Nebular Model of the Solar system

Nebular Model of the Solar system Introduction Philosophers and scientists, particularly the astronomers, have been looking for information pertaining to how the universe was formed.Advertising We will write a custom research paper sample on Nebular Model of the Solar system specifically for you for only $16.05 $11/page Learn More Even though there is no single authoritative model that explains the manner in which the universe was formed, there is one model that satisfies the highest share of astronomers: the nebular hypothesis or model. The model is not only the most popular but also the one that garners several factual arguments on its accounts for the formation of the universe. The hypothesis dates back to 1734 when Emanuel Swedenborg (Woolfson 1984, p.6) first proposed it. It dates the formation of the universe back since some 4.6 billion years following the collapse of an interstellar molecular cloud of particles comprising of ice, rock, and dust among others. However, several criticism s were raised on it for a couple of years making it fall out of favour. One of the central criticisms of the nebular hypothesis rested on its inability to provide an explanation on why the sun lacked angular momentum in comparison with all other planets, which orbit around it (Fogg Nelson 2007, p.1195). Nevertheless, â€Å"now, it is back with a definitive model† (Gomes et al. 2005, p.466). As from early 1980s, tremendous studies have been carried on young stars. The studies show that young stars are â€Å"surrounded by cool discs and gas, exactly as the nebular hypothesis predicts† (Gomes et al. 2005, p.468). This has made the nebular hypothesis to be reaccepted. Following this validation of nebular hypothesis, this paper finds it ample to describe nebular model of the solar system coupled with the features of solar system that the model explains.Advertising Looking for research paper on astronomy? Let's see if we can help you! Get your first paper with 15% O FF Learn More Description of Nebular model of the solar system According to nebular model of the formation of the universe, the formation of the solar system is inherent to the formation of the stars and planetary disks. The figure below shows fundamentals of universe formation. Source: (Kokubo Ida 2002, p.673) Formation of stars Stars are believed to have been formed from a giant cloud of molecular hydrogen, which was as big as 300,000 times the size of the sun (Montmerle at al. 2006, p.42). The nebular theory of the solar system approximates that the massive collapsing of the proto-stellar nebulae took place some 100, 000 years ago (Pudritz 2002, p.69). All nebulas initiate with some angular momentum. A gas is found at the centre of every nebular. Relative to the outer parts, this gas has a lower angular momentum. It undergoes an incredible compression resulting to the formation of a hot core that does not contract. The core’s mass is lesser than the origi nal mass of the entire nebula (Mohanty, Ray Basri 2005, p.492). The core constitutes the seed, which, while fully grown, forms the stars. Further collapsing truncates into retention of the angular momentum. Consequently, â€Å"the rotation of the in-falling envelop accelerates which largely prevents the gas from directly accreting onto the central core† (Klahr Bodenheimer, 2003, p.869). Forcefully, the gas finds its way outwards close to â€Å"the equatorial plane of the core, which in turn forms the disk that further accretes onto the formed core† (Klahr Bodenheimer 2003, p.887).Advertising We will write a custom research paper sample on Nebular Model of the Solar system specifically for you for only $16.05 $11/page Learn More This makes the core grow magnificently in terms of mass to the extent that it makes up a proto-star, which is very hot. In this particular stage, the in-falling envelope gigantically obscures the proto-star coupled w ith its disk making it directly invisible (Mohanty, Ray Basri 2005, p.499). The proto-star emits a radiation, which is in the order of sub-millimeters or millimeters. Nebular theory classifies these proto-stars as belonging to class zero. However, the luminosity of these proto-stars is ideally very high ranging in the order of 100. This energy originates from gravitational collapses (Kokubo Ida 2002, p.666). It occurs because the cores of the proto-stars have not become hot enough to the extent that the process of nuclear fusion can begin. When the materials forming the envelope proceed falling into the proto-star disk, a stellar object becomes conspicuous. This occurs initially in the region of infrared and in a visible range of electromagnetic spectrum later. When the proto-star garners enough mass above, about 80 times of that of Jupiter, hydrogen fusion initiates. However, when this mass is lower than this, a brown dwarf object is developed (Mohanty Ray Basri 2005, p.508). De velopment of new stars takes place about 100, 000 years upon inception of the collapse process. The resulting solar system’s objects are classified as class one proto-stars at this level. During the next stage, the disk gathers the envelope. This results to its disappearance. The resulting proto-star is the T Tauri star. According to Mohanty, Ray and Basri (2005), â€Å"the mass of the disk around a classical T Tauri star is about 1–3% of the stellar mass, and it is accreted at a rate of 10-7 to 10-9 solar masses per year† (p.505).Advertising Looking for research paper on astronomy? Let's see if we can help you! Get your first paper with 15% OFF Learn More A classical T Tauri star has properties such as â€Å"emission limes, existence of jets, photometric variability, strong flux, and possession of magnetic activities† (Mohanty, Ray Basri 2005, p.505). The formation of the emission lines is owed to the hitting of the star’s surface by accreted gas. This takes place within the magnetic poles. The jets are principally the avenues through which the excessive momentum of the star is lost. Formation of planetary disks and planetary system Apart from the formation of stars, another essential concern of the nebular model is to provide an explanation of how the proto-planetary disks are formed. This provides mechanisms of laying the foundation on provision of an explanation on how the entire universe formed, as well as how it continuously evolves. Nebular hypothesis holds that, under certain circumstances and provisions, instead of disappearance of the planetary disk, it may give rise into a planetary system. Megeath et al. sup ports this argument by claiming, â€Å"Proto-planetary disks have been observed around a very high fraction of stars in young star clusters† (2005, p.114). An example of formation of a proto-planetary disk in Orion nebula is shown in the figure below. Source: (Font et al. 2004, p.901) Disks exist right from the onset of the process of formation of stars. However, in the early stages, it is not possible to view them because of opacity in the environment that surrounds a proto-star. For a class zero proto-star, the planetary disk is immensely hot. Consequently, inside the disk, many of the volatile materials evaporate leaving behind refractory elements. Therefore, ice can only possibly exist in the outermost part of the disk (Font et al 2004, p.901). Rocky planets are formed in the inner sections of the proto-planetary disks. In these sections, temperatures are too high to permit condensation of ice coupled with certain other substances to form grains (Sean, Quinn Lunine 2007 , p.67). Consequently, coagulation of grains that are rocky in nature occur leading to creation of planetensimals that are rocky. In the words of Montmerle et al (2006), the conditions â€Å"are thought to exist in the inner 3-4 AU part of the disk of a sun-like star† (p.73). On the formation of the planetensimals from the proto-planetary disks, the process of runaway accretion initiates. During this process, the planetary body grows such that M4/3 is directly proportional to R4 (Montmerle et al 2006, p.65) where R is the radius of the growing body while M is its mass. When this process is completed, the stages of oligarchic accretion and merger follow respectively. These are the last two stages for the formation of a rocky planet. Features of solar system explained by nebular solar system The nebular theory for the formation of the solar system explains the process of formation of a number of features that make up the solar system. They include stars, planets, and asteroids among