Transpiration Lab Write Up Essay Example

Transpiration Lab Write Up Essay Example Transpiration Lab Write Up Essay Transpiration Lab Write Up Essay Transpiration Lab Write Up Purpose/Question: How do environmental factors affect the transpiration process in plants? Research: Transpiration is the process by which moisture is carried through plants from roots to small pores on the underside of leaves, where it changes to vapor and is released to the atmosphere. Transpiration is essentially evaporation of water from plant leaves. It occurs chiefly at the leaves while their stomata are open for the passage of CO2 and O2 during photosynthesis. Transpiration is not simply a hazard of plant life. It is the engine that pulls water up from the roots to supply photosynthesis (1%-2% of the total), bring minerals from the roots for biosynthesis within the leaf, and cool the leaf. There are four different conditions that affect transpiration. They are wind, humidity, heat, and light. These four conditions may change rate of water loss through transpiration by either losing more water, or less. Plants have adapted to create the C4, and CAM pathway. In the both pathway the plant takes CO2 and stored. Since CO2 can be taken up and stored for later use in photosynthesis, the plant reduces water loss by having less stomata open during the day since most of its needed CO2 has already been taken up at night. With the abundance of CO2 stored, the plant can then use the stored CO2 for photosynthesis and reducing photorespiration by reducing or completely eliminating accidental O2 uptake. Materials: 1) 5 small plants 2) Fish tank 3) Water spray bottle 4) Water 5) Heat lamp 6) Fan 7) Regular lamp 8) Mass weighter ) Place to record weight Procedure: Place Lamp, Heat lamp, fan, and fish tank in different areas where they won’t affect the other. Spray the fish tank with water and to make a humid environment and keep spraying everyday to ensure the tank is wet. Water all of your plants. Weigh all the plants on the original day, Monday, and record the weight. Place a plant in every condition. With the extra plant, place it in an area without a specific condition to use as a control plan t. Do not water the plants the rest of the week. Every day, weigh the plants and record its water loss for every plant. At the end of the week, create a chart for the amount of water loss and compare with the control plant. Data Table: Days | Monday| Tuesday| Wednesday| Thursday| Friday| Windy| 108. 2mg| 101. 1mg| 94. 1mg| 89. 7mg| 81. 7mg| Humidity| 103. 8mg| 103. 4mg| 103. 4mg| 103. 4mg| 103. 1mg| Light| 118. 8mg| 112. 1mg| 105. 0mg| 98. 4mg| 92. 9mg| Heat| 104. 3mg| 95. 8mg| 86. 8mg| 78. 7mg| 70. 1mg| Control| 115. 3mg| 115. 3mg| 115. 3mg| 115. 3mg| 115. 3mg| Analysis: Conclusion: Environmental factors, such as heat, humidity, light and wind, affect the rate of transpiration by making the plant loose either more or less water. In conditions such as wind, when there is no breeze, the air surrounding a leaf becomes increasingly humid thus reducing the rate of transpiration. When a breeze is present, the humid air is carried away and replaced by drier air. The opposite of that is the humidity where the plant lost very little water. It lost very little water because its environment was wet, so the plant did not need to diffuse much water. In heat, the air was hot and dry, so the plant lost water because it’s surrounding needed water to cool it down. Plants transpire more rapidly at higher temperatures because water evaporates more rapidly as the temperature rises. At 30Â °C, a leaf may transpire three times as fast as it does at 20Â °C. Finally, light lost a steady amount of water because plants transpire more rapidly in the light than in the dark. This is largely because light stimulates the opening of the stomata (mechanism). Light also speeds up transpiration by warming the leaf. I expected these results because it makes sense and I researched before completing the experiment. Some avoidable errors that could have happened would be accidentally splashing water on a plant or putting the conditions too close together. Some unavoidable errors could be the weather outside. Even if the experiment is conducted inside, the hot summer air or cold winter air could drift in the room, affecting the plants transpiration rate. Some further investigations I would make are things such as whether the type of plant affects the rate, or if the type of heat lamp or fan will change the results as well.

