The Human Origins Of War Essay Research free essay sample

The Human Origins Of War Essay, Research Paper Human nature, and the extent to which it straight effects our behavior, is a beginning of intense contention. This is reflected in the argument sing the aggressive nature of worlds and the grade to which they are inherently aggressive. However, surveies indicate that worlds are inherently aggressive and that our behavior is defined by familial belongingss, and influenced by cultural and environmental factors. However, this does non propose that aggression is our specifying characteristic, or that it can non be controlled by society. Our reaction to, and abetment of, war illustrates this. It is widely recognised that it is this built-in nature that has lead to war on major and minor graduated tables, but it is non an inevitable consequence of human nature. Many taking intellectuals utilise the inactive nature of adult females as a contentious statement to our aggressive nature. However, this is a limited statement that can be consistently disproven once we recognise the societal restr ictions that are used to control the female aggressive nature. We will write a custom essay sample on The Human Origins Of War Essay Research or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Aggressiveness is recognised by several outstanding intellectuals. William James states that, combat and war seeded to fulfill deep-seated demands of persons and societies, demands that were presumed to be built-in in all worlds, proposing that our aggressiveness has inevitable decisions. Freud besides supported this statement and maintained that human open aggression is a consequence of internal aggressive thrusts being redirected at others: adult male needs to fulfill his demands. Thomas Hobbes expands on this by saying that worlds are self-serving, greedy and selfish in respects to fulfilling their demands. These perceptual experiences of human nature indicate a instead black position of human aggression, nevertheless by researching why this aggression occurs we understand that in itself it is non a strictly destructive facet of our nature. The controversial statement sing the nature versus raising argument contributes to our apprehension of aggression. Those intellectuals who su pport the nature construct of aggression discuss both ethology and sociobiology. Simplistically, ethology provinces that adult male is the merchandise of two million old ages of biological development, while sociobiology argues that although biological development has considerable influence, the importance must be placed on the interaction of cistrons with their cultural environment. Conversely, the raising argument argues that aggression is strictly determined by cultural influences and that biological considerations are non of import. Unlike the raising argument or ethology, sociobiology represents right the belief that aggression is an built-in facet of our nature, but that it can be induced or controlled by our cultural and societal environment. The theories of sociobiologists are supported by our look of aggression in the pastoral phase of our development. Initially worlds appeared to be a comparatively peaceable society, nevertheless our patterned advances from the hunter-gath erer to the pastoral phase lead to an addition in aggression, providing a trigger for our built-in aggression. As Richard Leaky wrote: every bit shortly as people commit themselves to agricultural nutrient production they commit themselves to supporting the land they farm. To run off is to confront certain loss. This demonstrates how our environment cultivates our built-in aggression, and illustrates that worlds will act in an aggressive mode when provoked. This may look disheartening, because it seems to province that human aggression is inevitable. However, this aggression can be channeled into other patterns that have less negative results than force and war. Sport is a good illustration of imparting aggression. Society often encourages its public to bask, and take part in, activities where adult male can confront an opposition and show his aggression. This aggressive thrust is besides important as an evolutionary factor in human development. It is our battle for endurance, and s ubsequently domination, that has lead to our cultural and technological promotions. Aggressiveness has added to adult males familial fittingness ; through saving of the territorial balance, defence of the immature, and endurance of the fittest. Despite aggressions negative intensions it is a necessary facet of our nature and is required to further human s development. Charles Darwin supported this theory and stated that, adult male, like every other animate being, has no uncertainty advanced to his present high status through a battle for being, he besides stated that ; if he is to progress s boulder clay higher, it is to be feared that he must stay capable to a terrible battle. Clearly aggression has its positive utilizations in society, but we can non bury that it besides has had a destructive influence on our society, chiefly in inciting war. Human nature, and its look of aggression, has a considerable impact on war. It can non be overlooked as a conducive factor, although the extent to which it instigates war is controversial. Kenneth Waltz discussed the three images of war, and it is the first image that straight concerns itself with the application of human nature. Waltz maintains that war consequences from selfishness, and misdirected aggressive urges. This supports the earlier contention that aggression can be negatively directed into warring state of affairss. This theory suggests that human nature, and aggression, are a primary cause of war, although they have non blindly stated that it is the lone factor. Waltz besides illustrated nevertheless, that all other factors must be evaluated in visible radiation of understanding the impact of aggression. Niebuhr wrote simplistically that war has its beginnings in, dark, unconscious beginnings in the human nature, he appears to be lending war as an inevitable act of human nature. However, this is a terrible dictum and Niebuhr does non recognize that human nature is besides the supplier of peace. Waltz right highlighted human nature as the cause of war in 1914, but he besides pointed out that it was the cause of peace in 1910. Human nature can be manipulated by fortunes to ensue in war ; our built-in aggressive nature can unluckily ensue in an aggressive response in times of emphasis, whether that emphasis is economic, political, or societal. However, this built-in aggressiveness can non be used as an alibi for doing war ; it is a powerful conducive factor, but it can be controlled and diverted into other manifestations. Despite the obvious usage of our built-in aggression, adult females are frequently utilized as grounds back uping that aggression is a consequence of purely environmental factors. The evident inactive function of adult females in our society is proof that work forces are merely aggressive because society expects them to act in this m ode, and encourages them to make so. However, this is a comparatively limited statement. Both work forces and adult females are born with an built-in aggressiveness, but adult females have terrible cultural restrictions that restrict their look of aggression. Womans have traditionally non participated in whole graduated table war because they are perceived to be physically inferior to work forces, and this deficiency of engagement has contributed to the perceptual experience that adult females are non aggressive by nature. However, an aggressive nature has been apparent in the yesteryear ; adult females have been significantly involved historically in opposition and terrorist groups. Even noncombative adult females have displayed an aggressive nature. A quotation mark from J. Gray stated, many a combat soldier in World War Two was appalled to have letters from his girlfriend, or married woman, safe at place, demanding to cognize how many of the enemy he had personally accounted for and frequently bespeaking the decease of several more as a personal favour for her. This illustrated that although adult females may be culturally restrained in showing their aggression, it still exists and it is as inherent in their nature as it is in males. It is evident that human nature has an inherently aggressive constituent. The controversial definitions of human nature, and the influence it has on worlds behaviour, has been convincingly argued by many respected intellectuals. Ethology, sociobiology, and a scientific accent on environmental factors, all contribute to specifying human nature and the presence, or deficiency of, built-in aggression. It is clear that sociobiology provides a scientific attack to understanding the built-in aggression of persons, without leting this to be an alibi for the look of this aggression. Despite the being of this built-in demand, sociobiology allows that the environment topographic points limitations of worlds that can enable our society to map without regressing to this demand, and its look in war. Both work forces, and adult females, are capable to built-in aggression and it is an inevitable consequence of our natural, undeveloped nature. But we must besides recognize the ability of worlds to believe and act rationally, and it is this factor that will forestall built-in aggressiveness from going a unequivocal facet of human society, and provides us with an optimistic hereafter without ineluctable arrested development to warfare. 338