others. The theory holds that the universe formed when the interstellar gas molecules that were filled with ice, rocks, and dusts among other particles spontaneously collapsed. This collapse was caused by a turbulence whose aftermath was heating up of these particles making them turn into stars. Initially, the components that make up the universe were in the form of clouds. A cloud of dust believed to form the solar system by astronomers is shown below. Source: (Montmerle et al 2006, p.47) During the solar system formation process, most of these clouds settled at the centre to form the sun. On the other hand, some of the materials became flattened to form the planetary disks (Montmerle et al 2006, p.49). Material making up the disks formed the planet coupled with other objects that are found in the solar system. Other materials stuck together to form solids (balls), which grew bigger when more materials collided with them. The balls formed the cores of the planets. When the g rowing solids developed their own gravitational pulls, the rate of attraction of ice and dusts particles became even more enhanced. Stars and terrestrial planets With regard to the nebular hypothesis, stars resulted from the thick and gigantic particles of hydrogen vapours. The hydrogen clouds were â€Å"gravitationally unstable and matter coalesced to smaller denser clump, which then collapsed and formed stars† (Stamatellos, Hubber Whitworth 2007, p.31). The formation of giant stars is illustrated below. Source: (Stamatellos, Hubber Whitworth 2007, p.30) The nebular hypothesis also holds that the process of star formation is an intricate one. It produces hefty amounts of proto-planetary disks of gasses around a forming star. In the due process, this may truncate into the formation of planets. Consequently, the procedure of star creation results to the innate configuration of terrestrial system. In this context, Fogg and Nelson (2007) claim that the hypothesis approximates , â€Å"†¦a sun-like star usually takes 100 million years to form† (p.1198). The proto-planetary disks are initially hot. However, during the T Tauri star formation stage, it cools down upon attracting more dust grains that are composed of ice and rocks. This makes the first stage of formation of the planetary system. The second stage is marked by the coagulation of planentesimals to become kilometer-sized embryos right from centimeter-sized ones. However, â€Å" if the disk is massive enough, the runaway accretions begin, resulting in the rapid-100,000 to 300,000 years- formation of moon-to mars-sized planetary embryos†(Sean, Quinn, T Lunine 2007, p.70). Within the vicinities of stars, the developing embryos of planets undergo massive merging processes leading to the formation for terrestrial planets. This is the last stage, which takes approximately 100 million years. The most complex development is that of the creation of colossal planets like Jupiter. Giant p lanets Formation of Giant planets is thought to take place under conditions that are below snowlines. In such situations, the emanating planets embryos are principally comprised of ices. Consequently, such planets are â€Å"several times massive than the inner part of the proto-planetary disks† (Fogg Nelson 2007, p.1196). The nebular hypothesis further postulates that the components that are formed after the formation of the ice embryo are necessary. This remains unclear even though growth may take place to surpass 5 to 10 times the size of the earth. This threshold value is critical in the initiation of the process of accretion of gases (hydrogen-helium) from the surface of the disks. According to this theory, the course of gathering gases at the center of the springing planet is essentially slow. However, â€Å"when the planet becomes 30 or more times greater than the earth, the process accelerates and extends into the runaway† (Montmerle et al 2006, p.41). The proc ess of accretion does not proceed for eternity. It stops upon exhaustion of gasses. Consequently, planets acquire their defined masses since no further increase in masses occurs. Planets already created may relocate themselves thus causing a failure of cores leading to the formation of planet-like Neptune and Uranus (Boss 2003, p.578). Cores leading to the formation of these two planets â€Å"were formed too late when the disk had almost disappeared† (Megeath et al 2005, p.113). The nebular theory also holds that other components of the solar system were formed in similar manner in which the earth, the stars, and or giant planets such as Neptune, Saturn, and others were formed. Asteroids Just as Neptune was formed from failed cores, nebular theory claims that asteroids coupled with other planetesimals formed from failed formation of planets. Failed planets are essentially the objects that were formed from solar nebular (Bottke, et al. 2005, p.65). However, they hardly ended u p being large enough to compose a planet. From this explanation of the formation of asteroids, it is apparent that the initiation stages for formation of an element of the solar system may lead to the formation of another element under certain conditions such as the failure of a process to proceed to completion. Conclusion Many theories have been put forward to explain the formation of the solar system. One of such theories is the nebular theory of the formation of the solar system. The theory argues that the solar system was formed, and continues to evolve, through the coalescence of dust and ice among other particles in space. The theory dates back to 1743 when Emanuel Swedenborg first put it forward. Although it later faced disfavours, the modern evidence based on studies of the formation of new stars has made its reaccepted. However, this does not mean that the theory has cleared up all its criticisms. For instance, a prominent drawback of the theory rests on its inability to pr ovide explanations of the manner in which materials that are accreted by proto-stars lose their angular momentum. Consequently, it becomes hard to explain why some stars possess planets while others do not have belts made of dust. Amid these and other challenges of the nebular hypothesis, the paper has argued that the theory can explain the formation of some features of the solar system such as the stars, asteroids, and planets among others. References Boss, A 2003, ‘Rapid formation of outer giant planets by disk instability,’ The Astrophysical Journal, vol. 599 no. 1, pp 577–581. Bottke, W, Durda, D, Nesvorny, D 2005, ‘Linking the collisional history of the main asteroid belt to its dynamical excitation and depletion’, Icarus, vol. 179 no. 1, pp. 63–94. Fogg, J Nelson, P 2007, ‘On the formation of terrestrial planets in hot-Jupiter systems,’ Astronomy Astrophysics, vol. 461 no.3, pp. 1195-1199. Font, S, McCarthy, G, Doug, J, Ballantyne, D 2004, ‘Photoevaporation of circumstellar disks around young stars,’ The Astrophysical Journal, vol. 607 no.2, pp. 890–903. Gomes, R, Levison, F, Tsiganis, K Morbidelli, A 2005, ‘Origin of the cataclysmic late heavy bombardment period of the terrestrial,’ Nature, vol. 435, no. 7041, pp. 466–469. Klahr, H Bodenheimer, P 2003, ‘Turbulence in accretion disks: vorticity generation and angular momentum transport via the global baroclinic instability,’ The Astrophysical Journal, vol. 582 no.2, pp. 869–892. Kokubo, E Ida, S 2002, ‘Formation of protoplanet systems and diversity of planetary systems,’ The Astrophysical Journal, vol.581 no.1, pp 666–680. Megeath, T et al. 2005, ‘Spitzer/IRAC photometry of the Ï  Chameleontis association,’ The Astrophysical Journal, vol. 634 no. 1, pp. 113-116. Mohanty, S, Ray, J, Basri, G 2005, ‘The T Tauri Phase down to Nearly Planetary Masse s: Echelle Spectra of 82 Very Low Mass Stars and Brown Dwarfs,’ The Astrophysical Journal, vol. 626 no. 1, pp. 498–522. Montmerle, T et al. 2006, ‘Solar System Formation and Early Evolution: the First 100 Million Years’, Earth, Moon, and Planets, vol. 98 no. 4, pp. 39–95. Pudritz, R 2002, ‘Clustered star formation and origin of stellar masses,’ Science, vol. 295 no. 5552, pp. 68–75. Sean, R, Quinn, T, Lunine, J 2007, ‘High-resolution simulations of the final assembly of Earth-like planets 2: water delivery and planetary habitability,’ Astrobiology, vol. 7 no. 1, pp. 66–84. Stamatellos, D, Hubber, A, Whitworth, A 2007, ‘Brown dwarf formation by gravitational fragmentation of massive extended protostella discs,’ Monthly Notices of the Royal Astronomical Society: Letters, vol. 382 no. 1, pp. 30–34.