Commonly Used Proofreading Symbols with Examples

Commonly Used Proofreading Symbols with Examples Despite widespread use of software for writing and publishing, there are some cases in which knowing traditional proofreading symbols is recommended or required. This is especially true in the publishing industry.Below is a list of some commonly used proofreading symbols. However, keep in mind that different editors will use variations of these and/or others that are not listed here.New paragraph hereThis symbol denotes that the writer should begin a new paragraph wherever the symbol is placed. Particularly for pages containing extensive dialogue, starting a new paragraph is necessary to help the reader visually follow the flow of the narrative without the author implicitly stating who is speaking.Delete; take out somethingWhen a letter, word or clause should be deleted, the delete symbol is used and should be written over the element to be removed.Close up spaceA proofreader in the publishing industry will look at the proof, or printed copy of the publication, to check for errors. I f there are spaces too wide that need to be closed, this symbol is used.Transpose elementsIts easy for a writer to accidentally put words in the wrong order, which is why this sign is used to show elements should be transposed (or switched around).Insert whatever is written above or below the proofreading symbolWhen content is to be inserted, use this symbol along with whatever element should be inserted above or below it.Insert en dashThe en dash is wider than a hyphen but narrower than the em dash and should be used between dates.Insert em dashThe em dash can take the place of commas, parentheses, or colons and is a highly versatile punctuation mark. Considered less formal than parentheses, a pair of em dashes can be used to draw attention to the text within them without disrupting the flow of the sentence.Move leftThis proofreading symbol means the the content should be moved left. Note that the symbol should be as long as the lines of content to be moved.Move rightThis symbol me ans that the content should be moved right. As with the above symbol, this one should be as long as the lines of content to be moved.Make italicsIn most style guides, italics are used for book titles and other published material. This symbol means to change the word(s) to italics.Change to capital letter(s)If a word should have a capital letter, or multiple capital letters, this symbol is used.Align verticallyThis symbol means the content should be aligned vertically.Align horizontallyThis symbol is used to note when content should be aligned horizontally.

Intro to Film Essay Example | Topics and Well Written Essays - 750 words

Intro to Film - Essay Example According to the research "Intro to Film" findings, Spielberg’s career can be divided into three distinct phases. His main commercial success took place during the years in between 1975 to 1993. During this phase, he directed many of his and Hollywood’s best films like Jaws, King-Kong, Superman, Star Wars and E.T., the Extra-Terrestrial, King Lucas, Raiders of the Lost Ark and Indiana Jones. Since 1994, his career took a new dimension and he got more engrossed with the manufacture of his dream studio, DreamWorks. Along with this he became further busy in production and directed some of the spectacular panoramas on the silver screen like Jurassic Park and its sequels along with The Lost World. Amistad, Catch Me If You Can, A.I. - Artificial Intelligence are some of the films from this director those were successful in the box office and were also critically acclaimed across the globe for their immense improvisation of technical usage and themes (American Film Institute, 2011). Spielberg’s style of filmmaking is responsible for his commercial success and worldwide critical acclamation of his films. His aesthetic senses are very strong and this is pertinent in his sets and costumes that so well fit with all his movies that they become an integral part of every film he directs. He has the power and flair to blend substance and maturity with entertainment. His language of the camera is both explicit and sometimes implicit. This particular style is exclusively Spielberg’s own signature and it has developed, strengthened and matured with years.

Macroeconomics problems Essay Example | Topics and Well Written Essays - 2000 words

Macroeconomics problems - Essay Example b) Assume the exchange rate changes. Now, ‘1 euro=$1.20’. Showing all work, what does Wanda pay for the wine? What does Pierre pay for the computer? In this case, there is a change in the individual rates of exchange between the euro and the dollar. Currently, ‘1 euro=$1.20’ hence Wanda will spend (1000*1.20) 1200 dollars on a bottle of French wine. On the other hand, Pierre will spend (2000/1.20) 1,666.67 Euros on the purchase of an American computer. c) Which currency appreciated? Explain. Taking a closer look at the two currencies, it is evident that the Euro appreciated against the dollar. According to macroeconomic theory, appreciation of a currency refers to the increase in the value of one international currency against the other in the sense that the appreciating currency is able to purchase more of the other currency (Krugman & Wells 100). In the above mentioned case, the dollar and the Euro are international currency that had an initial exchange ra te of ‘1 euro=$1.08.’ However, there was a change in the exchange rates and the current rate stands at ‘1 euro=1.20.’ This means that the dollar has to fetch more additional units to purchase a single unit of a Euro. This is evident in the case of an American purchasing a bottle of wine and has to pay an initial price of 1080 dollars. Since the euro has appreciated, the American will have to pay a higher price of 1200 for the same bottle of French wine. Consumers using the Euro have a higher purchasing power compared to those using the dollar. SECTION TWO: a) In this section, you will set up a balance of payments table. Please read chapter 26. A BOP has three accounts. You will need to place each item in its proper account and have a dollar value for the total of each account. The table will be in billions. Please indicate, plus or minus, for each number. Credits ‘000,000 ($) Debits ‘000,000 ($) A. Current Account (1) Exports (2) Imports (3) Net Transfers (4) Net Interest Income Balance B. Capital Account (5) Foreign Investments in the U.S. (6) U.S. Investments Abroad Balance (7) Statistical Discrepancies Overall Balance C. Official Reserve Account +2,421 +150 +220 +1150 +250 +30 -2,971 -180 -900 -40 -30 b) What does the official settlements number indicate? Be precise in explaining this. Based on the above table, the official settlements number is -30 and this indicates that the US has an increase in its foreign reserves and that there is also a decrease in the dollar reserves held by foreign central banks (Krugman & Wells 113). The decrease in dollar reserves among foreign central banks count as debits in the Balance Of Payments account. SECTION THREE: a) Under what conditions would the Fed sell government securities? The Fed would sell government securities under conditions such as inflation, employment and national output. Under such cases, the Fed does not have control but can only influence such conditions to its fav or. The Fed can create an effect on such conditions by increasing or reducing the short term rate interest especially through open market operations. Some of the government securities used during open market operations includes treasury bills, bonds and notes (Krugman & Wells 119). The control of money supply offers tangible solutions to the conditions mentioned above. When the Fed is targeting to increase the supply of money in the economy, there will be the purchase of securities. On the