Immanuel Kant and reason essays

Immanuel Kant and reason essays Would you help an old lady across the street? Would you help her out of the goodness of your heart? Would you help her for $5 tip? Would you help her because a plethora of beautiful women are watching sans-boyfriends? Immanuel Kant, unlike previous philosophers before him, defined an action as being good if it was done unconditionally. However, many do things that they perceive as good for their own gain, whether personally, religiously, or in society. In the example above, the only truly good action is to help the old lady without expectation of a trip or recognition from beautiful women (if money and the adoration of beautiful women come anyway, then who could complain!?). Kants view that the only good actions are unconditionally good is a very sound argument because if one does good knowing they will benefit from it, then a person is truly not doing good. Actions are done for three reasons according to Kant, out of duty, because you want to for its own sake or personal enjoyment of doing the action, or because you are impelled to through another inclination (Korsgaard xiii). Actions that are unconditionally good are done out of duty since personal enjoyment of doing an action and being impelled to would naturally bias ones inclination to do the action. By completing an action out of duty, one is doing this action merely because it is the right thing to do. He or she may not want to do a particular action, but will anyway because it is morally and rationally just. Duty is the necessity of an action (Kant 13) and undoubtedly affects all the actions that a person takes. God, according to Kant, is not under any obligations to be good because he is the supreme good (Zents 4-12-04). Kant also attributes happiness in life as being related to God, even though knowledge of his nature is minimal (Zents 3-30-2004). God in Kant appears to act more as a moral guide than the ultim...

