Major sources of discord between the bolshevik and european states essays

Major sources of discord between the bolshevik and european states essays Major Sources of Discord between the Bolsheviks and European States: 1917 to 1921 There were several major sources that created discord between the Bolsheviks and western states in Europe from 1917 to 1921. Conflicting ideologies that each attacked the very fabric of the other's respective society led to the notion that capitalism and communism could not coexist. The attempts of both actors to hold control of their own political system and to expand their political ideas internationally led to major conflicts between them. Also, the lack of respect for the upstart Bolshevik government by the west led to misperceptions concerning the actions of the Soviets. Russia's unsatisfactory involvement in World War I and their abrupt departure from the war which affected the western Allies war effort created much disenchantment between the two sides. The imperial and expansionist nature of both groups of actors led to conflict as the creation of both communist and non-communist blocs began with the independence of Poland as a free state in 1919. By using the Communist part y as a vehicle to inject Communism into societies abroad, the Bolsheviks began to make free countries take notice of the threat that the "worker's party" presented and began to act in strong opposition of Communism. The actions of both sides began a race for an expansion of two different ideologies which created conflict so strong that in due time another World War seemed inevitable. The "Cold War" had begun. The fundamental difference between Russia and Europe was extremely contrasting views in ideology. The modernization of politics in the late 1800's and early 1900's had created similar political movements in both Europe and Russia meant to increase the authority of the masses over their own government. These movements replaced authoritarian regimes with political systems that were created to better the lives of the common people (Harris). Leading states of Europe such...

Academic dishonesty Essay Example for Free (#6)

Academic dishonesty Essay ? The primary objective of Phil 1010 (which fulfills an Area B requirement in the Core) is to help you improve your critical thinking skills. Critical thinking is the skill of recognizing, composing and evaluating arguments. All college courses rely on arguments. Examples include: arguments about business plans, arguments about the qualities of a novel, arguments about the significance of historical events, and arguments about the nature and function of genetic material. Doing well in this course should increase your chances of successfully completing the core curriculum, the courses required by your major, and other courses required to earn your degree. This course is not intended to be an introduction to philosophy and it does not focus on ideas discussed in most philosophy classes (e. g. , justice, knowledge, mind). For an introduction to philosophy, take Phil 2010, Introduction to Philosophy (which fulfills an Area C requirement in the core). Phil 1010 is not a prerequisite for Phil 2010. Prerequisites: There are no other courses required for taking this course; however a significant portion of the course grade involves writing in English, so completion of English composition courses is recommended. REQUIRED MATERIALS: Critical Thinking: The Art of Argument, 2nd custom edition. Rainbolt & Dwyer, ISBN 9781133269458 There are used copies of this book available online and in the bookstore. Aplia for Critical Thinking: The Art of Argument PURCHASE ONLINE ONLY at Aplia. com. Other handouts will be sent electronically. IMPORTANT NOTE ON THE VARIOUS EDITIONS OF THE TEXT: There are four different versions of the textbook, but of course you only need one of them. Two are GSU custom editions, and two are national editions. The GSU custom editions are exactly the same as the national editions except that they are printed in black and white and have chapter six removed, since we do not teach chapter six here at GSU. The GSU custom editions were made to save students money and are typically cheaper when purchased new, but the opposite may be the case with used copies, as there are many more used copies of the national edition available for purchase online. As indicated above, I will use the 2nd custom edition, and I recommend that you get this version as well. You may purchase the 1st national edition, however, if you find a copy. Here’s where it gets weird. The 2nd custom edition corresponds to the 1st national edition. If you get either of these texts, you’ll be okay. The 2nd national edition is brand new and has changes in almost every chapter that make it substantially different from the text you need. Do NOT get the 2nd national edition, and do NOT get the 1st custom edition. Specifically, here are the points you need to keep in mind: 1. Critical Thinking: The Art of Argument, 2nd custom edition. (RECOMMENDED, you should purchase this text) Cover picture: the roof of a Greek Temple http://www. amazon. com/Critical-Thinking-Argumet-Edition-University/dp/1133269451 2. Critical Thinking: The Art of Argument, 1st custom edition. (DO NOT PURCHASE) Cover picture: phrenology diagram (four cartoon heads appear on the cover) http://www. amazon. com/Philosophy-Critical-Thinking-Georgia-University/dp/0536864853 3. Critical Thinking: The Art of Argument, 2nd edition (National edition, DO NOT PURCHASE) Cover Picture: a bridge http://www. cengagebrain. com/shop/isbn/9781285197197 4. Critical Thinking: The Art of Argument, 1st edition. (National edition, you may purchase, but NOT recommended) Cover Picture: a bisected nautilus on the cover (a nautilus is a spiral sea