Black Man with a Nose Job Essay Example for Free

Black Man with a Nose Job Essay The article, Black man with a Nose job by Lawrence Otis Graham basically talks about how Mr. Graham got a nose job. The reading has plenty of controversies whether he is less black due to him narrowing his nose. This was a really interesting article because there were several critiques regarding his nose in which he described very well. This man was born into a generation were the concept of oxymoron included such things as a black man with a nose job. The reading starts on were Graham and his father are in the car driving to his doctor. During the way over there he faces with several people who are really concerned about him. Moving on from this, graham thinks about how his father would take it. As they arrived to the plastic surgeon he starts to see catalogs and magazines to what nose he would like to have. As he chooses the doctor gives his opinion to him whether it will look good or not. Once he was in the Manhattan’s upper west side to have his rhinoplasty done, Graham stopped and thought that having this done it was an assault to his identity and people. Growing up in a white neighborhood were all of them would get a cosmetic surgery Graham says, it was done to look better in his situation these alterations were made due to issues of ethnicity and heritage. As said in the book he never compared to a white man but surely he did with his own people. Overall, this article is really interesting because it has plenty of other topics such as on how other people of different races as well have done a surgery and have not seem to be different from their own people. As mentioned in the book one’s racial identity is not embodied in one’s nose. This means that it shouldn’t be a problem because you are the same person who grew up in that race. The article mentioned self hatred of being an accusation done for anyone who has done a surgery. This is really hard to explain but in my opinion self hatred in general can be a problem for people who have a low self-esteem about themselves. If you were born with several, in my opinion people shouldn’t change it. People should be happy and appreciate were they come from. These issues will never change because we are in a world where the media really portrays many things for looking better. Everyone will always want to have what other people have but just as the article says it will not make you less of which ever ethnicity you come from.

Interview With Toni Morrison :: essays papers

"I'm interested in the way in which the past affects the present and I think that if we understand a good deal more about history, we automatically understand a great more about contemporary life. Also, there's more of the past for imaginative purposes than there is of the future." Q. Beloved is dedicated to the 60 million who died as a result of slavery. A staggering number -- is this proved historically? A. Some historians told me 200 million died. The smallest number I got from anybody was 60 million. There were travel accounts of people who were in the Congo -- that's a wide river -- saying, ''We could not get the boat through the river, it was choked with bodies.'' That's like a logjam. A lot of people died. Half of them died in those ships. Slave trade was like cocaine is now -- even though it was against the law, that didn't stop anybody. Imagine getting $1,000 for a human being. That's a lot of money. There are fortunes in this country that were made that way. I thought this has got to be the least read of all the books I'd written because it is about something that the characters don't want to remember, I don't want to remember, black people don't want to remember, white people don't want to remember. I mean, it's national amnesia. Q. You gave new insight into the daily struggle of slaves. A. I was trying to make it a personal experience. The book was not about the institution -- Slavery with a capital S. It was about these anonymous people called slaves. What they do to keep on, how they make a life, what they're willing to risk, however long it lasts, in order to relate to one another -- that was incredible to me. For me, the torturous restraining devices became a hook on which to say what it was like in personal terms. I knew about them because slaves who wrote about their lives mentioned them, and white people wrote about them. There's a wonderful diary of the Burr family in which he talks about his daily life and says, ''Put the bit on Jenny today.'' He says that about 19 times in six months -- and he was presumably an enlightened slave owner.