4 Strategies to Avoid Truck Driver Burnout

4 Strategies to Avoid Truck Driver Burnout Long haul driving is hard. Period. Truck drivers are said to work 70-hour work weeks, but we all know the reality is more like 90. Compared to a normal office worker, clocking in at 40 hours a week, this is already a recipe for exhaustion. Add in the fact that off-duty time, usually spent waiting between loads or at a truck stop, requires a certain amount of vigilance and maintenance of the rig- and isn’t really down time after all. Plus the fact that the human body prefers to sleep at night, in the dark, when the body’s natural rhythm calls for it. And that, to be healthy, one needs better access to healthier food than can be found at truck stops or fast food eateries- and you’ve got a whole lot of drivers barreling down the highway towards depression, exhaustion, poor-health, and the dreaded burn out.Here are four strategies to make sure this doesn’t happen to you, whatever stage you might be at in your trucking career:1. Take vacationsYou might think yo u can’t afford the time off, even if you’ve been allotted it. But really, it’s the other way around; you can’t afford not to take the time off to rest and recharge. It will make you a safer, happier, and healthier driver. Take holidays as well! Family time is important. The normal rhythms of civilian life are too.2. Take breaksYou may get bonus points with your boss, and perhaps an extra couple of bucks, for getting there an hour sooner. But at what cost? Breaks, especially when you’re feeling even slightly fatigued, can be a game changer and a serious morale booster.3. Get regularIf at all possible, try and get on a regular route. You’ll be able to stop in the same places, build yourself a routine, and get on a more regular sleep pattern. If this isn’t possible, put yourself on the spare board on a regular, rotating basis. Falling asleep at the wheel is never worth the risk.4. Embrace the electronicNobody is particularly thrilled wit h these new electronic logs, but they may actually help level the playing field. They’ll take everyone off the road after 70 or so hours, and enforce breaks and rests. You’ll never have to worry that someone else is putting in double hours to make bank. And you can take your much-deserved break in peace.

Conclusion Paper Essay Example | Topics and Well Written Essays - 750 words

Conclusion Paper - Essay Example However I hold an opinion that such tests have pressurized and influenced students in ways that are not too subtle to avoid. Critiques condemn such tests saying that a test paper made up of a few multiple choice questions cannot ever judge students’ overall educational capabilities. â€Å"Some school systems are under great pressure to raise their scores so they have resorted to decreasing time spent in recess.† (Margie, 2009). This leads to negative impact on students. So these tests mostly allow base learning and are not entirely capable of producing 100% result that means instilling a deep understanding of knowledge in a student. Understandably, these tests mostly contain multiple choice questions, so they can be completed in a much shorter time, they can be quickly graded and most beneficently, they allow a swift analysis of a big number of students. They are less time-consuming and characteristically too simplistic. They give teachers guidance like what they should teach students for preparation. This system of testing also allows parents to track their child’s progress over years and compare it with other students in other areas. This helps the students to assess if they are going up or down academically. But are they a good way of measuring individual learning and intelligence in a perfect manner? The answer is a straight-forward no. The term â€Å"high-stakes testing† is used when only standardizes tests are considered when determining whether a student should go the next grade or not. Many concerned parents have reportedly argued that this system of testing does not allow the students to satisfactorily demonstrate their individual skills of critical thinking and logical reasoning. â€Å"Some students are bad test takers, so this shouldnt be the only way they are judged.† (Cartman, 2010). Which is better, profound knowledge allowing a deep insight or base knowledge allowing an approach that would only last till

Final Exam questions Assignment Example | Topics and Well Written Essays - 500 words

Final Exam questions - Assignment Example Qualitative risk assessment however applies rationale to develop fixed values of factors to risk. Qualitative risk assessment method is the most suitable for homeland security. This is because of its diversified advantages, over the quantitative method, that meets the scope of Homeland security’s need for fast and accurate reactions. The advantages include simple analysis and results that facilitates prompt detection and response to risks (Landon, 2011). Risk management refers to a strategic process of managing probability of loss that is associated with a peril. Risk management strategies involve identification of involved risk, followed by its analysis that culminates to mitigation. The strategies are â€Å"avoidance, reduction,† and transfer (Akitonye, and Beck, 2009, p. 245). The three major threats facing the United States today are terrorism, natural disasters, and cyber crime. Terrorism is however the greatest of these threats because of its source and its political aspects. Being caused by human beings means that it can happen any time and its risk is enhanced by the United States international positions as a world power. The nation’s participation in international wars, especially in the Middle East also identifies significance of the threat. The relationship between risk, critical assets, threats, vulnerability, and consequences is that risk is a factor of critical assets, threats, and vulnerability, and its occurrence leads to adverse consequences. Risk defines exposure to a peril or potential peril. Critical assets define those assets that are instrumental to attainment of an objective while threats define phenomena that induce unpleasant effects. Vulnerability refers to the susceptibility to a threat and consequences define the results of manifestation of a threat. The presence of critical assets, threats, and vulnerability integrates to