shell) http://www. cengagebrain. com/shop/isbn/9780495501572 The links presented above are not purchasing recommendations. I have only provided them so that you can see a picture of books in question. The bookstore is often more expensive than many popular websites. Hunt around for good deals. The authors of this textbook do not receive any money from the sale of the textbook or other course materials to GSU students. GRADE COMPOSITION 1. Components By Weight: Supplemental Instruction Sessions (SIs)10%2 per month minimum, January excluded. Quizzes/Attendance10% Aplia Exercises10% Midterm10% S&E 1 10% S&E 2 10%Note that later assignments are weighted more to give S&E 320%students credit for improvement and to minimize any Final Exam20%penalty for not knowing the material earlier in the term. 2. Grading Scale Assignments in this class are scored on a scale from 1 to 100. Scores transfer to point scale and letter grades as follows: A+4. 398 – 100C+2. 3 77 – 79 A 4. 00 93 – 97C2. 00 73 – 76. A-3. 7 90 – 92C-1. 7 70 – 72 B+3. 3 87 – 89D1. 0060 – 69 B3. 00 83 – 86F0. 000 – 59 B-2. 7 80 – 82 3. To pass the course, students must earn an overall average of 60, get least a 60 on either the midterm or the final, and complete the final, and the S&Es. 4. I reserve the right to withdraw any student who, prior to March 4, 2014, misses more than 2 exercises or misses more than 2 quizzes/classes. However, missing more than 2 exercises or 2 quizzes/classes does not guarantee that I will withdraw you. If you want to withdraw, you need to do that yourself via GoSOLAR. 5. If you are not doing as well as you would like in this or any of your other courses, consider making an appointment with the Undergraduate Studies Office, Sparks 224. It offers one-on-one academic coaching, as well as workshops and tutorials on study skills. Important Tip: It is hard to get less than a C in this course if you take all the quizzes, come to all of the class sessions, do all the exercises, take both exams, and complete all three S&Es. It is easy to get an F if you miss more than 2 quizzes or class periods, miss more than 2 sets of exercises, miss an exam, or miss an S&E. In other words, effort counts. S&Es: â€Å"S&E† stands for â€Å"Standardize and Evaluate an Argument. † These will be discussed in detail in class. I reserve the right to use any student’s S&E for pedagogical purposes. Students’ names and any other identifying marks will be removed to ensure anonymity. Quizzes: Some class meetings will begin with a quiz. The quizzes will begin promptly and last precisely 5 minutes. They will be composed of two multiple-choice questions that cover the reading assigned for that day’s class. The questions will be easy if you have done the reading. For merely taking the quiz and remaining in class for the full 50 minutes, you will get 50 of a possible 100 points. You will get 75 of 100 if you get one question right, and 100 of 100 if you get both questions right. This is an ideal opportunity to get an A on 10% of your course grade. Exercises & Aplia: Exercises are completed electronically via Aplia. You must purchase the software at Aplia. They are due once a week by or before 11:45 pm on Sunday Eastern Time (be careful not to choose Pacific time! ). Note that the computer will close at precisely that time so you need to be sure your exercises are submitted before that time. See the handout on page 6 for accessing Exercises on Aplia. Your grade on each set of exercises is the percentage of the questions you get right. For example, if there are eight questions in an exercise set, and you get six of them right, your grade on that set is a 75. However, your actual Aplia grade will be based on your good faith effort. If you attempt to do all of the questions on the exercises every week, and you average between 60—93%, your total Aplia grade will be set at 93. Scores over 93% will be recorded as they are. This is an ideal opportunity to get an A on 10% of your course grade. Make-Ups: 1. Late assignments and absences are excused only when there is a sufficiently documented, last minute significant emergency. 2. There are no make-ups for daily quizzes. If you have an excused absence on that day, that day’s quiz will simply be dropped from the calculation of your quiz grade. Email: 1. Email is the best way to contact me. 2. You should check your official Georgia State email at least once every 24 hours. 3. By University policy, I must use your official Georgia State student email address. If you send an email from a non-GSU email account, I cannot respond. 4. If you email me from your GSU account and have not received a reply within 24 hours, you should assume that I did not receive the message. Contact me in person. 5. If you turn in any assignment by email, it is your responsibility to confirm that I received it on time. You will know that I got it because I reply to all student emails. If I do not receive it on time, you will not get credit for the assignment without time-stamped email proof that you sent it before it was due. Having trouble with your email, computer, or ISP is not an excuse for a late assignment. Attendance: Everyone’s presence is an intrinsic and vital feature of the class. Even if you do not speak, your presence has an effect on what is said by others. Attendance can be the deciding factor for course grades on the borderline. Class Format: The class will be a combination of lecture, discussion, and practice. This format demands that students be well prepared for class. You do not have to understand all the readings before class, but you need to read all the readings before class and be prepared to ask questions about what you do not understand. Electronic Devices: No computers, cell phones, smart phones, PDAs, pagers, or other electronic devices may be used in the classroom. Please turn off all devices before class begins. Students with Disabilities: If you have a disability that may impair your ability to successfully complete this course, contact your instructor as soon as possible to arrange accommodations. GSU has two programs that provide supports services to students with disabilities. Office of Disability Services – http://www2. gsu. edu/~wwwods/ – 404. 