Free Essays on Gregor Mendel

Gregor Mendel Gregor Mendel was born July 22, 1822 and died January 6, 1884. Mendel was born in Heizendorf, Austria. Mendel was the second child of Anton and Rosine Mendel. Mendel’s parents were simple farmers. Mendel had a love to work in the garden. The love for this made him think, how does the plants get its characteristics? Gregor Mendel began to study at the St. Thomas Monastery of the Augustinain in Brunn, in 1843. Later on Mendel had began priesthood in August 1847. After becoming a priest, Mendel knew he wanted to become a teacher. In 1849, he started teaching at a secondary school in Znaim. Mendel took a teacher certification test, but failed. In 1851, Mendel went to the University of Vienna, to train to become a teacher. He wanted to be Mathematics and a Biology teacher. During the years of 1851-1853 Mendel studied Zoology, Botany Chemistry, and physics at the University of Vienna. In 1856, Mendel became very ill. Some people thought it might be Epilepsia. Later that year Mendel returned to Brunn, where he began to teach part time. About the middle of his life, he started to have theories about heredity. Mendel used pea pod plants to use for his experiments. Mendel discovered three basic laws had which governed the passage of a trait from one member of a species to another of the same species. The first law states the sex cells of a plant contains two different traits. The second law stated the characteristics are inherited independently from another. The third theory states each characteristic is determined by two hereditary factors, one from each parent, which decides whether a gene is dominant or recessive. These theories became a basis for the study of modern genetics. Mendel’s discoveries over the years are Particulate inheritance, Dominant and recessive traits, Genotype and Phenotype, and The Concept of Herteroygousity and Homozygousity. The Punnett square is named after Reginald Punnett. ... Free Essays on Gregor Mendel Free Essays on Gregor Mendel Gregor Mendel Gregor Mendel was born July 22, 1822 and died January 6, 1884. Mendel was born in Heizendorf, Austria. Mendel was the second child of Anton and Rosine Mendel. Mendel’s parents were simple farmers. Mendel had a love to work in the garden. The love for this made him think, how does the plants get its characteristics? Gregor Mendel began to study at the St. Thomas Monastery of the Augustinain in Brunn, in 1843. Later on Mendel had began priesthood in August 1847. After becoming a priest, Mendel knew he wanted to become a teacher. In 1849, he started teaching at a secondary school in Znaim. Mendel took a teacher certification test, but failed. In 1851, Mendel went to the University of Vienna, to train to become a teacher. He wanted to be Mathematics and a Biology teacher. During the years of 1851-1853 Mendel studied Zoology, Botany Chemistry, and physics at the University of Vienna. In 1856, Mendel became very ill. Some people thought it might be Epilepsia. Later that year Mendel returned to Brunn, where he began to teach part time. About the middle of his life, he started to have theories about heredity. Mendel used pea pod plants to use for his experiments. Mendel discovered three basic laws had which governed the passage of a trait from one member of a species to another of the same species. The first law states the sex cells of a plant contains two different traits. The second law stated the characteristics are inherited independently from another. The third theory states each characteristic is determined by two hereditary factors, one from each parent, which decides whether a gene is dominant or recessive. These theories became a basis for the study of modern genetics. Mendel’s discoveries over the years are Particulate inheritance, Dominant and recessive traits, Genotype and Phenotype, and The Concept of Herteroygousity and Homozygousity. The Punnett square is named after Reginald Punnett. ...

