Paul Gauguin Essays

Paul Gauguin Essays Paul Gauguin Paper Paul Gauguin Paper Paul Gauguin started off like every man. He had a job, a wife, and children. By the time he was thirty-five he completely devoted himself to his art, which caused him to leave his life as he knew it. Hefirst sailed to Panama and Martinique to escape civilization; he was determined to live primitively. Sadly, illness forced him to move back to France where he spent some time with Van Gogh.He then spent two years in Tahiti writing his journal and painting some of his best works only to come back to France and make little to no money. Disheartened and stricken with syphilis he headed back to the South Seas. In 1897 he tried to commit suicide, failed and lived for five more years to paint. He died on Hiva Oa in the Marquesas Islands. Gauguins American debut was in 1913 during which was said, bold initiation, one who shipwrecked himself in his efforts to fully express his art. While Gauguin was still in Paris, before his overseas adventures, his colors were very dark and more realistic. The painting of tomatoes and a pewter tankard on a table is a good example. Here he used a natural looking red for the tomatoes, the pewter tankard looked silver, and everything was proportionate to each other. Three paintings stood out far more than the others did to me. Still life with three puppies, Ia Orana Maria, and Hina Te fatou are those three. The three puppies we saw in class of thefirst paintings by Gauguin I saw, that one left an impact. The colors were brilliant, and even though the pictured was kind of incoherent I still knew what was going on. Along with the color, the fact that nothing was scaled, the puppies were the same size as the cups. Ia Orana Maria showed me how Gauguin used subtle clues to let you know what was happening. Even thought the name of the painting is in the native Tahitian language, I still knew it was Christ, Mary, and if you looked hard enough you could seen an angel in the back left

Converting Cubic Inches to Cubic Centimeters

Converting Cubic Inches to Cubic Centimeters Cubic inches (in3) and cubic centimeters (cc or cm3) are common units of volume. Cubic inches is a unit used primarily in the United States, while cubic centimeters is a metric unit. This example problem demonstrates how to convert cubic inches to cubic centimeters. Cubic Inches to Cubic Centimeters Problem Many small car engines have an engine displacement of 151 cubic inches. What is this volume in cubic centimeters? Solution: Start with the conversion unit between inches and centimeters. 1 inch 2.54 centimetersThat is a linear measurement, but you need a cubic measurement for volume. You cannot simply multiply this number times 3! Instead, you form a cube in three dimensions. You may remember the formula for volume is length x width x height. In this case, length, width, and height are all the same. First, convert to cubic measurements:(1 inch)3 (2.54 cm)31 in3 16.387 cm3Now you have the conversion factor between cubic inches and cubic centimeters, so youre ready to complete the problem.Set up the conversion so the desired unit will be canceled out. In this case, we want cubic centimeters to be the remaining unit.volume in cm3 (volume in in3) x (16.387 cm3/1 in3)volume in cm3 (151 x 16.387) cm​3volume in cm3 2474.44 cm3Answer:A 151 cubic inch engine dispaces 2474.44 cubic centimeters of space. Cubic Centimeters To Cubic Inches You can reverse the direction of the volume conversion easily enough. The only trick is to make sure the correct units cancel out. Lets say you want to convert a 10 cm3 cube into cubic inches. You can use the volume conversion from earlier, where 1 cubic inch 16.387 cubic centimeters volume in cubic inches 10 cubic centimeters x (1 cubic inch / 16.387 cubic centimeters)volume in cubic inches 10 / 16.387 cubic inchesvolume 0.610 cubic inches The other conversion factor you could have used is: 1 cubic centimeter 0.061 cubic inches It does not matter which conversion factor you choose. The answer will come out the same. If youre not sure youre doing the problem correctly, you could work it both ways to check yourself. Check Your Work You should always check your work to make sure the resulting answer makes sense. A centimeter is a smaller length than an inch, so there are many cubic centimeters in a cubic inch. A rough approximation would be to say there are about 15 times more cubic centimeters than cubic inches. A value in cubic inches should be much smaller than its equivalent value in cubic centimeters (or, a number in cc should be over 15 times bigger than the number given in cubic inches). The most common mistake people make doing this conversion is not cubing the value being converted. Dont multiply it by three or add three zeros to it (three factors of ten). Cubing a number is multiplying it by itself three times. The other potential error is in reporting the value. In scientific calculations, its important to watch the number of significant digits in an answer.