Poetry analysis on “How Do I Love Thee” and “Sonnet XVIII” Essay

Both, Elizabeth Barrett Browning’s â€Å"How Do I Love Thee† and William Shakespeare’s â€Å"Sonnet XVIII,† explore the universal theme of eternal, transcending love. Similarly, both sonnets are confessions of love towards a male subject. Browning’s is a passionate love; one that the Greeks referred to as eros. â€Å"Eros is Love, who overpowers the mind, and tames the spirit in the breasts of both gods and men .† Shakespeare’s, however, is the love of agape. It is the love one feels for his family, and friends . In dealing with the theme of love, both poems reference the beauty of their emotions, and the everlasting nature of such beauty. Barrett’s â€Å"How Do I Love Thee† follows the structure of a Petrarchan sonnet, and is therefore written in iambic pentameter. It consists of 14 lines, and is divided into an octave and a sestet. The octave has a rhyme scheme of ABBA ABBA. It presents the primary problem facing the author, in this case being the question of her declaration of love. The sestet has a rhyme scheme of CDCDCD. It resolves the problem presented by clarifying the ways in which the author loves her beloved, and claiming that her love would be strengthened in the afterlife. Shakespeare’s â€Å"Sonnet XVIII† follows the structure of a classical Shakespearean sonnet, and as such, is written in iambic pentameter. It consists of 14 lines, divided into three quatrains and a rhyming couplet. The rhyme scheme of the first quatrain is ABAB, and introduces the primary notion of the sonnet, it being the comparison of the speaker’s beloved to a summer’s day. The second quatrain has a rhyme scheme of CDCD, and  strengthens the comparison of the beloved to a summer’s day. The third quatrain’s rhyme scheme is EFEF, shifting the focus from the temperate summer, to the virtually everlasting nature of the memory of the beloved. The couplet has a rhyme scheme of GG, and concludes the sonnet by tying together the themes of love and poetry. Barrett’s sonnet is imbedded with beautifully incorporated literary devices. She begins with the rhetorical question, â€Å"How do I love thee?† She then proceeds to answer this questions by saying, â€Å"Let me count the ways.† This can be interpreted as an evident hyperbole, as her feelings are so pure that she could never truly count the number of ways in which she loves this man. Barrett uses figurative language in saying, â€Å"I love thee to the depth and breadth and height/My soul can reach.† This places a picture of infinite space, or in this case infinite love, in the readers mind. She also makes use of analogy through the lines, â€Å"I love thee freely, as men strive for Right;† This compares the passion and love she is giving of her free will, to the passion which men put forward when fighting for justice. This establishes not only that her love is not bound, but also that it is strong, and honest. An analogy can also be seen in the following line, as she states, â€Å"I love thee purely, as they turn from Praise,† insisting her love is as modest and pure as the hearts of those men who are striving for justice. The last line of the sonnet states, â€Å"I shall but love thee better after death.† Death is somewhat ironic in this context, since it is both what ends the poem, and what ends life. Shakespeare’s introduces his sonnet with the line â€Å"Shall I compare thee to a summer day?† In a sense, this foreshadows that the beloved will, in fact, be compared to a summer’s day. Perhaps, even more than that, it foreshadows the use of metaphors throughout sonnet, as the comparison will be made. Shakespeare begins the comparison by drawing parallels between his beloved and the summer’s day, through the line â€Å"Thou art more lovely and more temperate.† He carefully chooses his adjectives so that they may apply to both summer, and his beloved. He continues by stating that â€Å"rough winds do shake the darling buds of May.† In this, he is using rough winds as a symbol of erratic chance and change, and implying that his beloved is superior  because he does not suffer from these winds. The author personifies the sky, or â€Å"heaven,† by using the metaphor of an â€Å"eye† in place of the sun. He further personifies the season by mentioning that the summer’s â€Å"gold complexion† is often â€Å"dimmed,† which compares yet another human attribute of his beloved, with a trait of summer. The author then assures his beloved that his â€Å"eternal summer shall not fade.† Through this, he uses summer as a metaphor for beauty. The speaker brags that his beloved will never suffer the same fate as a summer’s day, because he has dedicated him to â€Å"eternal lines.† This adds the theme of poetry to a sonnet that had, until now, been about love.