Japanese-American Internment Essay Example | Topics and Well Written Essays - 1750 words

Japanese-American Internment - Essay Example The Hawaiian sugar industry attracted many Japanese immigrants in the area in the 1870s and 1880s. By 1900, majority of the Japanese immigrants living in US were concentrated in Hawaii where their work force was much sought by both the farm owners and industries owners. Japanese were primarily hard working than whites, and since the payments depended on the amount of work done, they were better placed than the whites. Their outstanding reputation spread and overtook the whites substantially. The whites saw the Japanese as formidable competitors, and their presence was a threat to them. The Japanese grew more powerful, and in 1941, they attacked the Pearl Harbor; an act that marked a significant traumatic landmark in Japanese-American history (Niiya 11). This attack brought about relocation and internment of the Japanese by the angry anti Japanese community. Japanese-American immigration Japanese migration is significantly attributed to the establishment of sugar plantations in Hawaii . These sugar plantations required massive number of workers throughout the entire process of cultivation, harvesting and processing in the industries. This establishment called for many laborers and importing them was the most convenient way of getting cheap labor. In 1850s, plantation owners imported many Chinese to work in their farms and offered them meager salaries. By 1865, the Chinese immigrants started to drift away from these jobs slowly until there were no more enough laborers in the farms. With the shifting of Chinese to other better jobs, the Hawaiians foreign minister decided to seek laborers elsewhere. This decision compelled the migration of Japanese to Hawaii to replace the Chinese who had quit working in the farms. In 1868, the first ship carrying Japanese immigrants arrived with 148 people in whom 141 were men, 6 were women, and two were children (Hanel 7). The working conditions were harsh and upon the termination of the contract; thus, some went back claiming tha t they were treated with so much cruelty. However, the remaining Japanese were the beginning of Japanese-American citizens at the time. The Chinese exclusion act, which was passed in 1882, prohibited further migration of Chinese and paved way for further Japanese immigration. In the preceding years, Japan and Hawaii signed a contract that allowed whites to import Japanese laborers. More and more Japanese immigrants occupied Hawaii and a group of Japanese ancestry arose. The native born Japanese by 1910 had grown up to one third of the total Hawaii’s population. By 1930, the native born Japanese in Hawaii was numerous and exceeded those born in Japan by a great percentage. They continued to work hard in the farms, and their skills consequently outweighed that of Native Americans bringing a stiff competition. Through their efforts, they were finally able to purchase their own lands, and this challenged the Native Americans who perceived them as a threat. Factors that contribute d to Japanese-Americans internment The internment of Japanese was marked by the attack on Pearl Harbor in 1941. The attack sprouted a historical landmark amongst American Japanese (Chin 5). Retaliation by the anti Japanese ran high and brought their internment. This was a painful moment for the Japanese and thousands of them died in the process. Shortly after the attack, President Franklin D. Roosevelt authorized an order, to designate military boundaries within the US. Although the order was not targeted at anybody, it became the basis for

Challenging Homeostatic Interpersonal Process Essay

Challenging Homeostatic Interpersonal Process - Essay Example Another key issue is the increasing economic challenges in today's society. According to Shulman (1996) there should be realization that economic pressures have highlighted the need for individual and support groups to provide emotional and psychological support for those that are most challenged. Coupled with globalization, people are not only having to deal with the social changes but also have to deal with the accelerated pace of these developments. Gitterman and Shulman (2005) that this issue had served to highlight competencies and deficiencies of sectors in the society that calls for a review of previous standards and approaches for social services. This opinion was also given by Blank (2002) and has prompted him to call for the evaluation of perspectives in welfare and social care not only as a service but also with regard to the factors that drive needs. The reaction has been not just in health and social service reforms but also in the involvement of the community. In the UK, in an effort to improve channels of services, the government has established community based programs to deliver or provide for social services (Lalor et al, 2005). ... As the demand for social services increase, so will the cost of providing and accessing social services increase: a development that has limited access to social and health services particularly in less affluent communities and further aggravates disparities in socio-economics levels. Thus, service partnerships and collaborating between the sectors of education, social and health services have increased in significance. The efforts also are an indication of greater awareness in the community regarding the urgency of social issues particularly those that affect children and the marginalized. The School Social Work and Attendance Department The School Social Work and Attendance Department in the Broward County School is a local effort that is committed to positively impacting student achievement by addressing and removing barriers to learning (SSWAD, 2007a). The programs include the assignment of social workers to each school, abuse and truancy interventions, counseling, health education, psychological services and programs for exceptional students. SSWAD wants to accomplish its objectives by ensuring that all students have access to the wide array of services provided the department assigns a school social worker assigned to every school. The initiative echoes Broward County School's campaign of "transforming education one student at a time" (Broward County Public Schools [BCPS], 2007) The school social worker intervenes as part of the schools' Collaborative Problem-Solving Team, the Crisis Team, and additionally, provides training and teachers' consultation regarding child abuse, homelessness, teenage pregnancy, mental health concerns, dependency, and

Summary and Response in the Face of Imperialism Essay Example for Free

Summary and Response in the Face of Imperialism Essay In the subtitle â€Å"Orthodoxy as ‘Objectivity† of â€Å"Thinking About Empire† Michael Parenti argues that all opinions are not of the same value, and the more entrenched the orthodox view becomes, the more irrelevant evidence will be. Firstly, the functions of the heterodox view is to contest the prevailing orthodoxy, to broaden the boundaries of debate, to wake people up and unearth suppressed data. However, the function of orthodox is just the opposite. As we all know, people’s self-protection will be motivated by meeting something they never think about or even never met before. They will fall back when they are in this kind of situation. Secondly, some inflammatory topics like the legitimacy of the 2004 presidential election in the United State, Shangri-La image of Tibet before the Chinese invasion and so on raise issues. They break the traditional ideas, deny rational discourse and make an assertion. This process creates the dominant paradigms. However, whether they will be created all depends on their intellectual reputation or even their careers. In the subtitle â€Å"The Myth of Innocent Empires† of the article Michael Parenti argues that empires seem to be innocent unintentional accretions sometimes, however, they actually are not innocent, absent-minded, accidental accretions. Empires have been welcomed and glorified by people by being given empires laudatory names. They are seen as innocent without plans and reasons occasionally like the example of the United State invaded Iraq. Nevertheless, empires are not innocent, because rulers would like to plunder other lands and people by using them such as the British aggression of India and the Americans armed intervention against Iraq. I agree with Michael Parenti’s idea which is â€Å"When the orthodox view becomes so entrenched, evidence becomes irrelevant†. He use one sentence for a paragraph independently, which I think is very important. I think in this way. The orthodox view have been existed for a while, and people always think it’s right, and never question it. When it faces challenges, people’s first reaction is challenges are wrong even there are some evidence. Believe it or not, some ideological cognition and perspectives about something have already been existed in our mind. Before we judge it, we have already had a answer, unless something we never know. When it comes to whether empires are innocent. I also agree with him. Empires are not innocent. There are a lot aggressions cause by empires in history. They took lives from innocent people, destroy the nature, and so on. Although empires once make people get together, makes them apart as well.