Eco-Design's Cultural Context Essay Example | Topics and Well Written Essays - 2000 words

Eco-Design's Cultural Context - Essay Example All these factors have merged together to enforce a more compliant design of built environments and human processes. This paper will present the cultural context of â€Å"eco design† or ecological design as presented by Ken Yeang and other proponents of green or eco design. Discussion Ecological design emerged from the threat of industrialism as towns turn to cities and populations exploded. Social problems escalated as natural resources become depleted or damaged beyond repair. This called for emergency actions that pushed considerations for life outside of the earth. An early advocate for ecological design was African ecologist John Phillips who coined â€Å"the biotic community† as a holistic approach to ecology (1968, 17). It further provided links between individual actions and the dynamics of an entire biotic community. Philips introduced the holistic approach to architects and planners and the need to include ecology and all forms of life in their designs. It was said that Ian McHarg who wrote Design with Nature (1969) was influenced by Phillips and the lectures of Walter Gropius in Harvard who warned his students of the human greed that has interfered with the biological cycle of human community and the organic social structure (29). Gropius told his students to â€Å"love and respect the land almost religiously,† (Gropius, 1945, p20). He stressed that humans must act appropriately for survival and as true agent in evolution. Phillips enumerated the causes of the ecological crisis as the reckless laissez-faire economy, individualism, Western capitalist greed, chaotic urbanization, fragmentation of social structures, and lack of planning. His proposal was the oriental approach: non-anthropocentric, implicit but orderly planning, and respect for the biotic community. From here, McHarg promoted science-based modernist architecture and planning that integrated respect for nature such as that of the Tennessee Valley Authority in a time w hen space exploration was the trend globally, linking the moon traveller’s perspective of the Earth as a whole and not the westernized compartmentalism. McHarg’s proposal was for a landscape design of an organic community of plants, insects, fish, animals and birds that would allow human consumption based on the self-sustained capacity of the capsule equivalent to the self-sustained cabin. It mandates an inventory of the environment with energy as the currency thereby determining limitations, allowable and prohibited changes, and determination of stability and instability (McHarg, 1968, 93). He advocated a need for designers and architects to fit in well with the ecological system through their landscapes and buildings with design adjusted on the basic human needs. Enlightened but guided by space explorations, the 1970s had ecological designers adopted space technologies, analytical tools, and ways of living for a respite from the doomed industrial society: space cabin -like structures that could allow men to survive once Earth has become a dead planet like Mars. It was an ecological future outside of Earth exemplified by closed, artificial, liveable environments in space (Anker, 2005, 529). By 1969, the New Alchemy inspired by McHarg was launched with the slogan, â€Å"To Restore the Lands, Protect the Seas, and Inform the Earth’

Ernest Miller Hemingway Research Paper Example | Topics and Well Written Essays - 1750 words

Ernest Miller Hemingway - Research Paper Example Thesis statement: The compare and contrast study of the short stories A Clean, Well Lighted Place and Soldier's Home by Hemingway proves that both the works are with similar and dissimilar literary elements (special references to plot, character development, theme setting and mood). Compare and contrast The compare and study is based upon the literary elements like plot, character development, theme setting and mood. A. Plot The plot of the short story A Clean, Well Lighted Place is related to the problem of alienation felt by the senior citizens in the society. The old man in the story never shows eagerness to reveal his identity and personal details. Instead, the conversation between the waiters at the Cafe reveals the personal details about the old man. The narrator in the short story A Clean, Well Lighted Place, makes clear that â€Å"The waiter watched him go down the street, a very old man walking unsteadily but with dignity† (290). One can easily identify that the workà ¢â‚¬â„¢s plot is interconnected with the problems faced by human beings in their old age, disregarding their economic status. On the other side, the plot of the work Soldier's Home is interconnected with problems in human life, but from a different angle of view. For instance, one can easily identify that the author’s experience in wars and the alienation from the mainstream society can be seen as the motivation behind the plot. The protagonist (Harold Krebs) in the story is not ready to be free from the hangover of the war in Germany. In the short story Soldier's Home, the narrator points out that â€Å"He wanted to live along without consequences† (113). Besides, his hesitation to return to his native place with other soldiers reveals that he was not aware of his role in the society as a soldier. His return to his native place did not make any change in the society because he returned after a number years. His life with his family was not so successful because he was aware of the fact that his life is totally under the control of his father. At last, the protagonist is ready to break the shell of his dreamy world and faces the reality. To be specific, both the works deal with the problems in human life. The former work deals with the problems faced by elder citizens in a society, and the latter work deals with the problems faced by a soldier in his public and private domain. To be specific, the author chose human life as the plot for both the works and the only difference is in the treatment of the plot. B. Character development Some of the factors of character development in literature are concreteness, speech, behavior, motivation and change. Within this context, the main character (old man) in the short story A Clean, Well Lighted Place is displays concreteness because the author makes use of the waiters to provide information about him. This indirect technique proves to be successful because the conversation between the waiters unearths the specific characteristic of the main character. The old man’s speech with the waiters proves that he is able to take decisions of his own and others cannot change the same. Besides, he does not show any interest to communicate with others. The author provides ample importance to the strange behavior of the old man and the same proves that he is facing a number of problems in his family. Tyler states that â€Å" His suicidal attempt, his alcoholism, and his pathetic eagerness to stay at the deserted