Mary Shelley Essay Example for Free

Mary Shelley Essay I dont think the reader feels sorry for Victor because if he hadnt have rejected the monster in the first place he wouldnt have been in that situation. In the era the book was written, people were beginning to question Gods existence. Should God be the only creator of life? Should the power of science be able to create people? We found out the answer to this in Frankenstein. Victor tried to create the monster using scientific knowledge and succeeded. However, the end result of the monster was horrific. He was lonely, had no friends, and resorted to killing people. This proves science can not create life and make them fit into the human race. Only God can achieve this and thats the way it should stay. I think the reader sympathizes for the monster because the monster didnt choose to live, Victor did it for him and he only needed somebody to love. I collected the instruments of life around me that I might infuse a spark of being into the lifeless thing that lay at my feet. This quote shows he was searching for something to bring the monster to life, and that it was his decision to do this. At different stages in the story, Victor and the monster are both altruistic and egotistic. To start with, Victor is very altruistic. Whilst developing the monster he was very focused and in some way addicted to his creation. He became increasingly tired and unhealthy as he wasnt looking after himself properly. Sometimes I grew alarmed at the wreck I perceived. This shows he didnt even realise how he was treating himself, and he was alarmed when he realised. This proves he started off to be very altruistic, thinking of others before himself. At the same time he could be egotistic. He didnt think of the monsters feelings, and just focused on achieving his goal, not thinking of the consequences there were to come. Victor claims he was doing it to be useful to my fellow beings. His mother actually sparked the idea and fame and fortune drove him. So he ended up doing it for himself. The monster starts off to be altruistic as he befriends the family and helps them and generally doesnt focus on just himself. He makes adult suggestions unlike Victor who has stubborn childish responses. Victor could have offered friendship and love, but does the complete opposite making him extremely egotistic. However as the story continues it all changes dramatically and Victor and the monster almost swap places. Eager to love and to be loved, the creature is not born evil. Society makes the monster become egotistical. As society keeps on rejecting him, he becomes more and more egotistic and doesnt really care what anyone else thinks anymore. The monster wanted what Frankenstein and so many other humans had and took for granted a place to belong. Loneliness and isolation motivated the monster to turn to destruction. However, this was through no fault of his own. Victor was the first one to reject him therefore, its mainly his fault. When this starts to happen, I think the reader feels sorry for the monster, as he had no other choice but to do this, and become egotistic. On the other hand, Victor becomes more altruistic and begins to think of others. When the monster starts to kill people close to him, I think he realises he needs to do something. Victor does decide to make the creature a bride which was very altruistic, but turns against the idea. Elizabeth, Victor Frankensteins foster sister, plays a crucial part of Frankenstein. Since Victors mother died, Elizabeth played the mother role and was adored. Everyone loved Elizabeth. At many points in the story Victor is saved by the love of Elizabeth. On Frankensteins wedding day, his creature, the monster kills Elizabeth. Her beauty and innocence are greatly emphasized which takes away a lot of sympathy for the monster. When Frankensteins father knows that she was killed, he dies a few days later. What then became of me? I know not; I lost sensation, and chains and darkness were the only objects that pressed upon me. This shows Victor doesnt want to live anymore and doesnt take any notice of the world around him. He didnt have anything to live for, except to get revenge on the monster hed created. How I have lived I hardly know; many times have I stretched my failing limbs upon the sandy plain and prayed for death. But revenge kept me alive. So Victor decides to find the monster and searches for him. He tracks the monster ever northwards into the ice. He then freezes to death and dies, and when the monster finds this out he kills himself. At this point you sympathize for mainly Victor as he never got his revenge but also the monster, as he had such a horrific, lonely life. To conclude there are many different times in which the reader feels antipathy and mainly sympathy for the monster in Frankenstein, which shows he wasnt treated well at all.