413-1560 Accessibility At GSU – http://www2. gsu. edu/~wwwada/ – 404. 464-9044 Students who wish to request accommodation for a disability may do so by registering with the Office of Disability Services (second floor in the Student Center; dismail@gsu. edu). Students may be accommodated only upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which accommodations are sought. ACADEMIC DISHONESTY: Failure of the course is the default departmental penalty for plagiarism, cheating on a test, copying someone else’s work, letting someone else copy your work, or any other form of academic dishonesty. For example, copying someone else’s standardization of an argument is a case of plagiarism and will result in failure of the course. You are encouraged to study for tests with your classmates, but all work turned in for credit must be either your own work, or correctly cited. If you use even a small part of a classmate’s work or a line from an online source, you must use proper citation. If you don’t, you have violated GSU’s academic honesty policy. Finally, note that on assignments in this class, no outside sources are permitted for in-class tests or S&Es. Moreover, you are liable for further administrative action, which might include expulsion with notation on your permanent record. See the GSU Policy on Academic Dishonesty attached to this syllabus, available in the University Student Handbook, and found online at http://www2. gsu. edu/~wwwcam/overview/index. html In addition, be sure you give due consideration to what it means to be a good friend! Not infrequently, students draw the natural but erroneous conclusion that allowing or facilitating a friend’s cheating is somehow helping that friend. FAR FROM IT! Good friends, truly good friends, help us to avoid cheating and any other kind of dishonesty. HOW TO DO WELL IN THIS COURSE: Come to Class and Come on Time: Because of the way grades are computed, and the fact that so much of the course is discussion based, your grade will suffer if you are not present for discussions, and your grade will be favorably affected if you are present. Study Outside of Class: 1. A normal expectation is that undergraduate students will spend a minimum of two hours studying outside of class for every hour spent in class. 2. Since this course meets for 2 hours of class time each week, you should plan on spending at least 4 hours outside of class each week studying the material. It is also likely that it will take more than that amount of time to complete the readings in a manner sufficient to understand the material. Remember in Summer session, every day is equivalent to one week in a Fall or Spring term! Read the Assignments Multiple Times: Philosophy is demanding reading. I expect you to do all the readings before class and after class. We will not read a great many pages, but some of the readings might be dense or difficult to follow. First, read the work through quickly to get the general idea and to circle any words you don’t understand. Then look up all the words you don’t know and read the work again slowly. Third, after we cover the reading in class, read it again, slowly. Read. Rinse. Repeat. Final Notes: The course syllabus provides a general plan for the course; deviations may be necessary. Everything in this syllabus can change (and something always does). You are responsible for all changes announced in class, on PAWS, and via email. Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing the course, please take time to fill out the online course evaluation. How to access your Aplia course PHIL 1010- Critical Thinking – Spring 2014 Instructor: George Rainbolt Start Date: 01/13/2014End Date: 05/11/2014 Course Key: 5N6Q-MHZW-NQNX Registration Aplia is part of CengageBrain, which allows you to sign in to a single site to access your Cengage materials and courses. 1. Connect to http://login. cengagebrain. com/ 2. If you already have an account, sign in. From your Dashboard, enter your course key (5N6Q-MHZW-NQNX) in the box provided, and click the Register button. If you don’t have an account, click the Create a New Account button, and enter your course key when prompted: 5N6Q-MHZW-NQNX. Continue to follow the on-screen instructions. Payment Online Only: http://www. cengagebrain. com/micro/gsuphil1010 After registering, you can buy access to Aplia from myhome. cengagebrain. com. Aplia is NOT available from bookstore. Purchase it online only to get special discount price. If you choose to pay later, you can use Aplia without paying until 11:59 PM on 02/02/2014. After paying, you will have the option to purchase a physical book at a discounted price. For more information on registering for Aplia, please visit http://www. cengagebrain. com/aplia/. Phil 1010TENTATIVE Schedule of AssignmentsSpring 2014. January T 1/14Chap 1, What is Critical Thinking, What is an Argument, Why Think Critically, pp. 4-13 R 1/16Chap 1, Finding Arguments, pp. 13-26; Begin Putting in Standard Form Right Away. F 1/17No class, but last day to Add/Drop S 1/19APLIA DUE: How to Use Aplia Due before 11:45pm T 1/21Chap 1, Putting Arguments into Standard Form, pp. 31-36 R 1/23Chap 1, Standardization Practice S 1/26APLIA DUE Ch 1, Sets 1 and 2, before 11:45pm T 1/28S&E1 (standardize a passage in class) R 1/30Chap 2, Two Characteristics of a Good Argument, True Premises, and Proper Form, pp. 42-48 and 51-53 