Nietzche’s Master and Slave Morality Essay

In Of the Genealogy of Morality, Nietzsche sought to provide context for what he saw as the central value system of the society in which he lived: slave-morality. Nietzsche saw morality as reflective of the conditions in which its proponents were brought up. He saw the roots of slave morality in oppression and slavery, and posits that it grew as a reaction to the morality of the masters of the time. What follows is a simplified account of Nietzsche’s master-slave dichotomy, and what he saw as the dire consequences for human progress should the pervasiveness of slave morality be allowed to remain at the expense of the master. I will argue that although religion and slave morality may have had significant influence in Nietzsche’s day, his fears about the stagnation of mankind through its adherence to slave morality are exaggerated and largely unfounded. I will also briefly discuss the applicability of slave-master morality to contemporary life. Nietzsche’s account of master and slave morality springs from a time of actual master-slave relationships. Master morality is found in those who have the power to create their own values to live by, without the need for approval from others. In Nietzsche’s own words, the master â€Å"honours everything he sees in himself. † They understand themselves as having an integral function in the universe, as resembling a kind of god, and therefore see goodness in those attributes which they find in themselves, and goodness in the values they themselves create. They see no reason to refer to others or seek another’s approval. Nietzsche’s idea of the Master comes from nobility, and so the central tenet of master morality is nobility; that those attributes found in a noble person are those that can be considered good. In master morality, a person is considered good if s/he is autonomous, strong-willed, brave, powerful, proud, able and happy in themselves. They see badness as a lack of that which is good-that is, a lack of the noble characteristics. Co-dependence and conformity are bad because they are not autonomy, weakness is bad because it isn’t strength, poverty is bad because it isn’t wealth, cowardice is bad because it isn’t bravery, and so on. The master respects his or her hierarchical equals, but the wellbeing of common folk is not his/her concern. The moral badness of the master’s subordinate does not have a significant impact on the master’s happiness or security, but only reinforces what he already knows: that s/he is a vastly superior being than those under him/her. In terms of actions, master morality is consequentialist: it judges the goodness of an action by its outcome. It is a morality of instinct and individualism, whereby the fulfilment of one’s animal desire is seen as a positive outcome no matter what actions were taken to obtain this fulfilment. Any action which leads to a positive outcome is seen as being a good action. Any action which has negative consequences for the master is seen as being inherently bad, regardless of the intentions behind it. In practice, this morality glorifies self-regard, greed and ruthlessness because these attributes lead to the best outcomes for the person who displays them. Nietzsche sees the basis for his master archetype in the violent and brutal emperors, warriors and warlords in ancient imperial civilizations: â€Å"Roman, Arab, German, Japanese nobility, Homeric heroes, Scandinavian Vikings† who represent â€Å"the blond beast splendidly roaming around in its lust for loot and victory. Master moralists are rarely unhappy, as the primary goal of their actions is their own wellbeing and happiness. They are able enjoy to the fruits of their various conquests, unburdened by the weaknesses guilt or remorse. Slave morality could not exist without master morality, as it is first and foremost a reaction to it, a â€Å"revolt† against it. Slave morality stems from ressentiment or resentment the slave feels towards the master. The master feels, at most, condescension or smug pity towards the slave. By contrast, the slave is consumed by hatred and bitterness towards the master, and sees the master as responsible for his or her misfortune. This resentment and bitterness leads to the slave adopting a mentality which demonises the master, and which holds up as good those attributes which are unlike that of the oppressor. Characteristics shown by the master are â€Å"evil† and goodness is seen in the traits which oppose them, e. g. Humility, obedience, restraint, self-denial, modesty, patience and acceptance of one’s fate. Slave morality does not aim for self-ascension or self-gratification. Its aims centre on utility: the reduction of suffering for the greatest number of people. It sees evil in the self-aggrandizement and the ruthlessness and violence of the master. Where master morality is for the elite few, slave morality is a value system for the masses. The values inherent in slave morality, not coincidentally, are almost synonymous with Judeo-Christian moral ideals; Judaism and Christianity were, in the past, religions of the poor and the oppressed. Nietzsche sees, in the reactionary nature of slave morality and its dishonest demonization of its oppressors, a desire to make slaves of the masters. Violence and vengefulness are anathema to slave morality, however, if the slave moralists can universalise their value system – through religion, for example – they can convince the masters that they are evil, and in doing so lessen their power and take revenge for past evils. Nietzsche sees slave morality, especially the universalisation of it through religion, as harmful and damaging to human progress. However, he does not see it as an unreasonable reaction to oppression, and suggests that the slave is in fact cleverer than the master, even if this cleverness is often exercised through self-deception. In contrast to the consequentialism of master morality, slave morality can be seen as a deontological morality. It determines an action’s goodness by looking at the actor’s intention: to slave moralists, the ends do not, necessarily, justify the means. The nature of acts and their actors plays an important role in Nietzsche’s discussion of morality. Slaves believe in and strive for freedom and see evil in the masters’ oppression of them, as they believe they perform these acts of oppression of their own free will. They believe that, because the masters are free agents, they should be