Easy To Make Glitter Slime

Easy To Make Glitter Slime Why make ordinary slime, when you can make sparkly glitter slime!  Try this easy recipe to make the slime in any color of the rainbow. Glitter Slime Materials glitter glueboraxwater The recipe works with either clear or white school glue, but white glue makes opaque slime. For clear or translucent colored slime that glitters, choose a clear or translucent glue. If you cant find glitter glue, add glitter as an ingredient. Borax is sold as a detergent booster with laundry supplies, or you can purchase it online. Let's Make Glitter Slime! Slime is a polymer that forms when you mix two solutions: glue and dissolved borax. The first step is to make these solutions. Dissolve 1 teaspoon borax in 1/2 cup warm water. Its okay if the borax doesnt completely dissolve. You only need the liquid part, not any solid that stays at the bottom of the cup.In a separate container, mix 1/2 cup glue (4-oz bottle of glue) and 1 cup of water. If you dont like the color of the slime, you can add a few drops of food coloring to the mixture.When you are ready to make glitter slime, dump the two mixtures into a bowl. Use your hands to mix the slime (thats part of the fun). If you have any leftover liquid after the slime polymerizes, you can discard it. When you are finished playing with the glitter slime, you can store it in a sealed plastic bag. The borax is a natural disinfectant, but the slime will keep fresh even longer if you refrigerate it. Clean-up is easy using warm water. Other Ways To Make Glitter Slime If you dont have the materials for this glitter slime recipe, you can add glitter to any  other slime recipes, or you can add glitter to slime from the store.

How to Celebrate French Candlemas (Jour des Crêpes)

How to Celebrate French Candlemas (Jour des Crà ªpes) The Catholic holiday of Candlemas, celebrated every year on February 2, is a feast of crà ªpes thats meant to commemorate the purification of the Virgin Mary and the presentation of baby Jesus. In France, this holiday is called la Chandeleur, Fà ªte de la Lumià ¨re  or Jour des crà ªpes. Note that this holiday bears no relation to  Lyons Fà ªte des lumià ¨res, which takes place December 5 to 8. A Bit of Fortune-Telling Not only do the French eat a lot of crà ªpes on la Chandeleur, but they also do a bit of fortune-telling while making them. It is traditional to hold a coin in your writing hand and a crà ªpe pan in the other, then flip the crà ªpe into the air. If you manage to catch the crà ªpe in the pan, your family will supposedly be prosperous for the rest of the year. French Proverbs and Sayings for Chandeleur There are all kinds of French proverbs and sayings for Chandeleur; here are just a few. Note the similarities to the Groundhog Day predictions made in the US and Canada: la Chandeleur, lhiver cesse ou reprend vigueurOn Candlemas, winter ends or gets worse la Chandeleur, le jour croà ®t de deux heuresOn Candlemas, the day grows by two hoursChandeleur couverte, quarante jours de perteCandlemas covered (in snow), forty days lostRosà ©e la Chandeleur, hiver sa dernià ¨re heureDew on Candlemas, winter at its final hour The Crà ªpe-Throwing Game Heres a fun way to celebrate la Chandeleur in French classes. All you need are a  crà ªpe recipe, ingredients, paper plates and a small prize, such as a book or a $5 bill. Thanks to a fellow French teacher for sharing this. The day before, ask a couple of students to make a pile of crà ªpes and bring them into class (or make them yourself). For the sake of an even playing field, the crà ªpes need to be the same size, about 5 inches in diameter.Give each student a paper plate and write his or her name on the bottom. The object of the game is to catch a crà ªpe in the very center of the plate.Stand on a chair about 10 feet away from the students and throw a crà ªpe, frisbee-style, for students to catch. Once they catch the crà ªpe, they cant jiggle or flip it to try to reposition it on the plate.After each student has caught a crà ªpe, ask two adults, such as fellow teachers, to come into the  room and judge which crà ªpe is the most perfectly centered.  The winner gets a prize.Then you can all celebrate by eating crà ªpes with an assortment of fillings and/or toppings, which can be  sweet  or  savory.