February. S 2/2APLIA DUE Ch 1, Set 3, and Ch 2, Set 1, before 11:45pm T 2/4Chap 2, Deductive and Inductive Arguments and Relevance, Fallacies pp. 55-64 and 70-79 R 2/6Chap 3, Three Kinds of Premises, pp. 86-102 S 2/9APLIA DUE Ch 2, Set 22, before 11:45pm T 2/11S&E 2 (standardizing and evaluating a passage in class) R 2/13Chap 5, Identifying Propositional Statements, pp. 146-156 S 2/16APLIA DUE Ch 2, Set 3, before 11:45pm T 2/18Chap 5, Evaluating Propositional Arguments, pp. 159-169 R 2/20Chap 5, How PF test differs for Deductive and Inductive Arguments S 2/23APLIA DUE Ch 3, Set 1, before 11:45pm T 2/25Review. R 2/27Midterm in class March S 3/2APLIA DUE Ch 5, Set 1, before 11:45pm T 3/4Chap 7, Identifying Analogical Arguments, pp. 228-234 Last day to withdraw with a W R 3/6Chap 7, Evaluating Analogical Arguments, pp. 244-256 S 3/9APLIA DUE Ch 5, Set 2, and Ch 7, Set 1, before 11:45pm T 3/11Chap 8, Descriptive Statistics, pp. 258-275 R 3/13Chap 8 Identifying Statistical Arguments, pp. 275-278 S 3/16APLIA DUE Ch 7, Set 2, and Ch 8, Set 1, before 11:45pm T3/18 & R 3/20NO CLASS SPRING BREAK T 3/25Chap 8, Evaluating Statistical Arguments, pp. 281-285 R 3/27Chap 8, Evaluating Statistical Arguments continued. S 3/30APLIA DUE Ch 8, Sets 2 and 3, before 11:45pm April T 4/1No Fooling! Chap 9, The Many Meanings of â€Å"Cause† and Identifying Causal Arguments, pp. 294-303 R 4/3Chap 9, Evaluating Causal Arguments, pp. 306-314 S 4/6APLIA DUE Ch 9, Set 1, before 11:45pm T 4/8Chap 9, Evaluating Causal Arguments Continued, pp. 316-321 R 4/10Chap 9, The Scientific Method, pp. 326-331 S 4/13APLIA DUE Ch 9, Sets 2 and 3, before 11:45pm T 4/15S&E 3 in class (standardizing and evaluating a passage in class) R 4/17Chap 10, Identifying Moral Arguments, pp. 342-345 S 4/20APLIA DUE Ch 9, Set 4, before 11:45pm. T 4/22Chap 10, Evaluating Moral Arguments, Consequentialist Arguments, pp. 351-358 R 4/24Chap 10, Deontic and Aretaic Moral Arguments, pp. 359-366 F 5/2Friday, May 2, 2014, Common Final Exam, 1:30-4:00pm. Room TBA Department of Philosophy General Syllabus Statement Spring 2014 This syllabus provides a general plan for the course. Deviations may be necessary. The last day to withdraw from a course with the possibility of receiving a W is Tuesday, March 4. Students are responsible for confirming that they are attending the course section for which they are registered. Failure to do so may result in an F for the course. By University policy and to respect the confidentiality of all students, final grades may not be posted or given out over the phone. To see your grades, use PAWS. The customary penalty for a violation of the academic honesty rules is an â€Å"F† in the course. See the University Policy on Academic Honesty on the reverse of this sheet. Copying or using material from the internet without citation is a violation of the academic honesty rules. A student may be awarded a grade of â€Å"W† no more than 6 times in their careers at Georgia State. After 6 Ws, a withdrawal is recorded as a WF on the student’s record. A WF counts as an F in a GPA. Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State University. Upon completing the course, please take the time to fill out the online course evaluation. Students who wish to request accommodation for a disability must do so by registering with the Office of Disability Services in Suite 230 of the Student Center. Students may only be accommodated upon issuance by the Office of Disability Services of a singed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which an accommodation is sought. Subscribe to one of our department listservs for current information and events: 1. Undergraduate Students: www2. gsu. edu/~wwwphi/2131. html 2. Graduate Students: www2. gsu. edu/~wwwphi/2109. html For more information on the philosophy program visit: www. gsu. edu/philosophy Policy on Academic Honesty, from the GSU Catalog As members of the academic community, students are expected to recognize and uphold standards of intellectual and academic integrity. The university assumes as a basic and minimum standard of conduct in academic matters that students be honest and that they submit for credit only the products of their own efforts. Both the ideals of scholarship and the need for fairness require that all dishonest work be rejected as a basis for academic credit. They also require that students refrain from any and all forms of dishonor? able or unethical conduct related to their academic work. The university’s policy on academic honesty is published in the Faculty Handbook and On Campus: The Student Handbook and is available to all members of the university community. The policy represents a core value of the university, and all members of the university community are responsible for abiding by its tenets. Lack of knowledge of this policy is not an acceptable defense to any charge of academic dishonesty. All members of the academic community—students, faculty, and staff—are expected to report violations of these standards of academic conduct to the appropriate authorities. The procedures for such reporting are on file in the offices of the deans of each college, the office of the dean of students, and the office of the provost. In an effort to foster an environment of academic integrity and to prevent academic dishonesty, students are expected to discuss with faculty the expectations regarding course assignments and standards of conduct. Students are encouraged to discuss freely with faculty, academic advisers, and other members of the university community any questions pertaining to the provisions of this policy. In addition, students are encouraged to avail themselves of programs in establishing personal standards and ethics offered through the university’s Counseling Center. Definitions