held responsible for their actions and criticized for them. Nietzsche disputes this view, and demonstrates his argument using the analogy of the eagles and the lambs: â€Å"That lambs dislike great birds of prey does not seem strange: only it gives no ground for reproaching these birds of prey for bearing off little lambs. And if the lambs say among themselves: ‘these birds of prey are evil; and whoever is least like a bird of prey, but rather its opposite, a lamb – would he not be good? ‘ there is no reason to find fault with this institution of an ideal, except perhaps that birds of prey might view it a little ironically and say ‘we don’t dislike them at all, these good little lambs; we even love them: nothing is more tasty†¦Ã¢â‚¬ . Nietzsche claims that asking masters to act with humility or restraint is akin to asking a bird of prey not to hunt to feed itself. He believes that slaves separate the being from the action and in doing so are able to condemn the masters for the supposed evils they perform. Nietzsche believes the slaves are dishonest in this, because the master acts in strength not because he wants to cause harm to the others, but because he is strong and powerful and should not be expected to act as if he is otherwise. It would be against the eagle’s nature to act against his own self-interest, and the same applies to the master. He believes the slaves are practicing self-deception in claiming goodness is theirs because they choose to be humble when, in fact, slaves are only humble and restrained because these traits were forced upon them through slavery, or through their own inherent weakness. He does not blame the slave for being this way – the slave performs these acts of self-deception in order to survive and affirm his/her own existence as worthwhile – but, again, sees the increasing prevalence of the slave mindset as harmful for society as a whole. He saw, in the democratic fight for equality, a movement towards mediocrity and stagnation. Nietzsche saw the move towards democracy in the western world as a logical continuation of slave morality’s influence, calling the democratic movement â€Å"†¦the heir of the Christian movement. † (BGE 151) The principle of equality on which democracy in based was profoundly unreasonable to Nietzsche, given the obvious inequalities within the human race. He believed that in order to enforce equality, strong men are lowered to the value of weak men, to the point where ambition and ingenuity goes unrewarded and progress stagnates. He looks back on times of scarcity and warfare, when enterprise and domination were rewarded and respected because they were necessary. Now, the west has given itself over to a herd mentality, where such attributes are seen as â€Å"dangerous†¦ [and] branded as immoral. † When an individual does raise his or herself above the herd through ambition or excellence, the community’s self-confidence is diminished. The herd takes comfort in the fact that, in their eyes and/or the eyes of their god, this individual must be immoral. Judeo-Christianity was the dominant religion in the west during the 19th century, and democracy did become the dominant political system during this time. However, although most of the sentiment behind it seems to hold true, there are flaws in Nietzsche’s argument that this is evidence of the overarching adoption of slave morality, and that this adoption created a stagnation of ambition or progress. Put simply, Nietzsche must argue the following: 1. Slave morality has triumphed over master morality in the west. 2. Progress stagnates under slave morality because excellence is not rewarded but condemned, 3. Progress has stagnated and excellence is condemned in contemporary western society. But we can look to the history of the late 19th century to see that the progress made in that time was not insignificant. The invention of the motor car, the telephone, the light bulb, among other things, is a sign that creativity and ambition was certainly not altogether stifled. While democracy provided the political framework, capitalism (primarily an individualistic economic system) flourished and rewarded enterprise and ambition with money and influence. This shows one of two things to be true: slave morality’s influence over western society was not as pervasive as Nietzsche claims OR its influence was not as damaging to human progress as he believed it was. If, as Nietzsche claims, master morality is a necessary condition for the advancement of society, it must not have been defeated entirely, for society was and is advancing. Nietzsche’s account of the master-slave dichotomy is more difficult still to apply to modern western society, although I doubt Nietzsche himself would try to do so. While our individual morality may still come from external sources, these days the sources are likely to be many and varied, rather than from a single religious viewpoint. Individual morality grows and evolves from experience. And while the culture of our society may endorse elements present in Nietzsche’s slave morality (compassion, modesty and patience, for example, are certainly not seen as bad things,) we also see a culture where achievement and ambition is not stifled but rewarded. We see celebration of athletes, who embody the strength, beauty and pride present in a Nietzschean master. We want our leaders to be honest, active, strong willed and brave, but raise concern if they are seen to lack compassion, or are too boastful, or do not seek to reduce suffering. Nietzsche’s Genealogy is convincing in its methodological approach to understanding the opposing moralities it discusses. It is logical that masters, the strong and elite, should seek no comfort or endorsement from external sources when they have total faith in themselves. That slaves sought out comfort in a morality based in religion, which holds up piousness and selflessness as virtues, makes sense as a survival strategy and as a way for these slaves to carve out meaning in their difficult lives. In discussing the impact on society in his time, Nietzsche despairs that of these two moralities, the slaves are winning, through the growth of democracy throughout the west. Perhaps, instead, the growth of democracy led to an evolution of western morality. Through the evolution of our class system beyond master and slave, our culture has become more multifaceted. Our relations with those above and below us has become more nuanced, and so too has our morality.