Hemophilia :: essays research papers

Hemophilia Hemophilia is a genetic blood disease, which is characterized by the inability of blood to clot, or coagulate even from minor injuries. This disease is caused by an insufficiency of certain blood proteins, called factors, that participate in blood clotting and often by sudden gene mutation. Therefore, with the absence of factors, the blood clotting process is prolonged. There are different types of hemophilia, hemophilia A and hemophilia B for example. Hemophilia A , the most common form is caused by the lack of factor VIII. In the second most common form of hemophilia, hemophilia B (also known as Christmas disease), factor IX is absent. The condition appears when the person is born. Also, the disease is hereditary, passed on from parent to child. Because of it's genetic makeup, hemophilia is carried by females however those affected are almost always males. In one-third of all cases hemophilia thought to be caused by spontaneous gene mutation with no family history. This is how females are able to be affected by hemophilia. Inheritance is controlled by a recessive sex-linked factor carried by the mother on the X chromosome. There is a fifty percent chance that the sons of a female carrier will have hemophilia. There also is a fifty percent chance that the daughters of a female carrier will be carriers of hemophilia. In addition, all daughters of men with hemophilia are carriers, but his sons are unaffected. Men cannot transmit hemophilia, and female carriers are free of the disease. Hemophilia is the most common hereditary blood disorder. Currently, approximately one in every 10,000 people in all parts of the world suffers from hemophilia. This blood related disease affects about 20,000 people in the

Revolutionary War vs. 9/11 Essay

The Revolutionary War and 9/11 were both events that are still very talked about today.. They impacted America so much, and shook our history forever. Despite the differences in era, cause, and effects, they were also were alike in many ways. The Revolutionary War and 9/11 differ in many ways. First, the obvious fact that they took place in very different time periods. The Revolutionary War, which took place from 1775-1783 was an era before modern technology. Therefore, it took days, maybe even weeks before the media could inform the people of the events of the war. In the events on 9/11, which took place on September 11, 2001, people all across the globe knew what was going on by the second. News channels were buzzing, and the world was able to mourn along with the ones in the event. Technology also caused a major rift in between the two events due to the differences in weaponry. The Revolutionary War’s best weapons were early versions of muskets, rifles, cannons, pistols, and bayonets. In 9/11, they used box cutters, bombs, cellular communication, and airplanes. Finally, the Revolutionary War was a collection of multiple events and battles which took over a long period of time. Years, in fact. 9/11 simply took on e day. Despite their many differences, the two events are quite similar. Both the Revolutionary War and 9/11 caused fear and sadness in America. After 9/11, people were afraid of flying airplanes, leaving their homes, and some even grew paranoid of all Muslims. During the Revolutionary War, there was fear of both British and Native American terrorism. Another similarity is that both resulted in thousands of people dead or wounded. There were approximately 25,000 wounded, and another 25,000 people found dead during the Revolutionary War. In 9/11, 6,291 people were wounded, while 2,998 died. One similarity that is still very strong today is that both drastically divided the nation. During the Revolutionary War, the people were turned into either Loyalists or Patriots. Patriots were those who supported independence, whilst the Loyalists were those who remained loyal to the British king. After the devastation of 9/11, Americans who had probably referred to themselves as somewhat neutral, were all suddenly either Liberal or Conservative. The two categories had been dominant before, the the turn events caused people to be more outspoken about their beliefs. Conservatives believed in patriotism, and that we needed to punish those who had damaged our country, while liberals believed in more peaceful ways to solve the dilemma. However, regardless of any similarities, everyone can agree that both were events that shocked people, created a stronger government, and greatly impacted American history. Both events shook up our country drastically. People were left feeling unsafe and vulnerable, and thousands were left without lives. Although up until today people still debate on topics regarding both events, the truth is, no matter how much it damaged the survivors, it all resulted in a stronger America, and proved that we are a force to be reckoned with.