Burdens of History Essay Example for Free

Burdens of History Essay The British imperial history has long been a fortress of conservative scholarship, its study separated from mainstream British history, its practitioners resistant to engaging with new approaches stemming from the outside – such as feminist scholarship, postcolonial cultural studies, social history, and black history. In this light, Antoinette Burton’s Burdens of History: British Feminists, Indian Women, and Imperial Culture, 1865-1915 represents challenges to the limited vision and exclusivity of standard imperial history. Burton’s Burdens of History is part of a budding new imperial history, which is characterized by its diversity instead of a single approach. In this book, the author examines the relationship between liberal middle-class British feminists, Indian women, and imperial culture in the 1865-1915 period. Its primary objective is to relocate â€Å"British feminist ideologies in their imperial context and problematizing Western feminists historical relationships to imperial culture at home† (p. 2). Burton describes Burdens of History as a history of â€Å"discourse† (p. 7). By this, she means the history of British feminism, imperialism, orientalism, and colonialism. Throughout the book, the author interposes and synthesizes current reinterpretations of British imperial history, women’s history, and cultural studies that integrate analyses of race and gender in attempts at finding the ideological structures implanted in language. In this book, Burton analyzes a wide assortment of feminist periodicals for the way British feminists fashioned an image of a disenfranchised and passive colonized female â€Å"Other†. The impact of the message conveyed was to highlight not a rejection of empire – as modern-day feminists too readily have tended to assume – but a British feminist imperial obligation. According to Burton, empire lives up to what they and many of their contemporaries believed were its purposes and ethical ideals. Burton based her book on extensive empirical research. Here, she is concerned with the material as well as the ideological and aware of the complexity of historical interpretation. Backed by these, the author particularly examines the relationship between imperialism and women’s suffrage. Burton brings together a remarkable body of evidence to back her contention that women’s suffrage campaigners’ claims for recognition as imperial citizens were legitimated as â€Å"an extension of Britains worldwide civilizing mission† (p. 6). Centering on the Englishwomans Review before 1900 and suffrage journals post 1900, the author finds an imperialized discourse that made British women’s parliamentary vote and emancipation imperative if they were to â€Å"shoulder the burdens required of imperial citizens† (p. 172). The author shows in Burdens of History how Indian women were represented as â€Å"the white feminist burden† (p. 10) as â€Å"helpless victims awaiting the representation of their plight and the redress of their condition at the hands of their sisters in the metropole† (p. 7). Responding both on the charge that white feminists need to address the method of cultural analysis pioneered by Edward Said and the imperial location and racial assumptions of historical feminisms, Burton explores the images of Indian women within Victorian and Edwardian feminist writing. In her analysis, the author argues that Indian women functioned as the ideological â€Å"Other† within such texts, their presence serving to authorize feminist activities and claims. By creating an image of tainted Oriental womanhood, and by presenting enforced widowhood, seclusion, and child marriage as â€Å"the totality of Eastern womens experiences† (p. 67), British feminists insisted on their own superior emancipation and laid claim to a wider imperial role. However, while feminists persistently reiterated their responsibility for Indian women, the major purpose of such rhetoric was to institute the value of feminism to the imperial nation. According to the author: â€Å"The chief function of the Other woman was to throw into relief those special qualities of the British feminist that not only bound her to the race and the empire but made her the highest and most civilized national female type, the very embodiment of social progress and progressive civilization† (p. 83). According to Burton, British feminists were, â€Å"complicitous with much of British imperial enterprise† (p. 25): their movement must be seen as supportive of that wider imperial effort. She sustains this argument through an examination of feminist emancipatory writings, feminist periodicals and the literature of both the campaign against the application of the Contagious Diseases Acts in India and the campaign for the vote. Indeed, the greatest strength of this book lies in the fact that Burton has made a n extensive search through contemporary feminist literature from a new perspective. In the process, she recovers some quite interesting subgenres within feminist writing. She shows, for instance, how feminist histories sought to reinterpret the Anglo-Saxon past to justify their own political claims and specifying some characteristic differences between explicitly feminist and more general womens periodicals. Certainly, Burton’s survey establishes the centrality of imperial issues to the British feminist