and Examples The examples and definitions given below are intended to clarify the standards by which academic honesty and academically honorable conduct are to be judged. The list is merely illustrative of the kinds of infractions that may occur, and it is not intended to be exhaustive. Moreover, the definitions and examples suggest conditions under which unacceptable behavior of the indicated types normally occurs; however, there may be unusual cases that fall outside these conditions that also will be judged unacceptable by the academic community. Plagiarism: Plagiarism is presenting another person’s work as one’s own. Plagiarism includes any para? phrasing or summarizing of the works of another person without acknowledgment, including the submitting of another student’s work as one’s own. Plagiarism frequently involves a failure to acknowledge  in the text, notes, or footnotes the quotation of the paragraphs, sentences, or even a few phrases written or spoken by someone else. The submission of research or completed papers or projects by someone else is plagiarism, as is the unacknowledged use of research sources gathered by someone else when that use is specifically forbidden by the faculty member. Failure to indicate the extent and nature of one’s reliance on other sources is also a form of plagiarism. Any work, in whole or in part, taken from the Internet or other computer-based resource without properly referencing the source (for example, the URL) is considered plagiarism. A complete reference is required in order that all parties may locate and view the original source. Finally, there may be forms of plagiarism that are unique to an individual discipline or course, examples of which should be provided in advance by the faculty member. The student is responsible for understanding the legitimate use of sources, the appropriate ways of acknowledging academic, scholarly or creative indebtedness, and the consequences of violating this responsibility. Cheating on Examinations: Cheating on examinations involves giving or receiving unauthorized help before, during, or after an examination. Examples of unauthorized help include the use of notes, computer-based resources, texts, or â€Å"crib sheets† during an examination (unless specifically approved by the faculty member), or sharing information with another student during an examination (unless specifically approved by the faculty member). Other examples include intentionally allowing another student to view one’s own examination and collaboration before or after an examination if such collaboration is specifically forbidden by the faculty member. Unauthorized Collaboration: Submission for academic credit of a work product, or a part thereof, represented as its being one’s own effort, which has been developed in substantial collaboration with another person or source or with a computer-based resource is a violation of academic honesty. It is also a violation of academic honesty knowingly to provide such assistance. Collaborative work specifically authorized by a faculty member is allowed. Falsification: It is a violation of academic honesty to misrepresent material or fabricate information in an academic exercise, assignment or proceeding (e. g. , false or misleading citation of sources, falsification of the results of experiments or computer data, false or misleading information in an academic context in order to gain an unfair advantage). Multiple Submissions: It is a violation of academic honesty to submit substantial portions of the same work for credit more than once without the explicit consent of the faculty member(s) to whom the material is submitted for additional credit. In cases in which there is a natural development of research or knowledge in a sequence of courses, use of prior work may be desirable, even required; however the student is responsible for indicating in writing, as a part of such use, that the current work submitted for credit is cumulative in nature. ID SHEET Please print or write legibly PRINT NAME GSU EMAIL ADDRESS CELL PHONE EMERGENCY CONTACT Name EMERGENCY CONTACT Phone Freshman, Soph, Jr, Sr, PostBac? Number of credit hours completed MAJOR 2ND MAJOR. MINOR 2ND MINOR PREVIOUS PHIL COURSES Intro to Phil or Great Questions? Others at GSU? Phil Courses taken elsewhere? If so what and where? Check reason(s) for taking this course (a) Fulfills Area B Core Reqmt (b) Fulfills another reqmt (C) Good time of day (d) Phil major or minor (e) Other reason: specify Give a definition of Critical Thinking Why are you here? (at least one paragraph, continue on next page) ***********************************TEAR OFF HERE***************************************** Complete the following before or on the first day you attend class, and turn it to your instructor. NAME______________________________DATE__________________ I have received, read, or will read, and accept responsibility for following the policies noted in the syllabus. I have also received, read, or will read, and accept responsibility for fulfilling the requirements outlined in the schedule of assignments. I understand that not following the course policies or not completing all assignments can negatively affect my grade in the course. I also understand that FAILURE OF THE COURSE is the departmental default policy for cases of academic dishonesty, including, but not limited to plagiarism, cheating on a test, copying someone else’s exercises or other work, letting someone else copy my exercises or other work, or any other form of academic dishonesty. I also understand that I am responsible for using and checking my GSU email account daily, and that my instructor is required by university policy to use my GSU email account for all academic correspondence. Academic dishonesty. (2016, Sep 23).