Can Video Games Make Kids More Violent Essay

Can video games make kids more violent? A new study employing state-of-the-art brain-scanning technology says that the answer may be yes. Researchers at the Indiana University School of Medicine say that brain scans of kids who played a violent video game showed an increase in emotional arousal – and a corresponding decrease of activity in brain areas involved in self-control, inhibition and attention. Does this mean that your teenager will feel an uncontrollable urge to go on a shooting rampage after playing â€Å"Call of Duty?† Vince Mathews, the principal investigator on the study, hesitates to make that leap. But he says he does think that the study should encourage parents to look more closely at the types of games their kids are playing. â€Å"Based on our results, I think parents should be aware of the relationship between violent video-game playing and brain function.† Mathews and his colleagues chose two action games to include in their research — one violent the other not. The first game was the high-octane but non-violent racing game â€Å"Need for Speed: Underground.† The other was the ultra-violent first-person shooter â€Å"Medal of Honor: Frontline.† The team divided a group of 44 adolescents into two groups, and randomly assigned the kids to play one of the two games. Immediately after the play sessions, the children were given MRIs of their brains. The scans showed a negative effect on the brains of the teens who played â€Å"Medal of Honor† for 30 minutes. That same effect was not present in the kids who played â€Å"Need for Speed.† The only difference? Violent content. What’s not clear is whether the activity picked up by the MRIs indicates a lingering — or worse, permanent — effect on the kids’ brains. And it’s also not known what effect longer play times might have. The scope of this study was 30 minutes of play, and one brain scan per kid, although further research is in the works. OK. But what about violent TV shows? Or violent films? Has anyone ever done a brain scan of kids that have just watched a violent movie? Someone has. John P. Murray, a psychology professor at Kansas State University, conducted a very similar experiment, employing the same technology used in Mathews’ study. His findings are similar. Kids in his study experienced increased emotional arousal when watching short clips from the boxing movie â€Å"Rocky IV.† So, why is everyone picking on video games? Probably because there’s a much smaller body of research on video games. They just haven’t been around as long as TV and movies, so the potential effects on children are a bigger unknown. That’s a scary thing for a parent. Larry Ley, the director and coordinator of research for the Center for Successful Parenting, which funded Mathews’ study, says the purpose of the research was to help parents make informed decisions. â€Å"There’s enough data that clearly indicates that [game violence] is a problem,† he says. â€Å"And it’s not just a problem for kids with behavior disorders.† But not everyone is convinced that this latest research adds much to the debate – particularly the game development community. One such naysayer is Doug Lowenstein, president of the Entertainment Software Association. â€Å"We’ve seen other studies in this field that have made dramatic claims but turn out to be less persuasive when objectively analyzed.† The ESA has a whole section of its Web site dedicated to t he topic of video game violence, which would suggest that they get asked about it — a lot. And they’ve got plenty of answers at the ready for the critics who want to lay school shootings or teen aggression at the feet of the game industry. Several studies cited by the ESA point to games’ potential benefits for developing decision-making skills or bettering reaction times. Ley, however, argues such studies aren’t credible because they were produced by â€Å"hired guns† funded by the multi-billion-dollar game industry. â€Å"We’re not trying to sell [parents] anything,† he says. â€Å"We don’t have a product. The video game industry does.† Increasingly parents are more accepting of video game violence, chalking it up to being a part of growing up. â€Å"I was dead-set against violent video games,† says Kelley Windfield, a Sammamish, Wa.-based mother of two. â€Å"But my husband told me I had to start loosening up.† Laura Best, a mother of three from Clovis, Calif., says she looks for age-appropriate games for her 14 year-old son, Kyle. And although he doesn’t play a lot of games, he does tend to gravitate towards shooters like â€Å"Medal of Honor.† But she isn’t concerned that Kyle will become aggressive as a result. â€Å"That’s like saying a soccer game or a football game will make a kid more aggressive,† she says. â€Å"It’s about self-control, and you’ve got to learn it.† Ley says he believes further research, for which the Center for Successful Parenting is trying to arrange, will prove a cause-and-effect relationship between game violence and off-screen aggression. But for now, he says, the study released last week gives his organization the ammunition it needs to prove that parents  need to be more aware of how kids are using their free time. â€Å"Let’s quit using various Xboxes as babysitters instead of doing healthful activities,† says Ley, citing the growing epidemic of childhood obesity in the United States. And who, really, can argue with that?

periodic table Essay

periodic table Essay periodic table Essay Havergal College SCH3U Oxidation number and IUPAC names of some polyatomic ions Oxidation number = +1 Name Ammonium Oxidation number = -1 Name Ion cyanide HSO4acetate H2PO3hypochlorite H2PO4chlorite MnO4chlorate NO2perchlorate NO3hydrogen carbonate OCNhydrogen oxalate OHhydrogen sulfite SCNOxidation number = -2 Name Ion carbonate HPO42oxalate O22chromate SO32dichromate SO42hydrogen phosphite S2O32Oxidation number = -3 Name Ion 3arsenite PO4 arsenate Ion NH4+ Ion CNC2H3O2ClOClO2ClO3ClO4HCO3HC2O4HSO32- Ion CO3 C2O42CrO42Cr2O72HPO32Ion 3- AsO3 AsO43- Name hydrogen sulfate dihydrogen phosphite dihydrogen phosphate permanganate nitrite nitrate cyanate hydroxide thiocyanate Name hydrogen phosphate peroxide sulfite sulfate thiosulfate Name phosphate Solubility of Ionic Compounds at SATP - - Cations Cl , Br , I High solubility (aq) 0.1 mol/L (at SATP) Low solubility (s) 0.1 mol/L (at SATP) most - S 2- group 1, NH4+, group 2 OH - group 1, NH4+, Sr2+, Ba2+ Tl+ Anions SO42most CO32-, C2H3O2PO43-, SO32group most + 1, NH4 NO3all All Group 1 compounds, including acids, and all ammonium compounds are assumed to have high solubility in water + 2+ Ag , Pb , most most Ag+, Pb2+, most Ag+ none Tl+, Hg22+, Ca2+, (Hg+), Cu+ Ba2+, Sr2+, Ra2+ Havergal College SCH3U Assigning oxidation numbers General Rules 1) The oxidation number of any free element is zero, regardless of how complex its molecules might be. 2) For monatomic ions, the oxidation number is their charge 3) The sum of all the oxidation numbers of the atoms in a molecule or polyatomic ion must equal the charge on the particle Rules for Specific Atoms 4) Group 1A (1) atoms have an oxidation number of +1(Excluding H) 5) Group 2A (2) atoms have an oxidation number of +2 6) In its compounds, hydrogen is +1 with non-metals and -1 with