Belgian Neutrality in the mid 1800s Essay -- essays research papers f

  Ã‚  Ã‚  Ã‚  Ã‚  A bond between two nations is like a serious relationship between two people who are soul mates there is nothing that can be done to break up their passion or alliance. This is the best way to describe the selected cartoon from Punch Magazine that will be analyzed in this essay, â€Å"Trust Me!† August 13th, 1870. This essay will discuss England’s support of Belgium independence and neutrality from a political and diplomatic viewpoint from the mid to late Nineteenth Century. Accordingly this essay will predominantly focus on the build up to the Franco-Prussian War, English diplomatic actions during the Franco-Prussian War in defense of Belgian independence and neutrality. Also, to understand England and Belgium’s relationship, the Treaty of London signed in 1839 will be analyzed and discussed. Thus, this essay will cover or touch on events from 1830 to approximately 1872 and explain why England had to get involved between the belligerents of the time.   Ã‚  Ã‚  Ã‚  Ã‚  To accurately describe the situation at hand during the late nineteenth century in England that is depicted in the selected cartoon one must go a bit further back to understand decisions and actions that have happened in the past which would be effecting England and its decisions in the time period being discussed. To do this one must consider the Belgian Revolution of 1830. The cause of the revolution was brought upon the nation in La Monnaie opera house in Brussels on August 25th, 1830 . A previously banned play about Neapolitan insurrection against Spanish Rule managed to work the crowd into revolution through a song lyric, â€Å"My country gave me life, I shall give it liberty!† The revolt was a huge success for the Belgian people as they took the royal authorities by surprise with their intensity and rapid spread of rebellious activity that pushed Dutch troops out of Belgium. By September 27th, 1830 the Belgians had managed to set up a provisional gove rnment, proclaim Belgian independence, ordered an early election of a national congress, and finally drafted and proclaimed the proclamation of independence for Belgium by October 4th, 1830. Given the short time frame in which the Revolution of 1830 occurred, it didn’t give England and the other super powers much time to make a decision on what had to be done. The situation was best describe by the British P... ...cessful in her efforts.   Ã‚  Ã‚  Ã‚  Ã‚   Bibliography Barker, Nancy and Brown, Marvin L. JR., ed. Diplomacy in an Age of Nationalism: Essays in Honor of Lynn Marshall Case. Netherlands: Martinus Nijhoff, The Hague, 1971. Beck, James M. The Evidence in the Case as to The Moral Responsibility for the War. New York: Knickerbocker Press, 1915. Howard, Michael. The Franco-Prussian War: The German Invasion of France, 1870-1871. New York: The MacMillan Company, 1962. Millman, Richard. British Foreign Policy and the Coming of the Franco-Prussian War. Oxford: The Clarendon Press, 1965. Raymond, Dora Neill. British Foreign Policy and Opinion during the Franco-Prussian War. New York: AMS Press Incorporated, 1967. Thomas, Daniel H. The Guarantee of Belgian Independence and Neutrality in European Diplomacy, 1830’s-1930’s. Rhode Island: D.H. Thomas Publishing, 1983.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  

A Personal Practical Theory

Trends in education have grown through the years, technology advances as well as principles and theories were developed for education to cope with the changing world.There have been criticisms about the teachers’ apparent lack of understanding of what is really happening in their own territories, and that classroom researchers fail to impart the findings and results of their studies and therefore building gaps between them and the teachers.â€Å"Teachers have been represented as theory builders who continually construct, elaborate, test and refine their own practical theory.† (Busher (1998) as cited in Mangubhai 4) This must be the reason, among other reasons why teachers are encouraged to document their personal experiences in forms of practical theories to be able to share these personally proven and tested principles and thus influence the system of education.Practical theory, as defined by Sanders and McCutcheon (1986) are the conceptual structures and visions that provide teachers with reasons for acting as they do, and for choosing the teaching activities and curriculum materials they choose in order to be effective. They are the principles or propositions that undergird and guide teachers’ appreciations, decisions and actions. (pp. 54-55 as cited in Ritchie p. 2)These practical theories are most commonly tacit, and must be documented. Batten et.al. (1993) explains that it â€Å"demystifies the teaching process† (as cited in Ritchie p.4) and was supported by Cooper and McIntyre (1996) claim that â€Å"successful teaching does not depend on the application of recipes, but rather a kind of flexible responsiveness to students and other circumstances.† (as cited in Ritchie p.4)Sources of my readings are in agreements that indeed, the actual experience in teaching makes a good resource for benchmarking of better techniques and styles and more effective teaching methods, if only these are documented.This paper is my response t o this need and my contribution to the education community. Is a detailed documentation of the personal practical theory developed in the course of my teaching Public Speaking in English language. The paper, which is presented in a first person storyline, is in two (2) parts.Part A – presents my teaching profile and analysis of literature as background to the discussion on my personal practical theory. This part also includes a structural framework of the theory.Part B –   presents an evaluation or assessment of the theory, its strengths, areas of concern and possible areas for improvement.Part A. Components and StructureMy Teaching ProfileMe as a TeacherI grew up with the dream of becoming a teacher, convinced that it is the most noble and relevant profession that will fulfil. So I amply prepared myself and completed a masters degree in Education specializing in Teaching English as a Second Language. I then worked as full-time teacher in one of the local colleges in our community, teaching Public Speaking to eight graders.In the duration of my five years working experience as an English Communication Arts teacher, I was given different subject assignments, mostly in oral communication. I taught Speech and Phonetics, Drama, Oral Expression and Public Speaking. I was also assigned moderator of the different student theatre organizations and speech clubs and was frequently asked to train contestants in oratorical and extemporaneous speech contests.My interest and enthusiasm was sustained and I have grown to love my career more and more through the years. Armed with my youth, dynamism and innovative ideas, complemented with training opportunities to develop my teaching capabilities, I was able to efficiently and effectively deliver results.