Free Essays on The Trail Of Tears

The Trail of Tears In the spring of 1838, the U.S. Army forced more than 15,000 Cherokee Indians from their homelands in North Carolina, Tennessee, Alabama, and Georgia (Perdue the little amount of food they did receive had gone bad and made many sick, killing thousands. Many more along the way died as a result of terrible illnesses. The bodies were buried in silent graves at each stop along the trail (3). The Cherokee Indians called the journey Nunahi-Duna-Dlo-Hilu-I, which translates to â€Å"Trail Where They Cried,† now known as the Trail of Tears. The removal is a direct result of the Removal Act signed by President Andrew Jackson in 1830 (2). The Act stated that â€Å"no state could achieve proper culture, civilization, and progress, as long as Indians remained within its boundaries.† Thereby forcing five Indian tribes to move to the Indian Territory, Oklahoma. The Cherokee Indians experienced a lifetime of hardships in just a few short years. From having their traditional lives t hat generations had grown accustomed to taken from them to enduring a painful journey to a foreign place, the Cherokees have come a long way (3). The Cherokees lived in the valleys of the Appalachian Mountains. When they first inhabited this land the United States did not exist, but their lands could be described today as North and South Carolina, Georgia, Tennessee, and Alabama (Perdue & Green, 1). More than sixty Cherokee villages and towns were located along the Great Smoky Mountains of Georgia, Tennessee, and North Carolina. Most members of the tribe lived fairly well, like white settlers, in log cabins. For their means of survival they farmed, raised livestock, and worked on crafts such as weaving, basketry and pottery (Gilbert, 6). The Cherokee people divided the tasks on the b... Free Essays on The Trail Of Tears Free Essays on The Trail Of Tears The Trail of Tears In the spring of 1838, the U.S. Army forced more than 15,000 Cherokee Indians from their homelands in North Carolina, Tennessee, Alabama, and Georgia (Perdue the little amount of food they did receive had gone bad and made many sick, killing thousands. Many more along the way died as a result of terrible illnesses. The bodies were buried in silent graves at each stop along the trail (3). The Cherokee Indians called the journey Nunahi-Duna-Dlo-Hilu-I, which translates to â€Å"Trail Where They Cried,† now known as the Trail of Tears. The removal is a direct result of the Removal Act signed by President Andrew Jackson in 1830 (2). The Act stated that â€Å"no state could achieve proper culture, civilization, and progress, as long as Indians remained within its boundaries.† Thereby forcing five Indian tribes to move to the Indian Territory, Oklahoma. The Cherokee Indians experienced a lifetime of hardships in just a few short years. From having their traditional lives t hat generations had grown accustomed to taken from them to enduring a painful journey to a foreign place, the Cherokees have come a long way (3). The Cherokees lived in the valleys of the Appalachian Mountains. When they first inhabited this land the United States did not exist, but their lands could be described today as North and South Carolina, Georgia, Tennessee, and Alabama (Perdue & Green, 1). More than sixty Cherokee villages and towns were located along the Great Smoky Mountains of Georgia, Tennessee, and North Carolina. Most members of the tribe lived fairly well, like white settlers, in log cabins. For their means of survival they farmed, raised livestock, and worked on crafts such as weaving, basketry and pottery (Gilbert, 6). The Cherokee people divided the tasks on the b...

Creative Ideas for Elementary Classroom Bulletin Boards

Creative Ideas for Elementary Classroom Bulletin Boards Classroom bulletin boards are a great way to display student work in an organized and attractive manner. Whether youre creating a seasonal board, teaching board, or bragging board, its a fun way to dress up a plain wall to correlate with your teaching idea or style. Back to School These back to school bulletin board ideas are a great way to welcome students back for a new school year. Teachers Corner offers a variety of ideas such as: A Brand New Bunch of _______ Graders.Recipe for a Great School Year.Blast off to a Great Year.Checkin and Check Us Out. Welcome Back.Darting into a New Year.Look Whos Hanging Out in _______ Grade.Quack, Quack Welcome Back.Stepping in _______.Welcome Aboard______.Welcome to a Fin-Tastic Year. Birthdays A birthday bulletin board is a great way to honor and celebrate the most important day in your students lives. Help make you students feel special, and use the ideas from the Teachers Corner to help celebrate their birthday. Ideas Include: Eating Our Way to Another BirthdayBirthday TrainA Sea of BirthdaysHappy BearthdayMonthly Birthdays Seasonal Your classroom bulletin board is the ideal place to educate your students about the seasons and upcoming holidays. Use this blank slate to express your students creativity and display their best work. DLTK-Teach lists monthly bulletin board ideas by title and theme. Some ideas include: January - New YearFebruary - Pinch Us Were in LoveMarch - St. Patricks Day - Our Little LeprechaunsApril - Some Bunny Loved MeMay - Fluttering into SpringJune - Sailing into SummerJuly - Under the Summer SkySeptember - Welcome to Our SchoolOctober - Are You Scared?November - Give ThanksDecember - Its Snow Secret End of the School Year If you are looking for a way to wrap up the school year, or help students look forward to the next school year, this bulletin board website shares great ideas such as: Were Antsy for ______ Grade.This Year Flew By...Our Summers Looking Bright! Miscellaneous Bulletin Boards After scouring the internet, talking to fellow educators and gathering some ideas of my own, board the following is a list of the best miscellaneous board titles for elementary classrooms. I was Caught Doing Something Good.Dive into a Good Book.A Tee-rific Class.Mrs.____Great Catch.Go Bananas for School.We Present You with Our Wishes for Christmas.Welcome to ______School. You fit right in!Look Whoos in Our Room.When We Learn We Grow.Mrs._____ Class is in Full Bloom.Look Whos Been Spotted in ____.Buzz on into _____ Class.A Fresh Bash of Smart Cookies.School in September is TREE-Mendous.Surf on into _____.Look Whos Hiding in the Pumpkin Patch?Good Work Has Been Spotted.This Year is Going to Rule.Popping Through Our _____.Wild About Learning.Were on the Road to_____.Camping Out Under the Stars.Hop Into Learning. Tips and Suggestions Here are some helpful tips to help you improve and create effective classroom displays. Use borders to frame your display. Some unique ideas include Christmas lights, tassels, paper shapes, beads, monopoly money, feathers, rope, pictures, muffin cups, vocabulary words, etc.To make your display stand out use a creative background. Some fun ideas are to use a checkerboard pattern, polka-dots, a plain black background,  tablecloth, newspaper,f abric, wrapping paper, cellophane, netting, a brick pattern, etc.Be creative with your letters. Use different items to create words such as glitter, yarn, string, magazine letters, shadow letters or sand.