Apa Style Guide

American Psychological Association (APA) APA Style Manual 6th Edition Quick Reference Writing-Style Handbook Strayer University March 1, 2010 Table of Contents INTRODUCTION4 CHAPTER 1 Basic Form and Appearance5 Margins5 Spacing5 Font Styles5 Page Numbers5 Page Headers6 Title Page6 Headings8 Numbers9 Lists10 Abbreviations10 Tables and Figures10 CHAPTER 2SUPPORTING DOCUENTATION FOR ACADEMIC PAPERS13 In–Text Citation13 Direct Quotations14 Works with no Author or with an Anonymous Author15 Work by Two Authors16 Work by Multiple Authors, five or more16 Paraphrasing17 Do Not Plagiarize18 Using Block Quotations19 Reference List: Basic Rules20 References within the Reference List20 Reference Examples for Periodicals 20 Reference Examples for Non-Periodicals21 Electronic Sources22 Examples for Internet Sources22 Miscellaneous Sources 24 CHAPTER 3 ADDITIONAL RESOURCES26 APA Writing Style Quick Reference Introduction This writing-style handbook is intended to provide basic examples of APA style, modeled after the 6th edition of the Publication Manual of the American Psychological Association (2010). The intent is not to provide detailed instructions relative to every question that may arise. The quick reference is to help students become familiar with the APA style of writing academic papers in a university setting. The key is getting students to not fear writing assignments. Writing is like reading. Students need a lot of practice to help them master the skill. Chapter 1 BASIC FORM AND APPEARANCE Setting up the paper: Margins Set up all margins, using 1-inch margins on all sides of each page. Justify the left side of the page, leave the right side ragged. Spacing The first line of each paragraph should be indented five spaces. The text, throughout the paper, must be doubled-spaced. Use one or two spaces between sentences and one space between words. Be consistent throughout paper. Font Styles The text, throughout the paper, must be written in the same font: Use Time New Roman. Use 12-point size. For emphasis, italics may be used; do not use bold, underlining, or all-capital letters. Page Numbers Insert page numbers in the upper right-hand corner, 1† inside the margin of the paper and ? † from top of page (see Example 1). When inserting the page numbers, do not use the abbreviation P. or p. or the word page. All pages will be numbered in sequence, starting with the title page (page 1) and ending with the reference list. Page Headers Typically, the running head is required only for publication. Check with your instructor regarding the preference for using a running head. The words Running head, only appear on the title page. Use no more than the first 50 characters of the title, left justified of the page number, located in the page header of the paper, and located ? † from the top of the page and 1† from the right edge of the paper. Running-Page Header and Page Number Running head: TITLE OF PAPER1| Title Page A title page is included. When creating a title page, the following information must be centered on the page: Running head and page number Full title of the paper Author’s Name Strayer University Instructor Course (MKT500) Date Complete Title Page with Page Header and Running head Running head: APA QUICK REFERENCE 1 APA Quick Reference Writing-Style HandbookAuthorStrayer UniversityInstructorCourseDate| Headings To organize a paper using headings, establish a hierarchy of sections throughout the paper. This hierarchy functions as an outline, revealing the paper’s organizations. Add an extra space above headings, to set off new topics. Center-section headings contain no caps or underlining. Bold must be used. There are 5-heading levels, in APA, to separate and classify paper sections. The 6th edition of the APA manual revises and simplifies previous heading guidelines. Regardless of the number of levels, always use the headings in order, beginning with level one. The format of each level is illustrated below: APA Headings| Level| Format| 1| Centered, Boldface, Uppercase, and Lowercase Headings| 2| Left-aligned, Boldface, Uppercase, and Lowercase Heading| 3| Indented, boldface, and lowercase heading with period. | 4| Indented, boldface, italicized, and lowercase heading with period. Paraphrased: Passage rewritten to express the idea of the author, but in your own words: For many employees with health problems, often making the decision of whether or not to change jobs is based on the need to maintain the same health insurance coverage and not on the prospect of a better career opportunity (Baker, 2003) ** Three or more consecutive words directly from a source is considered a direct quote and must be cited as a direct quote. Citing Personal Communications: For letters, memos, e-mail, interviews:S. U. Varnes (personal communication, May 12, 2001). *Do not list on Reference page. | Using Block Quotations Block Quotes are identified as a freestanding quote with more than 40 words. Indent the Quote only five spaces from the left margin. Do not use quotation marks. * See the example for formatting block quotations. Note that the end punctuation, for a block quotation, follows the quotation, not the citation. * End the quotation with a period. Block Quotation Author’s name not given within sentence used to introduce quote: When we compare adult students who return to college after being in the workplace we find Adult students are often more dedicated to achieving their college education than many traditional students. Most adult students who make the choice to return to college are accustomed to prioritizing their tasks. These individuals have experienced the demands of juggling their responsibilities and are more willing and able to take the initiative to succeed in their academic career (Smith, 2002, p. 121). Many adults who have excelled in their professional lives know how to apply themselves in their new academic life. Author’s name used to introduce quote: Smith (2002) points out that adult student are often more dedicated to achieving their college education than many traditional students. Most adult students who make the choice to return to college are accustomed to prioritizing their tasks. These individuals have experienced the demands of juggling their responsibilities and are more willing and able to take the initiative to succeed in their academic career (p. 121). Many adults who have excelled in their professional lives know how to apply themselves in their new academic life. Reference List: Basic Rules and Format Your reference list should appear at the end of your paper. It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source, you cite in the paper, must appear in your reference list; likewise, each entry in the reference list must be cited in your text. Your references should begin on a new page, separate from the text of the essay; label this page References centered at the top of the page. (Do NOT underline, or use quotation marks for the title. ) All text should be double-spaced just like the rest of your essay. Your references must be in alphabetical order and reverse indented when the references are more than one line. References within the Reference Page Reference Examples for Periodicals Magazine Article, No Author [article title. (year, month day). magazine name, volume (issue #, if applicable), page number(s). ] Duke Power understates earnings. (2003, May 1). Newsweek, 5(1), 23-24| Magazine Article, One Author [author last name, first initial. (year, month day). article title, magazine name, volume (issue number, if applicable), page number(s),] Smith, J. (2003, May 1). Duke Power understates earnings. Newsweek, 5(1), 23-24| Magazine Article, Multiple Authors If a magazine or journal article has more than two authors, identify all authors by name. Do not use et al.