movement, providing a helpful genealogy of some styles of argumentation that have persisted to the present day. Burdens of History is a serious contribution to feminist history and the history of feminism. In conclusion, Burton states that British feminists were agents operating both in opposition to oppressive ideologies and in support of them-sometimes simultaneously, because they saw in empire an inspiration, a rationale, and a validation for womens reform activities in the public sphere. Her arguments are persuasive; indeed, once stated, they become almost axiomatic. However, Burton’s work is to some extent flawed by two major problems. First, the author never compares the â€Å"imperial feminism†; rather she locates in her texts to other imperial ideologies. In addition, Burton does not subject imperialism to the same kind of careful scrutiny she turns on feminism. She does not define â€Å"imperialism† in her section on definitions, but uses the term – as she uses â€Å"feminism† – largely to denote an attitude of mind. Another problem is Burton’s failure to address the question of how feminist imperialism worked in the world more generally. It is true that feminists sought the vote using a rhetoric of cross-cultural maternal and racial uplift, however, one may ask: what were the effects of this strategy on the hearing accorded their cause, on wider attitudes toward race and empire, and, more specifically, on policies toward India? The author not only brushes aside such questions; she implies that they are unimportant. It seems that, for Burton, the ideological efforts of British feminists were significant only for British feminism. It can be argued that Burton’s difficulty in tracing the way Burdens of History works in the world is a consequence of her methodological and archival choices. The problem is not that the author has chosen to approach her subject through a â€Å"discursive tack† (p. 27), but rather that she has employed this method too narrowly and on too restrictive range of sources. While the author has read almost every piece of feminist literature, she has not gone beyond this source base to systematically examine either competing official documents, Indian feminist writings, or imperial discourses. Thus, Burton’s texts are treated either self-referentially or with reference to current feminist debates. Overall, Burton’s approach is useful in providing a critical history for feminism today, Certainly, it is as a critique of Western feminisms pretensions to universal and transhistorical high-mindedness that Burdens of History succeeds. However, if one wishes to map out the impact of imperial feminism not only on feminism today, but also on imperial practices and relations historically, one needs a study that is willing to cross the border between political history and intellectual history and to take greater methodological risks.

Should We Have Dropped the Atomic Bomb? :: World War II History

Should We Have Dropped the Atomic Bomb? The atomic bomb killed many innocent people, but it was necessary to end World War II. After World War II began in 1939, President Franklin Delano Roosevelt announced the neutrality of the United States. Many people in the United States thought that their country should stay out of the war. The people wanted the Allied Forces to have the victory. President Roosevelt also wanted an Allied victory because an Axis victory might endanger democracies everywhere. The United States equipped nations fighting the Axis with ships, tanks, aircraft, and other war materials. The Axis did not like this. Japan wanted to take over China, but China refused. China was led by Chiang Kai-Shek at the time. Japan wanted the United States to stop sending China supplies, but the United States refused. The United States opposed the expansion of Japan in Asia, so they cut off important exports to Japan. General Hideki Tojo was the Premiere of Japan. He and other Japanese leaders did not like the fact that Americans were sending war supplies to China and other countries in Asia. A surprise attack was ordered by Japan on December 7, 1941. The target was the U.S. naval base at Pearl Harbor, Hawaii. 360 planes bombed the naval base killing about 3,000 people and destroying many warships, aircraft carriers, and submarines. This was a catalyst that brought the United States into World War II. Albert Einstein predicted that mass could be converted into energy early in the century and was confirmed experimentally by John D. Cockcroft and Ernest Walton in 1932. In 1939, Otto Hahn and Fritz Strassmann discovered that neutrons striking the element uranium caused the atoms to split apart. Physicists found out that among the pieces of a split atom were newly produced neutrons. These might encounter other uranium nuclei, caused them to split, and start a chain reaction. If the chain reaction were limited to a moderate pace, a new source of energy could be the result. The chain reaction could release energy rapidly and with explosive force. Leo Szilard, Eugene Wigner, and Edward Teller, Hungarian-born physicists were frightened by the possibility that Germany might produce an atomic bomb. They insisted that Albert Einstein inform President Roosevelt about the possibility of the Germans making an atomic bomb. In late 1939 President Roosevelt ordered an American effort to make an atomic bomb before the Germans.