Language diversity and global media Research Proposal

Language diversity and global media - Research Proposal Example However, a major concern facing advertisers now is the possibility that historical criticisms directed at limited or stereotypical advertising content involving minorities (Westerman, 1989; Wilson and Guitierrez, 1995) may have created a negative atmosphere for these consumers to receive current multicultural marketing communication efforts. Similarly, as in-language media continues to grow, some have come to question the usefulness of general market English language media channels to reach consumers from ethnic minority groups (NCM.com, 2005). Although extensive research since the 1960s has generally acknowledged improvements in the portrayals of minorities in advertising, scholars and practitioners alike still suggest a need for more frequent and more positive portrayals, along with a broader range of roles and a greater degree of accuracy in the portrayals (Taylor and Bang, 1997). Some have suggested that ethnic media--that is, culturally relevant and/or in-language media--may be a better means for successfully reaching and representing ethnic minority consumers than general market English language media (Kalita, 2005; NCM.com, 2005; Yin, 2002) With increasing improvements of minority portrayals in general media and the development of ethnic media, one area that has been largely overlooked in the literature has been how ethnic minorities actually feel about portrayals of themselves in advertising (Green, 1999; Grier and Brumbaugh, 1999; Holland and Gentry, 1999). Attitudes such as these help form the media environment that in turn determines advertising message effectiveness. A meaningful research agenda relevant to today's media landscape should therefore be to find out (1) if ethnic minorities desire more representation and/or more accurate representation in the media and (2) if the historical criticisms have created a generally negative attitude among ethnic minority consumers and thus a difficult media environment within which a rejection of "mainstream" English language media outlets may exist. To address these issues, African and Latin Americans were selected as the focus of a study as they represent the largest ethn ic minority populations in the United States, and these groups have been receiving a significant amount of attention from marketers (Minority Markets Alert IX, 1997). Size, Growth Rates, And Purchasing Power Today, there are just over 281 million Americans in the United States and nearly one in four claims to have non-European ethnicities (U.S. Census Bureau, 2002). In some of the nation's largest cities (e.g., New York City, Los Angeles, Washington, D.C., Atlanta) more than half of the residents are nonwhites, and in some cases up to 70 percent of a large city's population consists of minorities. This demographic shift is predicted to continue with non-European ethnicities expected to exceed 50 percent of the U.S. population by the middle of this century (U.S. Census Bureau, 2002). Therefore, to ensure effective marketing communication, it is necessary that marketers understand all aspects of the various ethnic minority groups, ranging from their size and spending power to media use patterns and beliefs regarding marketing efforts. According to the

Death of a Salesman Essay Example | Topics and Well Written Essays - 750 words - 3