Pre-fabricated building (classroom structure) Coursework

Pre-fabricated building (classroom structure) - Coursework Example In essence, despite its relative attraction, complete prefabricated construction is short-term and it is vital that multiple risks and health factors are taken into consideration when considering a complete modular approach in construction of classrooms. The health and safety risks related to prefabricated classroom construction are discussed. This is a more likely risk in prefabrication construction over traditional method of classroom construction. Given that most of the large classroom’s components are constructed off-site, a lot of trust is put on the manufacturer to construct precisely what is required. A single error can be costly to the entire structure. A case in example is the collapse of a parking garage in Miami, Florida. The parking garage, like many of its kind, was developed using prefabricated beams. Consequently, there was an increased need to ensure that the heavy beams, columns, as well as floor plans needed were perfectly aligned and constructed. Sadly, a disaster occurred with one section’s floor slabs disconnecting and falling down resulting into a domino effect. If such were to occur in a classroom, the casualty could be high considering its population density. Although the precise cause of the garage’s accident has not been deduced, investigators believe it was due to constructi on errors. Although the precise cause of the incident is still unknown, investigators believe that it was a construction error rather than a design fault. Conventionally, there is a lot of room for errors in prefab process, more particularly on arrival of pieces to the site. Areas likely to incur errors include the attachment process involving bolting together of the different components. Additionally, the tight time limit required to complete the tasks can lead to higher potential of mistakes in comparison to traditional on-site methods which are typically not associated with fast completion