Chemistry Assignment - Heat, Fire, Bohl model, Hydrogen Essay

Chemistry Assignment - Heat, Fire, Bohl model, Hydrogen - Essay Example The evidence that Bohr's model works is in the fact that, the moon is able to move around its orbital without crashing to the continent like Australia and it is also supported by Millikan's Oil Drop experiment that explains how an atom can exist only in definite amounts of quanta, hence "stationary states." Bohr calculated an equation that gives simplistic values for the radii or energy level shell at which the electrons could orbit in a "stationary state" where there is neither emissions nor absorptions of energies explained by the discontinuous transition between the different energy level shells. On the other hand, multi-electron elements have more electrons and more energy levels. . Hence when electrons are excited can move from one energy level to another: either higher or lower and in the process energy is given out. Therefore, electrons are many hence energy relationships cannot be done directly or not "solved".(Nelkon, p188)

How does the Constitution address the Grievances enumerates in the Essay

How does the Constitution address the Grievances enumerates in the Declaration of Indepence (use only 3 or 4 Grievances) - Essay Example The time went on, and the injuries inflicted upon the American people worsened. The elders of America attended forum over forum and at last addressed the British people, but they were not paid heed to. The King of Britain saw these efforts as alarming and started a ruthless war against America. This was the moment the elders of America were left with no alternative but to go for their separation from Britain (Jefferson and Fink 12-15). It was 1776 that the thirteen colonies of the Atlantic Coast rebelled against their mother kingdom England. They declared their independence and formed a confederation of states. From the very first day of the establishment of the confederation, it was loosely organized. There were no centralized powers to bind the states in a particular way. A think-tank called Congress consisted of the delegates from member states. The purpose of Congress was to make recommendations; however, it had no powers to implement these recommendations. Resultantly, the state s violated the recommendations as well as laws and rules again and again. Time went by and the situation aggravated as the states insisted to retain their sovereignty. There was neither any central judiciary nor any common executive branches of law. Both were necessary for the concept of Confederacy to succeed. After a few years, the experiences revealed that it was no more possible to bind all the states together in one frame. To meet the common ends, the establishment of an effective central government was necessary. In order to frame a joint central constitution, a convention was called in Philadelphia in 1787. They had laid the first stone of the base. The efforts bore fruit when the Constitution came into effect in 1789. According to it, different states had been organized on a federal basis. Today, the United States of America consists of 50 states, all coexisting in harmony. It stands to reason that the way England treat the people of America was unacceptable for them. The Co nstitution aimed at removing the same distresses which had forced them in the past to announce independence. For instance, one of the grievances, as it was highlighted in the Declaration of Independence, complained against the King: â€Å"He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the legislative powers, incapable of annihilation, have returned to the people at large for their exercise; the state remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within† (Jefferson and Fink 13). The Constitution of the United States of America provides redress of the said grievance with Section-2 of the Article-I in the words: â€Å"The House of Representatives shall be composed of members chosen every second year by the people of the several states, and the electors in each state shall have the qualifications requisite for the most numerous branch of the State Legislature† (Kammen 37). Th e Declaration reflects the anger of the people who did not a governor who could provide them the right to vote. The King could not be reached as no representative body existed there for long to bring the people’s miseries to the notice of the sovereign of England. The Constitution provided the people of the American States the right to elect the persons who could fight for them in their cause. They were now able to send their voice to the high towers of

Cultural Norms and the Effects on America Essay -- Literary Analysis,

Cultural norms play a function in the way individuals view the world. Although, some individual’s experience social dilemmas between their heritage and being American. As United States citizens, individuals should go beyond ethnicity and see everybody as an American. America was established by immigrants from all over the world, which turned the nation into a collage made of a number of diverse cultures. With these different cultures come the laws and religions that govern their behavior. In, Mind Reading an Anthology for Writers by Gary Colombo presents a number of remarkable essays on cultural customs. In â€Å"Hidden Culture† by Edward T. Hall, he describes culture as well as, how an individual’s culture effects their capability to understand another person’s cultural customs. In â€Å"Mrs. Cassadore† by Mick Fedullo, explains his life experience while educating the Apache students on the reservation. Fedullo overcomes cultural obstacles. Fe dullo helps his students to realize that it is acceptable to be Apache. Fedullo teaches his students that one should never transform who they are. â€Å"The Self and Society: Changes, Problems, and Opportunities by Roy F. Baumeister make use of labels to explain selfhood. Baumeister discuss the history of selfhood to rationalize selfhood. For example, how changes in the society and culture affect selfhood. Two other articles that give some insight on American culture are â€Å"A Quilt of a Country† by Anna Quindlen, and â€Å"Communication In A Global Village† by Dean Barnlund. Culture is something people are born into. The way people view culture is how they are raised around it. Throughout history, our country has experienced social revolutions. When there are social revolutions, bringing about structural... ...eople would be more insightful to other cultures. An individual upbringing and cultural teachings make a person, and how they react to others. Unfortunately some people cannot make it past the ethnicity and sometimes tensions can be detected between their tradition and being American. As citizens in the United States all man and women ought to go further than ethnicity and see every person as an American. This is something that needs to be taught from childhood on. It is a shame that it is now 2010 and prejudice is very much alive in the United States. Maybe someday the citizens in America will be able to move past the cultural and ethnic differences and see each other as equals. Then America will be a nation to be revered as a country that can overcome anything. All it takes is a little faith and kindness and understanding that everyone matters.

