is where he met astronomer Domenico Maria Novara and the two soon began exchanging scientific ideas that often challenged the long-accepted theories of Claudius Ptolemy. Upon returning to Poland, Copernicus took up a position as a canon. Around 1508, he quietly started developing a heliocentric alternative to Ptolemy’s planetary system. To correct some of the inconsistencies that made it insufficient to predict planetary positions, the system he eventually came up with placed the Sun at the center instead of the Earth. And in Copernicus’ heliocentric solar system, the speed in which Earth and other planets circled the Sun was determined by their distance from it. Interestingly enough, Copernicus wasn’t the first to suggest a heliocentric approach to understanding the heavens. The ancient Greek astronomer Aristarchus of Samos, who lived in the third century B.C., had proposed a somewhat similar concept much earlier that never quite caught on. The big difference was that Copernicus’ model proved to be more accurate at predicting the movements of the planets.   Ã‚   Copernicus detailed his controversial theories in a 40-page manuscript titled Commentariolus in 1514 and in De revolutionibus orbium coelestium (On the Revolutions of the Heavenly Spheres), which was published right before his death in 1543. Not surprisingly, Copernicus’ hypothesis enraged the Catholic church, which eventually banned De revolutionibus in 1616. Johannes Kepler Despite the Church’s indignation, Copernicus’ heliocentric model generated a lot of intrigue among scientists. One of these people who developed a fervent interest was a young German mathematician named Johannes Kepler. In 1596, Kepler published Mysterium cosmographicum (The Cosmographic Mystery), which served as the first public defense of Copernicus’ theories. The problem, however, was that Copernicus’ model still had its flaws and was not completely accurate in predicting planetary motion. In 1609, Kepler, whose main work was coming up with a way to account for the way Mars’ would periodically move backward, published Astronomia ​nova (New Astronomy). In the book, he theorized that planetary bodies didn’t orbit the Sun in perfect circles as Ptolemy and Copernicus had both assumed, but rather along an elliptical path.   Ã‚  Ã‚  Ã‚  Ã‚   Besides his contributions to astronomy, Kepler made other notable discoveries. He figured out that it was refraction that allows for the eyes’ visual perception and used that knowledge to develop eyeglasses for both nearsightedness and farsightedness. He was also able to describe how a telescope worked. And what’s less known was that Kepler was able to calculate the birth year of Jesus Christ. Galileo Galilei Another contemporary of Kepler’s who also bought into the notion of a heliocentric solar system and was the Italian scientist Galileo Galilei. But unlike Kepler,  Galileo didn’t believe that planets moved in an elliptical orbit and stuck with the perspective that planetary motions were circular in some way. Still, Galileo’s work produced evidence that helped bolster the Copernican view and in the process further undermine the church’s position. In 1610, using a telescope he built himself,  Galileo began fixing its lens on the planets and made a series of important discoveries. He found that the moon was not flat and smooth, but had mountains, craters and valleys. He spotted spots on the sun and saw that Jupiter had moons that orbited it, rather than the Earth. Tracking Venus, he found that it had phases like the Moon, which proved that the planet rotated around the sun. Much of his observations contradicted the established Ptolemic notion that all planetary bodies revolved around the Earth and instead supported the heliocentric model. He published some of these earlier observations in the same year under the title Sidereus Nuncius (Starry Messenger). The book, along with subsequent findings led many astronomers to convert to Copernicus’ school of thought and put Galileo in very hot water with the church. Yet despite this, in the years that followed,  Galileo continued his â€Å"heretical† ways, which would further deepen his conflict with both the Catholic and Lutheran church. In 1612, he refuted the Aristotelian explanation of why objects floated on water by explaining that it was due to the object’s weight relative to the water and not because an object’s flat shape. In 1624,  Galileo got permission to write and publish a description of both the Ptolemic and Copernican systems under the condition that he does not do so in a manner that favors the heliocentric model. The resulting book, â€Å"Dialogue Concerning the Two Chief World Systems† was published in 1632 and was interpreted to have violated the agreement. The church quickly launched the inquisition and put  Galileo on trial for heresy. Though he was spared harsh punishment after admitting to have supported Copernican theory, he was put under house arrest for the remainder of his life. Still,  Galileo never stopped his research, publishing several theories until his death in 1642.   Ã‚   Isaac Newton While both Kepler and Galileo’s work helped to make a case for the Copernican heliocentric system, there was still a hole in the theory. Neither can adequately explain what force kept the planets in motion around the sun and why they moved this particular way. It wasn’t until several decades later that the heliocentric model was proven by the English mathematician Isaac Newton. Isaac Newton, whose discoveries in many ways marked the end of the Scientific Revolution, can very well be considered among one of the most important figures of that era. What he achieved during his time has since become the foundation for modern physics and many of his theories detailed in Philosophiae Naturalis Principia Mathematica (Mathematical Principles of Natural Philosophy) has been called the most influential work on physics. In Principa, published in 1687, Newton described three laws of motion that can be used to help explain the mechanics behind elliptical planetary orbits. The first law postulates that an object that is stationary will remain so unless an external force is applied to it. The second law states that force is equal to mass times acceleration and a change in motion is proportional to the force applied. The third law simply stipulates that for every action there is an equal and opposite reaction. Although it was Newton’s three laws of motion, along with law of universal gravitation, that ultimately made him a star among the scientific community, he also made several other important contributions to the field of optics, such as building he first practical reflecting telescope and developing a theory of color.