Life History Essay

The purpose of getting a life history on a person is to be able to â€Å"paint a picture† of who they are. The information from the history should not just be a random collection of facts. The history should be an account of the person’s life story, including important themes in their life that reflect the development of their personality and their relationships with other people. Life histories play key roles in psychological treatment and research. While the following guidelines are rather typical of the sort of questions asked, interviews vary considerable depending on who’s doing them and why. Your purpose in conducting this interview is educational. While your objective is collecting the same information you might in a real clinical or research situation, keep in mind this is a didactic exercise. Therefore, be willing to sacrifice sensitive or upsetting information to protect the comfort and privacy of your subject. Be sure to let him or her know (s)he does not need to talk about anything (s)he doesn’t want to. While doing the interview, pay careful attention to how the person is responding to your questions, and always be respectful of his/her privacy. If it seems like the person is uncomfortable discussing some aspect of his or her life, don’t press for an answer. Move on to the next part of the interview. Each of you will interview a classmate. Then, that classmate will interview you. I expect each interview to take about 1.5 hours. You should take notes, and if you have access to a tape recorder, I would recommend using it too. Be sure to check your recorder to see that it is working, though, and take notes anyway–machines fail at the darndest times! Be sure to print a copy of these guidelines and bring them with you. Don’t be afraid to refer back to them for questions and guidance about topics to broach. This assignment is due on 5/29/00. Beginning the Interview It is best to begin the interview by giving the person free range to tell their life story. Where they start their story and how they tell it will reveal what immediately strikes them as important. So begin the interview with the following instructions: â€Å"I’d like to find out about your life history. Could you tell me about it? Describe it to me as if you were telling me your life story.† Most people will leave out certain details. If the details seem important, use open-ended questions to probe for more information, such as â€Å"And then what happened?† or â€Å"What did you do after that?† We also want to find out about how people thought and felt about what happened to them. If they omit this information, use such questions as â€Å"How did you feel about that?† or â€Å"What did you think about that at the time?† The Importance of Reflection It is best if the interview doesn’t turn into a â€Å"question and answer† session where you ask questions and they give short answers. It’s difficult to do, but try to turn the interview into a smoothly flowing discussion. Use the technique known as â€Å"reflection† to encourage a person to talk more about something. Simply reflect back to the person some important aspect of what they have just said. You may simply repeat the exact words the person used, or you may sometimes add in some thought or feeling that you detected in what the person said. Reflections are NOT in the form of a question. If you can do this effectively, you won’t have to bombard the person with all of the questions listed above. Here are some examples: Person: â€Å"My father and I used to play ball in the backyard. We had a lot of fun with that.† You: â€Å"You and your father had some fun times.† Person: â€Å"When he said that to me, it really annoyed me. I couldn’t believe my best friend would say something like that.† You: â€Å"He could really get you angry with his remarks.† Other examples of open-ended reflections might be: â€Å"I guess you really enjoyed that time of your life.† â€Å"It sounds like it upset you when he said that.† â€Å"It seems like that was a very important event for you.† When a question does seem necessary, open-ended questions are most likely to lead to richer responses (rather than â€Å"yes† or â€Å"no†). Open ended questions invite answers that are descriptive and elaborative, rather than monosyllables. â€Å"How do you feel about school† is an open-ended questions, because it allows great latitude in the response that might be given. â€Å"Do you like school† would merely prompt a few word response; similarly, a multple-choice format limits responses. There are situations where open-ended questions are not optimal (e.g., â€Å"When and where were you born† is fine). But usually, the goal is getting the subject to talk about important topics, rather than answer hundreds of questions you think might be relevant. Open-ended questions are usually best for initiating a flowing conversation. Areas to Explore People will also leave out certain topic areas that are important. You will need to ask questions about this areas, but always try to do so in an open-ended way that allows people to express themselves freely, according to what strikes them as important. You should get information about all of the following areas. Start with the first open-ended question, and work your way down to the following questions, if needed. 1. The history of parents and grandparents: â€Å"Tell me about your parents’ lives.† â€Å"What can you tell me about your grandparents’ lives?† (Inquire about their lives before and after marriage, including important events in their life, their childhood, education, occupation, ethnic and religious background. If they leave out a parent or grandparent, inquire about them) 2. Early childhood (before school): â€Å"What do you know about yourself as a baby.† â€Å"What was your mother’s pregnancy like?† â€Å"Were there any family stories or jokes about what you were like as a child?† â€Å"What are your earliest childhood memories?† â€Å"What do you remember or know about major early events in your life – like eating habits, walking, talking, and toilet training?† â€Å"Were there any stresses in your family at that time?† 3. School Years: â€Å"What were your early years in school like?† â€Å"Do you remember the very first day of school?† â€Å"How did you do at school work through the years?† â€Å"What were your relationships like with your teachers and schoolmates?† â€Å"Who were your friends and what sorts of things did you do with them?† 4. Adolescence: â€Å"What was your adolescence like?† â€Å"How was your social and school life at that time?† â€Å"When did you enter puberty. How did your life change then? â€Å"What was your relationship with your friends during your teen years?† â€Å"What was your relationship with your family at that time?† â€Å"When did you start to date, and what were those relationships like?† 5. Adult Life (including college): â€Å"What has been important about your adult life?† â€Å"What have your adult relationships with friends and co- workers been like?† â€Å"What has your relationship with your (husband/wife, fiance, boyfriend/girlfriend) been like? â€Å"What types of jobs have you worked at, and what did you think about those jobs?† â€Å"What was college like for you?† â€Å"What hobbies or other interests do you have?† 6. Family Information (if you didn’t already get this info): â€Å"What has your family been like over the years.† â€Å"Tell me about your brothers and sisters† (age, education, marital status, their relationship with the interviewee) â€Å"How would you describe the personalities of the people in your family?† â€Å"What role did each parent take in raising you?† â€Å"Were there any emotional problems in the family, or conflicts between family members?† â€Å"Did your family ever move? What was that like?† â€Å"What is the ethnic background of your family?† â€Å"What has been your religious upbringing, and your attitudes about religion?† â€Å"Describe your own family.† (relationship with children, how children relate to each other and spouse, typical activities, etc.) Questions & Answers about the Assignment Here are some questions a classmate asked. I felt it might be helpful to share them, and my replies, with the rest of you. I do have a tape recorder ( I am not sure if I trust it very much, what if it doesn’t pick up the voice or ), Point the mike at the interviewee, talk a few minutes, then play it back to see if it’s working. If your partner has a tape, use it too as a back-up. I actually do use two sometimes in my work. And, of course, take notes in case the darn thing decides to fail when you need it most. but what should I do about notes? (i don’t write very fast at all) And how can/should an interviewer take notes so as to minimize its interference in the interview? Learning to use shorthand is part of learning to be a good inteviewer. Just write what you must to reconstruct the conversation. You can go back and fill in the details later. It’s ok to ask the interviewee to wait while you write (â€Å"just a second, please†¦ok, thanks, go ahead.†). This is less disruptive than you might imagine, as long as you don’t do it too frequently. Are we supposed to ask All the questions? That is a stupid lead-in on my part, but it seems like that would take longer than 1.5 hours. I actually expect the interviews will run about 2 hours, but if I assigned that people would run over anyway, so I thought I’d do you a favor by starting with a lower expectation. Try to pace yourself. If you find you’re spending lots of time on one part of your subject’s life, move the conversation (â€Å"great. Thanks. Now, could you tell me about [new topic]†). I don’t expect anyone will follow the guidelines exactly. That’s why I’m offering them as guidelines rather than a rigid set of questions. Are there wrong responses to this interview? I would not want to ramble and be a bore. I like to talk/share. I am trying to decide if I should warn my interviewer. That really is the interviewer’s job†¦to politely redirect the subject when (s)he rambles off. Some of that is inevitable, even desirable, but it is important to redirect things when the subject lapses into long, relatively unimportant tangents. Besides what if you just don’t remember or it takes too long to try and remember or you only remember vaguely or if things are difficult to explain? Well, you won’t be able to say much about those things. That’s ok. It’s not as though I think about these things all that often or in specific articulable terms, ya know? Or do I sound like an idiot? No, I feel the same way about some of the questions. For example, I don’t know much about my toilet training. I suppose if I was still in diapers at age 4 I probably WOULD know about it, so often, when something in early childhood is unremarkable, we don’t know much about it. That’s fine. Should we try to think of responses? What should/can I do to be a better interviewee/interviewer? I don’t think you need to prepare to be interviewed. Of course, there’s no harm in thinking a little about the questions ahead of time, but I think it would be a poor idea to prepare your responses. That wouldn’t give your interviewer a very natural experience. By the way, what is the age range difference between what is referred to in/by Schoool Years versus Adolescence? School Years generally refers to middle- and later-childhood, say the ages of 6-12. Also, What is due on the 26nd? Notes? A write-up of some sort? Q & A transcript type record? No. Both interviews should be complete by that date. Your write up will be due on the last meeting of class. You say this is a Didactic experience—as opposed to what? What sort of instruction is that intended to give us? Did you mean to convey anything specific, may I ask? Not to sound suspicious, just trying to understand. I’m trying to remind you that this is a learning experience. So, if you start discussing things that are upsetting to the interviewee, or (s)he is reluctant to discuss, I wouldn’t encourage you to â€Å"push† or â€Å"dig deeper.† One might do such things during a professional assessment, or as a therapist, but this is an educational experience for the interviewer, not a clinical intervention to benefit the interviewee. Consequently, it’s appropriate to sacrifice information that be essential in a different context. For example, if you find that your subject was beaten as a kid, you might not push for details in this exercise (that would be an unwarrented intrusion), although I certainly might in a â€Å"real† clinical or research interview.