Sigmund Freud and Phobias

Are phobias caused by sexual needs, or Is there something else that causes people to have phobias? Sigmund Freud was born May 6, 1 856, in Beriberi, Moravia (now the Czech Republic). Freud grew up a very confused child. His father married a woman 20 years younger than himself. His father had sons that were as old as his new bride. Freud thought his half-brothers were more compatible as a mate with his mother. Freud himself questioned If his new little sister was produced from his father or half- brother.HIS childhood confusion led him to Investigate his own thoughts and the Houghton of other people. (Gay, P.. 1988) Freud used psychoanalysis in patients, which allowed them to openly speak about their memories in a relaxed environment. Fraud's psychoanalyst approach is still used today. Summers (2006) states, â€Å"Freud found that as the patient grew closer to the traumatic material, repression increased, and the analyst's intervention was required. As each resistance was overcome, a new zone was reached In which the patient could associate freely. UT as that process approached painful material, the resistance intensified, and the analyst was needed to break through the new airier. † (p. 328) But Freud was not satisfied with just analyzing people's thoughts. He wanted to know what motivated the repression of feelings. Freud thought the three psychic structures: the [d, the ego, and the superego, could be used to describe the conflicting forces of personality. The old begins at birth and continues until the child Is 1 year old. The old Is entirely unconscious, and has no regard for rules of society.The ego Is the second stage of psychic structures. The child is beginning to see that needs cannot be met immediately. The third stage of psychic structure development is the superego. This stage takes over in early childhood as the child begins to learn the rules of society. The child also begins to be more like his or her parent. (Rather, 2008) Freud was very controversial In his time. He believed children's basic feelings were related to sexual feelings. He defined five stages of psychosocial development as oral, anal, phallic, latency, and genital.The stages of psychosocial development translate into adulthood as well. If needs are not met, or overestimated during any of the stages, the child will have issues as an adult. Rather, 2008) The first stage of psychosocial development is the oral stage. This begins at birth. Freud argued that breastfeeding satisfied sexual need in an infant as well as nourished the child. By weaning the child early, he or she may have an oral fixation infant is able to begin to control bowel movements. Freud believed anal fixations translated into adulthood by being overly self-controlling or careless.The third stage is the phallic stage, which begins around the third year of life. During this stage children may have strong sexual attachments too parent. The latency stage begins after a child has had sexual attachment too parent for several years. During this stage the sexual feelings remain unconscious. The fifth and final stage is the genital stage, which takes over at puberty. It is at this time that young adults begin to find mates that resemble their father or mother. (Rather, 2008) Freud also thought that phobias originated from sexual urges.Freud used the case of â€Å"Little Hans,† a boy who was afraid of horses to explain how phobias are related to sexual urges. Little Hans was five years old, his father wrote to Freud to help explain why Hans was afraid of horses. Freud theorized that Hans had an Oedipus complex and was in love with his mother, and was a sexual rival of his father. Freud believed phobias do no occur when sexual development is normal. Fraud's explanation does not take into account that the young boy had witnessed a terrible accident between a bus and a horse weeks earlier.Freud suggested to Hans' parents to allow Hans to openly speak his feelings, which they did. When Hans' parents talked to him, they found out he was Jealous of his new baby sister getting more attention than he. Years later when Freud spoke with Hans, Hans could not member his phobia of horses. Although most mental health experts have now discarded Fraud's theory of phobias originating from sexual development, Freud did advance the study of mental illness by having patients openly discuss their phobias. Margarita, 2009) People unable to cope well with stress may develop an anxiety disorder. Margarita (2009) defines anxiety disorder as â€Å"an extreme and chronic reaction to an irrational fear, affecting a person's mood, thoughts, behavior, and activities. † (p. 19) The six types of anxiety disorder include social phobias, specific phobias, panic crosier, obsessive-compulsive disorder, post-traumatic stress disorder, and generalized anxiety disorder. Panic disorder symptoms include a sudden attack of terror including pounding heart, sweating, weakness, fai ntness, or dizziness.Obsessive-compulsive disorder symptoms consist of becoming obsessed with a certain fear, and creating strange rituals to overcome the fear. Post-traumatic stress disorder affects people who have suffered through a traumatic event. Many veterans suffer from this disorder. General anxiety disorder is marked by a constant worry for no reason. (Margarita, 2009) According to Margarita (2009) â€Å"Phobias are irrational and persistent fears that can be triggered by all manner of sources, including objects, situations, people, or activities. † (p. 8) The two general types of phobias are social and specific phobias.Social phobias are triggered by everyday social situations. Specific phobias include fears about heights, spiders, water, snakes, or elevators. About 15 million Americans experience social phobias, and 19 million suffer from specific phobias. Phobias may come from a frightening experience in childhood, chemical imbalances of the brain, r fears learned from ancestors. (Margarita, 2009) Many people may experience nervousness from different social situations, such as People with social phobias are crippled by their fear of social situations to the point that it interferes with their daily lives. Margarita, 2009) There are two types of social phobias: circumscribed social phobia and generalized social phobia. Margarita (2009) defines circumscribed social phobia as, â€Å"the fear of a specific situation. † (p. 22) Examples of circumscribed social phobia includes being uncomfortable eating in a restaurant or being unable to use public staterooms. People suffering from circumscribed social phobia are usually able to lead relatively normal lives. They simply avoid the situation that makes them uneasy. Individuals that have generalized social phobia are much more likely to have difficulty with