Curfew Laws: Helpful or Harmful? Essay

Curfew laws are being carefully examined right now. Some adults believe that they are necessary and that they help curb adolescent crime. Others believe that they violate rights and don’t really solve the problem at all. To look at this issue more closely, there are two articles, one in support of curfew laws, and one against it. The first article is by David Knight, who is in support of curfew laws. There are strengths to his article. First of all, he is a police officer who has seen teen crime firsthand. He is also a parent, so he knows that kids may tell their parents one thing (i. e. â€Å"I’m going to Johnny’s house†) but really do another, intentionally or unintentionally. Knight is convinced that at night, teens can get into trouble because fewer people are watching them. Also, he says that teens who are out at night are likely behaving in ways that are disruptive, like violating noise ordinances and drinking underage. Knight points out that no one, regardless of their age, has the right to disrupt others and be publicly annoying. These are all good points. However, Knight fails to point out what effect, exactly, curfews have had on the juvenile crime rates. He also ignores other possibilities in combating juvenile crime, such as counseling or afterschool programs, or the parent’s role. While it is true, as Knight says, that some kids will lie to their parents, it is insulting and ridiculous to assume that all kids will lie to their parents. Knight glosses over this idea, and one has to wonder how much he trusts his own kids. The second article is by Colin Miller, who opposes curfew laws. The strengths are the statistics he cites – that most juvenile crime occurs between the hours of 3 pm and 11 pm, with most occurring before 8 pm. He also states that afterschool programs have been shown to be far more effective in combating crime than curfews. Finally, curfews have cost cities a lot of money in increased police costs, money that Miller says could be used to fund afterschool programs and other ways to combat juvenile crime more effectively. Miller also says that curfews take away the parents’ rights, while making them more responsible for their teens’ behavior. The weaknesses of his article are that he doesn’t talk much about the actual effects of curfews on teens in the towns, he just says they are â€Å"ineffective. † He also doesn’t look at the law enforcement’s point of view much. I agree with Miller. Miller makes many more reasonable arguments than does Knight. Knight assumes that all kids are inherently bad, and that the only thing they would be doing on the streets is getting into trouble. While it’s easy to see how Knight would feel this way – he is a cop who deals primarily with teens in trouble – it is a false and troubling assumption about teens. Knight’s statement that all teens lie to their parents and that parents can’t control their kids without the law’s help is also ridiculous. This supposes no trust or respect between parents and kids, and many parents have raised their kids better than this. Miller recognizes that kids are often inherently good, and that those that aren’t are going to get in trouble just as much (and more) during the day as at night. Research has shown, as Miller states, that it is in the afterschool hours (when parents are still at work and kids are unsupervised) that kids are more likely to get in trouble, if they are going to get in trouble at all. What’s more, Miller is correct in saying that teens need the freedom to make choices if they are to learn to make good ones. Teens are nearly grown up, and if they can’t even choose to come home early (or to go to a good evening event, possibly at a friend’s house or at church), then how are they going to be entirely responsible for themselves in a year or two? Teens should be given more freedom as they grow up, not less. Finally, instead of punishing all teens who are out late at night, cops and the rest of society should worry about helping the teens who are in trouble, those who have already been in the system for doing something they shouldn’t. These teens need help, they need supervision, they need people to care about them and provide them with alternative activities. In general, money is much better spent on real crime prevention than punishing the innocent.