Death of a Salesman - Essay Example Linda, the wife, who had a firm grip over the situation, even though she did not want to hurt the family in any way, is shown in the end as unsuitable to face reality while emulating dead Willy in talking to him, in the same way, how Willy spoke to dead brother Ben. This makes the play end as an unfinished tragedy. Willy has passed on his living in illusion to his favorite son Bliff, who thinks of big results, without making any effort towards it ("To suffer fifty weeks a year for the sake of a two-week vacation"). He knew of father's infidelity, but would not inform the mother, would not work for his graduation and would not work anywhere and ends up as a petty criminal. Even in the end, instead of making an honest start, he goes and steals a pen from Bill Cliver, ruining a possible career, and the saving grace comes only then, because he sees the truth at last ("I looked up and I saw they sky ... and I realized what a ridiculous lie my whole life has been") and realises that he had been fooling himself. Hap, on the other hand, craves for father's attention, while the father showers attention on Bliff, who could not care less. Hap is unhappy to hurt family members by telling the truth and tries to gloss it over ("My own apartment, a car, and plenty of women, and still, goddamit, I'm lonely"). Linda, who was realistic enough to realise that Willy was marching towards suicide, hesitates to confront the reality and has a total breakdown after his death. Finally, Bliff comes out as a real person who was ready to discard illusions ("We never told the truth in the house for ten minutes"). The play, divided into three sections is a saga of illusion starting from Willy Loman, a failing salesman, working on commission, could not complete sales trip, tired of life, returned home after 15 years of drifting. He sees a glorifying future for sons, Biff and Hap, though boys think he is becoming senile. Willy embarrasses the boys frequently by falling into another era, on a flashback, conversing with his hero, dead brother, Ben. He lives in world of illusion and false sense of reality, to cover his failures and creates fantasies of success. Even though Ben had stumbled into riches, Willy would like to glorify it as result of Ben's hard work and invents much swagger for Ben ("When I was seventeen, I walked into the jungle. And by twenty-one, I walked out. And by God, i was rich!"). A young woman with whom Willy had an affair intrudes into his illusions. He misguides his sons about life and success saying that looks and being liked are enough in life. "Willy did himself and his family a disservice by putting too much emphasis on appearance and popularity, and not enough on the value of hard work. He wound up living in a daydream whenever things went wrong, and his sons were unethical" http://www.bellmore-merrick.k12.ny.us/death.html Even though he was not particularly liked by anyone, he invents another lie that he was universally liked and when he decides to kill himself, again he had the illusion that the entire community will attend his funeral and once again, he was proved wrong. He was unrealistic enough to refuse Charlie's job and even Bliff tries to wake him up out of the reverie ("Pop, I'm a dime a dozen and so are you"). Hap makes up things exactly like Willy about his sales store and marriage to make parents happy. He wants Bliff to hide the fact that he could not even meet Bill Cliver from Willy. Psychologically