life.Margarita (2009) states, â€Å"Generalized social phobia involves fear of all social situations, such as parties, school dances, or similar events. † (p. 23) Specific phobias are an intense, irrational fear of something specific, such as flying, elevators, or insects. Specific phobias usually do not dominate a person's life. There are four types of specific phobias, including: fear of insects and animals, fear of natural environments, fear of blood or injury and fear of dangerous situations. A 2001 poll revealed 51 percent of people with phobias are afraid of snakes.Other top ranking phobias include public speaking, heights, being in a small space, and spiders and insects. (Margarita, 2009) Of all the specific phobia suffers, 9 out of 10 are women. Parents may partially be to blame because they are more protective of daughters rather than sons. Boys are taught to be independent, whereas daughters are cautioned to stay close to home. Phobias often start in childhood and are carried into adult life. Another theory is that women are the more vulnerable sex, and are more likely to be the victim of sexual assau lt. Margarita, 2009) The physical reactions to phobias are numerous: Breathing increases to take in more oxygen; the heart beats faster; blood pressure rises; stomach vessels constrict to force blood elsewhere; arms and legs receive extra blood for energy; and perspiration increases to regulate body temperature. This reaction of the body prepares it to fight the stress or run away from it. This is known as the â€Å"flight or fight† action. (Margarita, 2009) What causes phobias? Phobias can be a result of trauma in early life. Scientists are also studying brain function in regards to phobias.The amygdaloidal are located in the center of the brain. Amygdaloidal control emotions. Scientists continue to research the amygdaloidal to see if they malfunction, causing the body to overreact to fears. Neurotransmitters enable messages to circulate through the brain, and scientists wonder if an imbalance of neurotransmitters could cause phobias. (Margarita, 2009) Phobias affect people in more ways than Just the anxiety felt. People suffering from phobias spend an average of $700 more per year on healthcare than other patients. People with phobias take 60 percent more sick days than other employees.People with phobias are not as likely to advance in their careers because the affect the phobia has on their Job performance. People with phobias earn on average 10 percent less, and have a 10 percent chance of not graduating college. Not only is employment and schooling disturbed, family life is as well. Sixteen percent of social phobia patients abuse alcohol, three times as many as the regular population. Recent of phobia suffers have attempted suicide at one point in their lives. This is the same rate as people suffering with depression. Margarita, 2009) Treatment options for phobias include psychiatric therapy or Joining a support group. Some people overcome phobias by learning how to relax. The first step to overcoming fears is to realize they are irrational. It ma y also help to think about things that are not fearful. Some psychologists recommend yoga or exercise to reduce anxiety. They also urge patients not to isolate themselves but rather keep in close contact with family and friends and discuss their fears with them. Others who suffer from phobias turn to cognitive-behavioral therapy.Cognitive-behavioral therapy gradually exposes the person to their fear. Cognitive-behavioral therapy was first used by New York psychotherapist Albert Ellis in 1953. Cognitive-behavioral therapy May take eight to twenty treatments, with homework assignments assigned between visits. During treatment patients are gradually exposed to their phobias and they work through the anxiety that is felt. The anxiety is greatly reduced and patients learn skills to work through any anxiety. Other suffering from phobias may cake antidepressants.These drugs help regulate the flow of neurotransmitters. Antidepressants have high success rates, but medication alone won't cure phobias. People affected by phobias may be treated by a professional for months or years before getting over their fears. (Margarita, 2009) Do most experts today feel the same as Freud that phobias originate from sexual dysfunction? Most experts agree that trauma or change in life environments are the causes of most phobias. Although some phobias are quite debilitating, treatment options do exist for people willing to work through their phobia.

The Movie Batman Directed By Christopher Nolan, James...

Anti-heroes are depicted as villains in fancy costumes, but I believe they are just heroes doing good behind the bad . I am hoping that I can prove through this report that Anti-heroes are more than just vigilantes, more than a villainous hero. That they re admirable people that just use unjustified methods to save those who need saving. I hope to do this by using the Anti-heroes in the films; Batman directed by Christopher Nolan, James Bond - Casino Royal directed by Martin Cambell, Iron Man directed by Jon Favreau, and Arrow directed and created by D.C. and C.W. The theme I chose is anti-heroes - doing good behind the bad , as I believe that it is important not to depict antiheroes as villains in fancy costumes, that just make†¦show more content†¦This shows me that Anti-heroes tend to put others before themselves. This is because while their label is Anti-hero , it s only a classification which leads you to believe one thing when you could be believing in their actions when you could be perceiving them as someone who is misread and misjudged. I think that they are portrayed and evil , because they know the hardships of loss, and want to prevent it from repeating to those around them. However, the way that these Anti-heroes and Bruce Wayne attempt to prevent this loss are questionable, I believe this is why people tend to second guess that Anti-heroes are real heroes. LINK BACK TO INTRO James Bond - Casino Royal directed by Martin Cambell, is a spy who was brought up as an orphan who doesn’t like to follow the rules or protocol. James gets himself and other into a lot of trouble, as he goes after lead which no one else has discovered yet. After James was promoted to the 007 role, ‘M’ his coordinator told him he was he was going to get himself killed with his recklessness. He replied back with â€Å"Well, I understand double – 0’s have a very short life – expectancy.† This quote shows that even though he knows that he won’t live long, he is still willing to do his job and make the world safer for those who live in it. This is shown in another conversation with ‘M’, where he said â€Å"you knew I wouldn’t let this drop, didn’t you?’ ‘Well, I knew you were you.† Another example is a