ACTION LEARNING PROJECT REPORT - Motivation and Performance Research Paper

ACTION LEARNING PROJECT REPORT - Motivation and Performance - Research Paper Example he paper will have an introduction with a brief description of the topic, the research methods used, the outcome of the research, conclusions and the recommendations made. In particular, this paper explores how the understanding of theories on motivation can aid managers in increasing the employee performance if implemented doable and practical applications aiming at increasing employee motivation. The creation of a motivational workplace engaging in non-demotivating practices; the development of a managerial approach that is motivational in nature and promotes satisfaction and performance; and the institution of equitable reward policies providing real and attainable incentives to the employees based on a well understanding of the motivational theories will help in bringing the motivation theories into the realm of practicality. Motivation is a key component in the work behavior. It can be defined as the force driving the employees’ behavior at the work place. It is the reasons behind an employees’ stake of carrying out a certain task and involves both emotions (feelings) and cognition (thinking) aspects. Motivation is a key factor contributing to performance levels of the employees at the work place (Mwita, 10). There are three aspects of motivation namely; direction, what is the behavior and level of accomplishments of the employees; effort, what level of psychological or physical capacity is an employee devoting to the behavior; and persistence, for how long can an employee maintain the direction and efforts. However, it should be noted that the employee’s motivation does not dictate all the behavior. The ability of an employee and resources available to the person among other factors contribute to the person’s behavior. Successful work performance by employees results from different motivational factors. Performance and incentives management some work behaviors aspects more than others. In dealing with motivation and performance it is wise to

Textual Evidence Essay Example | Topics and Well Written Essays - 750 words

Textual Evidence - Essay Example Ethnocentrism, also popularly referred to as the anthropological concept of cultural relativism does not imply that everything is equal, but is means that we must try to understand the behaviors of other people in the context of their culture before they are judged. Ethnocentrism is basically the belief that one thing which may be a nation, an ethnic group or culture as being superior compared to others. It is evident from the article that the mindset of Benjamin Franklin mirrors the ethnocentric attitude. The statement of Native Americans is purely ethnocentric on its own since Benjamin finds the Native Americans to be savages due to the fact that their manners differ significantly from those of the European race which Benjamin in his own words terms as â€Å"the perfection of civility† (1). The fact that it is general knowledge that manners are a cultural custom which has been found to differ from one group to another makes terming one’s way of doing things as the â⠂¬Å"perfection of civility† when compared to the custom of other cultures as being