The abortion debate Essay Example for Free

The abortion debate Essay Abortion, the premature expulsing of an unborn child from the womb, is one of the most hotly debated issues of our time. On one side of the argument there is the pro-choice community who believe that abortion should be available to all women, and on the other there is the pro-life community who believe that it is the murder of an innocent human. Deciding what side is correct depends on an individual’s religious, scientific and ethical views. Key issues include the moral status of the unborn child, and whether its rights outweigh the mother’s. In examining this multifaceted debate, a good place to start is the Christian perspective. Many of the early church fathers had an existentialist view, where the foetus progressively becomes a person over time. Some are influenced by St Thomas Aquinas who identified the moment of ‘quickening’ as the decision point of development. This key moment is also significant for the formation of the brain and the first appearance of the ‘human icon’, when the foetus begins to look like a human being. Personhood is the main issue here. Humans are beings with human tissue, but persons must have moral status. For example, a baby without a brain could be regarded as a human but not a person. The question of whether or not abortion is murder depends on your definition of personhood. With today’s scientific advancements most Christians no longer accept the views of Aquinas and Aristotle on abortion. Dr. Landrum Shettles, sometimes called the father of In Vitro Fertilization, wrote, â€Å"Conception confers life and makes that life one of a kind.† As with all issues, Christian turn to the Bible to defend their position. Christians believe in the sanctity of life, meaning that all human life is created in God’s image and has intrinsic worth. The most important verse they turn to is part of the Decalogue: do not kill. At face value this may include abortion, but on the other hand, it doesn’t cover the killing of animals or killing in battle. It may not be as absolute as Christians make out. Other verses include an instance in Luke when John the Baptist recognised the presence of Jesus before he was born; this suggests that unborn children are alive and have a degree of awareness before they are born. To quote John Calvin, â€Å"If it seems more horrible to kill a man in his own house, then in a field†¦it ought surely to be deemed more atrocious to destroy a foetus in the womb before it has come to light.† Christian opinion is divided between liberal and conservative perspectives. Conservative churches such as the Roman Catholic Church and the Free Presbyterian Church are against abortion. They believe abortion is murder of the innocent and have respect for human life right from conception. The Catholic Church has an essentialist view of abortion that does not allow for exceptional circumstances, even rape. In the Humanae Vitae of 1968 Pope Pius VI said, â€Å"human life is sacred.† This was followed up with the Declaration on Procured Abortion, 1974, where it states that women’s rights, though good in themselves, cannot be an excuse for abortion when it denies another person the fundamental right to life. On the other hand, some churches have more liberal views. The Methodist Church of Ireland released a document in 2012 that outlines their support for abortion in some circumstances: when the mother’s life is at risk; when her mental or physical health is at risk; in cases of rape and incest and fatal foetal abnormalities. They believe that their view is the most compassionate towards both the mother and child. They do, however, emphasise that they are against abortion on demand. The crux of the document is that while Christians may not agree with abortion, we should respect the separation of church and state when it comes to abortion law. Moving on, abortion is a situation of conflicting rights – many that are pro-choice believe that the rights of the mother are more important than the rights of the child. Proponents of situation ethics would believe that we should look at the circumstances behind an abortion, not the morality of the act. The Church of Englands position that abortion is evil but may be the lesser of two evils is consistent with a situationist approach. Difficult circumstances include when a woman has been raped. There are traumatic and involuntary circumstances surrounding the conception and the continuance of this unwanted pregnancy may well continue the trauma for the mother and her existing family. The foetus should have no claim on the woman unless the woman has consented fully to being pregnant. Another circumstance where a proponent of situation ethics would support abortion is if the mother’s life is at risk – surely it is better to save one life than lose two. Natural law would generally prohibit abortion. Supporters of this theory see the act of sexual intercourse as an efficient cause that brings about the final cause of the production of a human being. Abortion prevents the final cause from being achieved and is therefore immoral. However, there is the doctrine of double effect. While it may be morally permissible to perform a good action that may have a bad outcome, it is morally impermissible to perform a bad action with a good outcome. The theory of natural law states that you are only responsible for the immediate consequences of your actions, but not for secondary or unintended effects of your action. An example of this could be abortion: it may permit indirect therapeutic abortion (such as treating cancer, which may cause death of the foetus) but not direct therapeutic abortion. Prolife Christians often use the acronym SLED when arguing against abortion. This stands for size, level of development, environment and dependency. Starting with size, pro-lifers argue that it is wrong to discriminate against the unborn due to their size. Level of development means that the only difference between the unborn and us is that they are not as developed, but the toddler is not as developed as the adult. This does not mean the toddler is any less. Environment refers to the fact that just because the unborn is within the uterus, that does not mean it has no rights. Why should a 7-inch journey down the birth canal make a difference? Finally, dependency means that just because the unborn is dependent on its mother, it does not imply it should be allowed to be killed. A disabled person may be dependent on others but this does not mean we have the right to kill them. Abortion is much more likely to be supported within the secular realm. Ethicists such as Singer have a utilitarian view of abortion. Singer hold to Preference Utilitarianism which promotes that the preferences of individuals are taken into account except where they come into direct conflict with the preferences of others. For example, if the foetus was diagnosed with a fatal abnormality abortion may be the option that would cause the greatest amount of happiness for the greatest amount of people. If the parents go through with the pregnancy they will have to suffer the trauma of watching their infant die, or go through a stillbirth. Feminists are usually on the front line in the fight for reproductive rights. They believe women and men are not truly equal until a woman has access to abortion on demand. Some would even support viewing abortion as little more than a method of contraception. A notable feminist is Judith Thomson, author of â€Å"A Defence of Abortion†, uses abstract analogies to promote abortion. One of these is the violinist scenario. In this scenario a woman finds herself involuntarily chained to a famous violinist in a hospital. The violinist is dying and the woman was discovered to have the correct blood type to save him. Therefore she was kidnapped and is now acting as a life support. Thomson asserts that the woman has no moral obligation to remain connected to the violinist, and if she did it would be an extraordinary act of kindness. However, Singer claims that a utilitarian outlook would imply that one is morally obliged to stay connected to the violinist. Ultimately, in countries where abortion is legal abortion should be the choice of the mother. However, abortion is not without its dangers, such as damage to the uterus as well as depression and guilt. With this in mind, abortion may not be as safe as many believe.