Questions on Human Rights Article Example | Topics and Well Written Essays - 1000 words

Questions on Human Rights - Article Example For example, there are people with Down syndrome and still are able to perform everything logically. The same is the case of some people with mild forms of Autism. It is worth remembering that famous Winston Churchill who played an unforgettable role in the World War II and as a historian was dyslexic. In addition, Isaac Newton probably had Asperger’s syndrome. However, one cannot deny the fact that most mentally retarded ones are just like children, and hence are unable to make rational decisions. So, one can argue that as far as children are not allowed to vote, the same principle can be used in the case of mentally retarded people too. Thus, in total, one is forced to reach the conclusion that a lot more specifications are required to gauge the degree of retardation in individuals so that an accurate answer can be reached based on the kind and degree of retardation. Otherwise, the ones who are evidently retarded need not be allowed to vote. II There is still intense debate on the issue whether women should be allowed to serve in combat. In fact, women are gradually getting more and more roles in the military avoiding the combat frontline. However, in the case of women infantry, task crew, and combat pilot, there still remains a taboo. Those who are in favor of women’s role in active combat frontline argue that if women show enough physical capability and mental alertness to serve in the combat frontline, denying them a chance amounts to rank hypocrisy. Another point favoring women is that in the modern battlefield, technical expertise and decision making are more important than raw physical strength. The third point is that being forced to play secondary roles is a fact that keeps many patriotic females from joining military. So, by allowing them to have equal opportunities, their presence in the military can be ensured. This is all the more important considering the fact that the presence of women is inevitable for certain tasks like medical a ssistance, policing, intelligence gathering, and mediation. However, there are allegations and claims from the other side too. The first is that though a minority of females manages to show enough physical capacity to join combat, the vast majority ‘miserably fails’ (Willens and Smith). So, the claim that females should be allowed to serve in combat is on shaky grounds. Secondly, the so called courageous females allege sexual harassment in the hands of masculine military subculture. So, the argument is that incorporating females into the force can only lead to more problems and tension in the force, leading to a decline in morality of the men. This will seriously affect the quality of the force in group activities. In total, it becomes evident that there is no base for the argument that females should not be allowed to serve in combat. So, a reasonable conclusion is that the few females who show enough physical capabilities, courage and desire to serve in combat should be allowed to do so. III One can undoubtedly say that the perfect form of freedom allow people to do whatever they like if that only affects their own lives. If this is the case, not allowing people to sell their own organs is a denial of this basic right, according to many. This is so because ones organs are ones own property that one has the right to do anything with. Yet another point is

Professionalism in Business Essay Example | Topics and Well Written Essays - 5000 words

Professionalism in Business - Essay Example licly declared their intention to enter into an occupation that saves life or soul, usually referring to the work of priests, physicians and lawyers (Abeloff & Reynolds, 1994). For example, the declaration of the Hippocratic Oath is a public commitment to a set of values. Teaching has long been recognized as a profession along with religion, medicine and law. When the phrase "professional" appeared in the nineteenth century it was used as an adjective to describe a calling or profession, executed by a professor. "Professor" was used interchangeably with "professional man." Professors of religion and professors of law were included with professors of education. It is interesting to note that while early male teachers were addressed as "Professor", female teachers were still called "Miss." Between the Civil War and World War II, educators became more concerned with career commitment to their profession. The term "Professor" is commonly applied to teachers in colleges and universities today. (Kimball, 1992). Professionalism is a social paradigm that has evolved over time from affiliation with a craft guild as the primary characteristic of a specialist or an expert to association with a university as the principal means of determining when a person became an expert. A professional is universally distinguished from an amateur because they are involved in a full-time paid occupation. They make their living from working as a professional in their field. Many times members of an occupation proudly refer to themselves as professionals, such as professional secretaries or professional auto mechanics or professional brick layers. They believe because they have standards for their performance and are employed full-time in their occupation that they are professionals. Social... As the paper declares the word profession originates from the Latin profiteri, meaning to profess, to declare aloud, to make a public vow. The expression was first used in the English language in the 13th   century, to represent a person who makes a public oath to enter the religious service. In the 16th century, the meaning of the term was expanded to signify that someone had publicly declared their intention to enter into an occupation that saves life or soul, usually referring to the work of priests, physicians and lawyers.This discussion stresses that  professionalism is a social paradigm that has evolved over time from affiliation with a craft guild as the primary characteristic of a specialist or an expert to association with a university as the principal means of determining when a person became an expert. A professional is universally distinguished from an amateur because they are involved in a full-time paid occupation. They make their living from working as a profession al in their field. Many times members of an occupation proudly refer to themselves as professionals, such as professional secretaries or professional auto mechanics or professional brick layers. They believe because they have standards for their performance and are employed full-time in their occupation that they are professionals. Social scientists have separated professions from other occupations by the degree of expertise and complexity involved in the work itself.