Seas and Oceans

Seas and Oceans Seas and oceans stretch from pole to pole and reach around the globe. They cover more than 70 percent of the Earths surface and hold in excess of 300 million cubic miles of water. The worlds oceans conceal a vast underwater landscape of submerged mountain ranges, continental shelves, and sprawling trenches. The geologic features of the sea floor include mid-ocean ridge, hydrothermal vents, trenches and island chains, continental margin, abyssal plains, and submarine canyons. Mid-ocean ridges are the most extensive mountain chains on earth, spanning some 40,000 miles across the sea floor and running along divergent plate boundaries (where tectonic plate are moving away from one another as new sea floor is being churned out from the Earths mantle). Hydrothermal vents are fissures in the sea floor that release geothermally heated water at temperatures as high as 750Â °F. They are often located near mid-ocean ridges where volcanic activity is common. The water they release is rich in minerals which precipitate out of the water to form chimneys around the vent. Trenches form on the sea floor where tectonic plates converge and one plate sinks beneath another forming deep-sea trenches. The plate that rises above the other at the convergence point is pushed upward and can form a series of volcanic islands. Continental margins frame continents and stretch outward from dry land to abyssal plains. Continental margins consists of three regions, the continental shelf, slope, and rise. An abyssal plain is an expanses of sea floor that begins where the continental rise ends and extends outward in flat, often featureless plain. Submarine canyons form on continental shelves where large rivers run out to sea. The water flow causes erosion of the continental shelf and digs out deep canyons. Sediments from this erosion are dumped out over the continental slope and rise onto the abyssal plain forming a deep-sea fan (similar to an alluvial fan). Seas and oceans are diverse and dynamic- the water they hold transmits vast amounts of energy and drives the worlds climate. The water they hold sways to the rhythms of waves and tides and moves in vast currents that circle the globe. Since the ocean habitat is so extensive, it may be broken down into several smaller habitats: inshore waters - the shallowest areas of the oceans that line coastal areas, formed by continental shelves. open sea - the vast deep waters of the oceans The open sea is a stratified habitat, with light filtering down a mere 250 meters, creating a rich habitat where algae and planktonic animals thrive. This region of the open sea is referred to as the surface layer. The lower layers, the midwater, the abyssal zone, and the seabed, are shrouded in darkness. Animals of Seas and Oceans Life on earth first evolved in the oceans and developed there for most of evolutionary history. It is only recently, geologically speaking, that life has emerged from the sea and flourished on land. The animal inhabitants of seas and oceans range in size from microscopic plankton to massive whales.