Al-Qaeda/Terrorism

Terrorism can be defined as threatening use of force or violence by a person or an organized group against people or property with the intention of intimidating or coercing societies or governments, often for ideological or political reasons. It is the act of terrorizing or the state of being terrorized. Most acts of terrorism are committed by terrorist organizations. Terrorist organizations use terror to accomplish their mission or objective. One of the most infamous terrorist organizations is Al-Qaeda. Established in 1988 by militant Islamist, Osama Bin Laden, Al-Qaeda traces all the way back to the Soviet War in Afghanistan. It operates as a network comprising both a multinational and stateless army. It has been designated as a terrorist organization by the United Nations Security Council, NATO, the European Union, the United Kingdom, the United States, and various other countries. The overall mission of Al-Qaeda is to attempt to overthrow godless regimes and replace them with Islamic regimes. Furthermore, the terrorist organization desires to convert al-Qaeda into an ideology and set of operating principles that can be loosely franchised in other countries without requiring direct command and control. Al-Qaeda also states several other missions which include gathering information about the enemy, the land, the installations, and the neighbors, kidnapping enemy personnel documents, secrets, and arms, assassinating enemy personnel as well as foreign tourists, and freeing the brothers who are captured by the enemy. Other missions also include spreading rumors and writing statements that instigate people against the enemy, blasting and destroying the places of amusement, immorality, and sin; not a vital target, blasting and destroying the embassies and attacking vital economic centers, blasting and destroying bridges leading into and out of the cities. The headquarters of infamous terrorist organization are not known anymore. al-Qaeda has known contacts and activities in the following countries: Afghanistan, Algeria, Bosnia, Chechnya, Eritrea, Kosovo, the Philippines, Somalia, Tajikistan, and Yemen, and now Kosovo. Additionally, al-Qaida has been linked to conflicts and attacks in Africa, Asia, Europe, the former Soviet Republics, the Middle East, as well as North and South America. All in all, their threat is not limited to these geographical areas because of worldwide connections. The group has targeted American and other Western interests as well as Jewish targets and Muslim governments it sees as corrupt or impious-above all, the Saudi monarchy. Above all, its main target is the United States of America. In 2005, Al-Quds Al-Arabi published extracts from Saif al-Adel's document â€Å"Al Qaeda’s Strategy to the Year 2020† which is a plan for the downfall of U. S. economy by the year 2020. Over the years, al-Qaeda has been involved in many terrorist attacks. The terrorist group has undergone proper military training, and is capable of commanding insurgent forces in order to carry out its attack. Al-Qaeda linked attacks include: The attempted December 2009 bombing of a Detroit-bound Northwest Airlines flight and an October 2007 suicide bombing that narrowly missed killing former Pakistani Prime Minister Benazir Bhutto. Two months later, another bomber succeeds in killing the former prime minister; Pakistani officials blame Baitullah Mahsud, a top Pakistani Taliban commander with close ties to al-Qaeda. Other attacks include: the February 2006 attack on the Abqaiq petroleum processing facility, the largest such facility in the world, in Saudi Arabia, the July 2005 bombings of the London public transportation system, and the March 2004 bomb attacks on Madrid commuter trains, which killed nearly 200 people and left more than 1,800 injured. On September 11, 2001, Al-Qaeda was involved in one of the most devastating attacks on the United States, hijacking four U. S. airplanes, two of which crashed into the World Trade Center, and a third of which crashed into the Pentagon. 9/11 resulted in over 3,000 deaths and $95 billion worth of damage, lost of taxes, and clean-up costs to the city of New York. In the aftermath of 9/11, Bin Laden issued several messages praising the attacks, but denying Al-Qaeda’s involvement. This was just one example of the terrorist group’s usage of the media. Al-Qaeda has become extremely reliant on media. It uses media to further its cause by garnering publicity towards its cause. The media is used to publicize its corrupt Islamic institutions, organizations, and ideas. All things considered, Al-Qaeda is shrinking. The leadership ranks of the main al-Qaeda terrorist network have been reduced to just two figures whose demise would mean the group’s defeat. Although the terrorist group is shrinking, it is important that the American people stay on alert. There will probably always be a fear of the terrorist group’s reemergence, but as long as we stay a step ahead and do not underestimate the group, the American people will be a-okay.