The History of the Antitrust Laws Essay -- U.S. Law

In the 1800’s there were several businesses known as trusts. These â€Å"trusts† owned the entire industry. Railroads, sugar, oil, and steel were some of the major products that were controlled by these trusts. U.S. Steel and Standard Oil were two big companies that were famous for controlling their product and the industry it was a part of. The oil industry was an easy industry to be monopolized because the deposits were rare. The Standard Oil Company was incorporated by John D. Rockefeller in Ohio in 1870. At the time, the refining business was highly competitive, and Standard Oil had more than 250 competitors. Rockefeller and his associates took advantage of both the scarcity of oil and the returns produced from it to lay down a monopoly, with no help from the banks. The industry practices and questionable strategy that Rockefeller used to form Standard Oil made the Enron mass feel ashamed, but the completed product was not near as harmful to the market or the environment as the industry was previous to Rockefeller monopolizing it. There once were a lot of oil companies competing to make the most of their find. Companies would pump waste products into the rivers or on the ground because it cost too much for research on how to dispose of it properly. They also slashed costs by pumping through poor pipelines that were famous for seepage. Standard Oil eventually owned 90% of oil production and distribution in the United States, and they had learned how to make money off of their waste products. Vaseline was one of many of the new products formed. Andrew Carnegie went a lengthy way in producing a monopoly in the steel industry U.S. Steel, a gigantic corporation nearly reaching the magnitude of Standard Oil. U.S. Steel ... ...rman+Act Antitrust: An Overview. ANTITRUST. Legal Information Institute. Cornell University Law School. http://www.law.cornell.edu/wex/Antitrust Sherman Anti-Trust Act. LawBrain. http://lawbrain.com/wiki/Sherman_Anti-Trust_Act Clayton Act. LawBrain. http://lawbrain.com/wiki/Clayton_Act Herbert Hovenkamp. Clayton Act (1914). Enotes. Major Acts of Congress,  ©2004 Gale Cengage. http://www.enotes.com/clayton-act-1914-reference/clayton-act-1914 Herbert Hovenkamp. Federal Trade Commission Act (1914). Enotes. Major Acts of Congress,  ©2004 Gale Cengage. http://www.enotes.com/federal-trade-commission-act-1914-100734-reference/federal-trade-commission-act-1914 Herbert Hovenkamp. Sherman Antitrust Act (1890). Enotes. Major Acts of Congress,  ©2004 Gale Cengage. http://www.enotes.com/sherman-antitrust-act-1890-101422-reference/sherman-antitrust-act-1890