Where Can I Find Sources for My Research Paper or 7 Search Engines Used for Scientific Purposes

Where Can I Find Sources for My Research Paper or 7 Search Engines Used for Scientific Purposes Where Can I Find Sources for My Research Paper or 7 Search Engines Used for Scientific Purposes When it is time for writing research papers, students often do not know what to begin with. The first step is to find some sources for your paper, but these sources must be accurate and reliable. Here are seven search engines that will help you find credible information for your research paper. 1. Google Scholar The main benefit of Google Scholar is that it is extremely easy to use, since it functions just like the standard Google search engine. The key difference is the quality and credibility of the sources Google Scholar provides. The specialized search engine filters out the most reliable scholarly results, so it includes many journal articles and other resources written by academics. If you want a quick, easy, and reliable search engine, try using Google Scholar next time you have to write a research paper. 2. Intute This UK-based search engine employs specialists that evaluate thousands of resources to help determine which are safe and credible for students to use. In addition to filtering out unreliable and unnecessary sites, Intute offers 60 free tutorials from experts like librarians and college professors on how to develop your online research skills. This can be an excellent resource for freshmen in particular, who may have little or no experience with high-level researches. 3. RefSeek Like other scholarly search engines, RefSeek filters out the thrum that crowds the Internet and brings credible sources to the forefront. Designed specifically for students and other researchers, RefSeek allows you to search for only actual documents to help ensure that you have found the most credible information for your research paper. 4. Your School’s Online Library One of the best sources for writing your research paper is the school’s online library. At most colleges and universities, you can visit your school library via your computer or mobile device. Online libraries typically provide students with wonderful resources like credible online databases, eBooks, scholarly journal articles and periodicals. 5. iSeek iSeek is a simple search engine that functions similarly to Google. You type a question into the search engine or keywords related to your research topic. Resources on the search engine include the information from universities and a variety of other sites. All commercial sites and sources are filtered out, and it shows only the most relevant, credible sources. 6. Internet Public Library This search engine does not provide scholarly articles, but directs you to websites instead. However, it will link you to the most credible sites ending with .gov and .org. The Internet Public Library also allows you to search by subject, and online librarians are available to help you find the most relevant sources for your research paper. If you’re interested in websites more than scholarly articles, the Internet Public Library is a good search engine to direct you to the most reliable ones. 7. Education Resources Information Center (ERIC) ERIC is a database that can be a bit more complex than some of the search engines listed above. However, it includes more specific search settings that can help you narrow your searching to the most useful information for your research paper. With ERIC, you can limit your results to articles written only within a specific time period, and you can select articles that are peer reviews or full texts only. The full text option ensures that you will not find yourself intrigued by a scholarly article, only will receive a notification that you must pay $20 to continue reading. If you do not mind a slightly more complicated search, ERIC can help you find some excellent and relevant resources for your research paper. Check out the seven search engines we have shared with you here, and see which one works best for you. Each option listed here will help you find only the most credible, reliable, and accurate resources for your research paper. If you use these sites, you will never find yourself asking, â€Å"Where can I find sources for my research paper?† again.

Ordinary Courage Essay Example | Topics and Well Written Essays - 1250 words - 1

Ordinary Courage - Essay Example The army was originally created on June 14, 1775, and most of the Continental Army was disbanded on November 3, 1783 after the treaty of Paris. A small residual force continued at West Point and some other frontier outposts, until Congress created the United States Army by their resolution of June 3, 1784. Joseph Plumb Martin truly and personally understood how difficult the soldier’s life was. After joining the militia himself in 1776 at 16 years old Joseph Plumb Martin served in the Continental Army, and in 1830 wrote a memoir which presented a truthful portrait of war, about the traversing of the mid-Atlantic colonies, from Connecticut over to Pennsylvania and down through Delaware with his compatriots, and describing what the war was like from the point of view of an ordinary person. Joseph Plumb Martin (1760-1850), it should be noted, was a mere Private in the army, and his account does not involve the usual heroes of the Revolution. Joseph Plumb Martin’s opinion of the leadership of the Continental Army is somewhat negative, in that he did not feel the leaders held very idealistic concepts concerning the war. However he tells that he respected them in that he found them to be brave and courageous, as he thought everyone who had participation in (that) war was; that it was their strength and perseverance which held the men strong. So although he did believe they were a quintessential part in the leading, fighting, and success of the war, I believe that he also somewhat felt negatively towards them. Martin felt that they were â€Å"†¦very austere†¦and kept us constantly employed day and night; there was no chance of escaping from†¦their†¦vigilance.† (p.24). Martin describes of the suffering that was experienced by himself and his fellow men, as he names ‘Fatigue, hunger, and cold’ as constant companions to these raggedy soldiers. He also recalls that whenever the leaves and

The Compatibilist and Moral Responsibility Research Paper

The Compatibilist and Moral Responsibility - Research Paper Example However, the above person must comply with the United States laws to avoid causing discomfort among the other members of the community. The law prohibits the person from using a microphone to sing at a very loud boisterous level. The act would irritate the nearby apartment dwellers’ sleeping patterns. Singing at the top of one’s voice at 12:00 midnight may anger the next room dweller who needs the silence because her 8 month old baby is sound asleep.               In terms of love, the same individual can freely court whoever he chooses. The same person is free to love someone from the African American race, Asian American race, and European American race.   Same person can court a 40 year old woman or an 18 year old lady. Some confessed homosexuals freely enter into love relations with persons of the same sex. In fact, gay and lesbian marriages are allowed in some parts our United States.   However, the individual cannot force the other person to accept the individual’s love overtures. The other person has the right to freely exercise one’s freedom to accept or reject the love overtures of the suitor or suitors.       In terms of education, any person has the freedom to enroll in any school of one’s choice. The individual can prefer to enroll in Harvard Business School.   One can enroll in London’s Metropolitan University. The same person can study in Washington .D.C. however, the preferred schools have the right to refuse certain student applicants.   The schools can refuse entry to students who do not pass the school’s standard entrance exams.            In terms of work, every individual has the right to apply for work. One can freely choose to apply for a vacant job in any United States government agency. Every person can freely submit one’s job application letter to the London air force.   One can even apply for a job as the bodyguard of the victorious Barack Obama. However, the company or Barack Obama has the freedom to accept or reject the job applicant’s application letter.