Free Essays on Sir Isaac Newton

Sir Isaac Newton was born on Christmas day of 1642, in Woolsthorpe, England. As a lad, Newton showed extraordinary signs of intelligence. He was always reading books to expand his knowledge. He studied for five years at the University of Cambridge, and with the help of a common red fruit and Galileo; Sir Isaac formulated the three fundamental laws of motion. All of the following examples neglect friction and air resistance. Newton’s first law of motion is the law of inertia, which states that a body at rest or motion tends to stay at rest or motion. Suppose a car, going 30 M.P.H., hits a pole. The driver would be ejected out the windshield, because his body would want to stay in motion. If that same car were to take a turn to quickly and loose traction, it would continue in the same direction it was going. Before this guy did all the stupid stuff I just said, he set a mug of coffee on the top of his car, while he put air in his tires at the air pump. He then got in his car and drove away, forgetting about the mug. When he finally realized he forgot it, he pulled over to get it, but it was gone. He went back to the air pump to find his shattered mug on the ground. This crazy man later decides to go bowling, so he puts a bowling ball in the hatch of his car. He peels out, because he is late and hears a shatter. The man pulls over and sees a bowling ball sized hole in the back windshield. What an idiot! Newton’s second law of motion is the law of force and acceleration, which can be summed up by the equation F=MA. The acceleration that is produced is dependent on the mass. If I pushed a bike up a hill, I would get more acceleration than if I pushed a car up a hill of equal size. Suppose I have two identical corvettes. Jeff Gordon drives one, and a 500 lb. Fat man drives the other. The fat man’s would have a slower acceleration, because his mass is greater. Two rockets, accelerating at 500 (m/s)/s, shot up in ... Free Essays on Sir Isaac Newton Free Essays on Sir Isaac Newton Sir Isaac Newton was born on Christmas day of 1642, in Woolsthorpe, England. As a lad, Newton showed extraordinary signs of intelligence. He was always reading books to expand his knowledge. He studied for five years at the University of Cambridge, and with the help of a common red fruit and Galileo; Sir Isaac formulated the three fundamental laws of motion. All of the following examples neglect friction and air resistance. Newton’s first law of motion is the law of inertia, which states that a body at rest or motion tends to stay at rest or motion. Suppose a car, going 30 M.P.H., hits a pole. The driver would be ejected out the windshield, because his body would want to stay in motion. If that same car were to take a turn to quickly and loose traction, it would continue in the same direction it was going. Before this guy did all the stupid stuff I just said, he set a mug of coffee on the top of his car, while he put air in his tires at the air pump. He then got in his car and drove away, forgetting about the mug. When he finally realized he forgot it, he pulled over to get it, but it was gone. He went back to the air pump to find his shattered mug on the ground. This crazy man later decides to go bowling, so he puts a bowling ball in the hatch of his car. He peels out, because he is late and hears a shatter. The man pulls over and sees a bowling ball sized hole in the back windshield. What an idiot! Newton’s second law of motion is the law of force and acceleration, which can be summed up by the equation F=MA. The acceleration that is produced is dependent on the mass. If I pushed a bike up a hill, I would get more acceleration than if I pushed a car up a hill of equal size. Suppose I have two identical corvettes. Jeff Gordon drives one, and a 500 lb. Fat man drives the other. The fat man’s would have a slower acceleration, because his mass is greater. Two rockets, accelerating at 500 (m/s)/s, shot up in ...

How to Give and Receive Gifts in English

How to Give and Receive Gifts in English Every culture has its own customs for gift-giving, and there are special words and phrases for such occasions in every language, including English. Whether youre new to the language or are fairly proficient, you can learn what to say when youre giving or receiving a gift in just about any situation. Formal and Informal Situations In much of the English-speaking world, it is customary to strike the right tone when giving and receiving gifts. In informal situations, such as when youre with friends or family, gift-givers and their lucky recipients can both be casual or clever. Some people like to make a big fuss when they give presents; others are very modest. The important thing is to be sincere.  Speech tends to be more conservative in formal situations such as a wedding or a workplace or when giving or receiving a gift from someone you dont know well. Phrases for Giving Gifts Here are some common informal phrases you can use when youre giving a gift to a close friend, family member, or loved one: I got you something. I hope you like it.Look what I have for you!I thought you might like this for ...Happy Birthday! [Happy Anniversary!] Heres a little gift/present for you.[Handing present to someone] Enjoy!Its only something small, but I hope you like it.Heres a little present for you.Guess what I bought you! These are a few common phrases for gift-giving in formal settings, such as a wedding or business dinner: [Name] Id like to give you this present/gift.[Name], This is a present that I/we/staff/got you.  Id like to present you with this ... [very formal, used when giving an award or special present]In the name of [xyz], Id like to give you this present.  [also very formal]Here is a token of our appreciation. Phrases for Receiving Presents A sincere thank you spoken with a smile is the only English phrase you really need when someone gives you a gift. But if you want to expand your vocabulary, youll want to know some other phrases to use in different situations: Thank you so much!Thats so kind!You shouldnt have!Thank you! Its beautiful.I love it! Ill put it on / hang it up [etc.] immediately.That is so thoughtful of you. It matches my ... perfectly!How did you know Ive always wanted a ... to go with my...?Thank you. I really needed a ...Fantastic! Ive been thinking about getting a ...This is exactly what I needed. Now, I can ...How kind of you! Ive always wanted to see ... in concert / at the movies / at an exhibition.Wow! This is a dream come true! Tickets for ...Thank you so much! Ive hoped/wanted to travel to ... for a long time. Practice Dialogues Now that you know more about what to say when you give or receive a present, youll want to practice the statements to keep your skills sharp. The following two dialogues are a good place to start. The first one is an informal setting between two people who know each other. The second dialogue is what youd hear in a formal setting like an office.   Informal Friend 1: Tammy, I need to talk to you for a moment. Friend 2: Anna, hi! Its good to see you. Friend 1: I got you something. I hope you like it. Friend 2: Im sure I will. Let me open it! Friend 1: Its only something small. Friend 2: Come on. Thank you so much! Friend 1: ... Well, what do you think? Friend 2: I love it! It matches my sweater! Friend 1: I know. Thats why I bought it. Friend 2: How did you know Ive always wanted a broach to go with this sweater? Friend 1: Im glad you like it. Friend 2: Like it? I love it! Formal Colleague 1: Your attention, your attention! Tom, could you come over here? Colleague 2: Whats this? Colleague 1: Tom, in the name of everybody here, Id like to give you this token of our appreciation. Colleague 2: Thank you, Bob. This is an honor. Colleague 1: We thought you might be able to use this at home. Colleague 2: Lets see ... let me open it. Colleague 1: The suspense is killing us. Colleague 2: Youve wrapped it up tight! ... Oh, its beautiful. Colleague 1: What do you think? Colleague 2: Thank you so much! This is exactly what I needed. Now I can get to work building that birdhouse. Colleague 1: We had a little help from your wife. She told us about your love of woodworking. Colleague 2: What a thoughtful gift. Ill put it to good use immediately. Colleague 1: Thank you, Tom, for all youve done for this company. Colleague 2: My pleasure, indeed. To Learn More Its also important to learn how to pay someone a compliment in English.  Both of these tasks require you to say thank you. This is known as a language function. Learning these important functional phrases can help you become more fluent in a wide variety of social situations.

Treatment of Accounting Issues Case Study Example | Topics and Well Written Essays - 500 words

Treatment of Accounting Issues - Case Study Example It is strongly advised to you to take a closer look at every issue along with its relevant treatment and feel free to consult me, had you require any further assistance. Marketing and Advertising Expenses According to the International Financial Reporting Standards, the marketing and advertising expenses should be charged to Income Statements the year which these marketing and advertising expenses incur. In the light of above criteria, the policy adopted by Mr. Julian to expense out 50% of the marketing and advertising expenditures in the profit and loss account while capitalizing the rest of 50% of the expense in the balance sheet and amortizing over the period of 5 years, seems as a deviation from the IFRS. Since, Mr. Julian is mainly interested in presenting the financial statements more profitable, that is why Mr. Julian has adopted this strategy. In this way, he could have avoided the 50% expenditures incurred the current year which would eventually have increased the profits su bstantially. Therefore, Mr. Rafael should disregard this policy of Mr. Julian and should instruct him to rectify the financial statements and charge out the capitalized amount of marketing and advertising expenses for the current year. Slow Moving Inventory The older policy of writing off the slow moving inventory was a bit conservative approach.