Psychology the Nervous System

Assignment 3 Written Essay Questions 1. a) We are able to experience different types of sensations because our nervous system encodes messages. German physiologist Johannes Muller in his doctrine of specific nerve energies described a kind of code which is anatomical. In his doctrine, Muller explains that different sensory modalities exist because signals received by the sense organs stimulate different nerve pathways that lead to different areas of the brain. For example, when the ear receives signals, these signals cause impulses to travel along the auditory nerve to the auditory cortex.And signals from the eye cause impulses to travel along the optic nerve to the visual cortex. Because of these anatomical differences, light and sound produce different sensations. b) The code in the nervous system that helps explain why a pinprick and kiss feel different is known as functional. These codes rely on the fact that sensory receptors and neurons fire or are inhibited from firing, only i n the presence of specific kinds of stimuli. Functional encoding may occur all along a sensory route, starting in the sense organs and ending in the brain. 2.The lens of an eye operates differently from a camera, that just like a camera, the eye registers spots of light and dark, but neurons in the visual system build up a picture of the world by detecting meaningful features. The eye doesn’t passively record the external world, like a camera, ganglion cells and neurons in the thalamus of the brain respond to simple features in the environment, such as spots of light and dark. The existence of a specialized face module in the brain, explains why a person with brain damage may continue to recognize faces, after losing the ability to recognize other objects. . These units which were named after Alexander Graham Bell were called decibels (dB). Each decibel is 1/10 of a bel. Using decibels, they can be used to determine sound intensity, intensity of a wave’s pressure. Huma ns have an average absolute threshold of hearing of zero decibels and all decibels are not equally distant. For example, in my own environment, in my living room there is a 40decibel sound, my refrigerator and the light traffic from my window has about 50 decibels of sound.Everyday noises that may be hazardous to hearing could be rock concerts, deafening bars, stereos that are often played on full blast. In addition to that, noisy home appliances, lawn mowers and heavy city traffic also are hazardous to our ears. 4. If you were to inhale vapour from a rose, your receptors for smell have specialized neurons embedded in a tiny patch of mucous membrane in the upper part of the nasal passage. Millions of receptors in each nasal cavity respond to chemical molecules in the air.So when you inhale vapour from a rose, you’re pulling these molecules into the nasal cavity and can also enter from the mouth. These molecules then trigger responses in the receptors that produce that of fres h roses. From there, signals from the receptors are carried to the brain’s olfactory bulb by the olfactory nerve. And from the olfactory bulb, they travel to a higher region of the brain. 5. The basic concept of the gate- control theory, states the experience of pain depends on when pain impulses can get past a ‘’gate’’ in the spinal cord.The gate is a pattern of neural activity that blocks pain messages coming from the skin, muscles and internal organs or lets those signals through. Most of the time this gate is kept shut by impulses coming into the spinal cord from large fibres that respond to pressure or by signals coming down from the brain itself. However, when body tissue is injured, the large fibres are damaged and the smaller fibres open the gate. Once the gate is open, pain messages reach the brain unchecked. However, the theory doesn’t explain phantom pain, the pain from an amputated limb or organ that a person continues to feel aft er surgery.Melzack explains, even though there are no nerve impulses for the spinal cord gate to block or let through, the brain not only responds to incoming signals from sensory nerves but is also capable of generating pain entirely on its own. An extensive matrix of neurons in the brain gives us the sense of our own bodies and body parts. Pain results when this matrix produces an abnormal pattern of activity, as a result of memories, emotions, expectations or signals from various brain centres and not just from signals from peripheral nerves.Because of the lack of sensory stimulation or a person’s efforts to move a nonexistent limb, abnormal patterns may arise, resulting in phantom pain. 6. a) The role stimulus generalization plays in this problem is where mental images of the sights and smells of the clinic can become conditioned stimuli for nausea, aside from the nurse’s uniform, smell of rubbing alcohol or the waiting room. b) High order conditioning can be illus trated in this problem of vomiting and nausea where a patient who drank lemon –lime Kool-Aid before their therapy sessions developed anxiety disorders.They continued to feel anxious even when the drink was offered in their homes rather than at the clinic. c) Classical conditioning could help patients reduce pain and anxiety through the use of placebos. For example the use of pills and injections that have no active ingredients or treatments that have no direct physical effect on the problem. The bigger and more impressive the placebos are, the stronger their psychological effects are. 7. The evidence shows that punishments are effective when they are carried out immediately.As shown in the studies of criminal records of Danish men, punishments were effective in deterring young criminals from repeating their offences. After examining repeat arrests through the age of 26, punishment reduced rates of subsequent arrests for both minors and serious crimes. However, recidivism stil l remained fairly high. Other studies have indicated that the severity of punishment made no difference, in that fines and probation were just as effective as jail time. The consistency of the punishment is what matters most.For example, when law breakers get away with their crimes, their behaviour is intermittently reinforced and becomes resistant to extinction. Speeding tickets are another example of when you receive punishments. Even though the use of photo radar systems is useful for catching all speeders or reduces speeding, it doesn’t eliminate speeding entirely. As mentioned before, punishments are most effective in the period immediately following its delivery. This would explain when police officers supervise the speed traps; they are more effective since the punishment is given out immediately.However, when photo radars catch you, you have to wait for several weeks to receive the ticket. Laboratory and field studies find that punishments fail in everyday life, in sc hools, families and workplaces because of six drawbacks. The first is that people often administer the punishment inappropriately or mindlessly. People swing in a blind rage or shout things they don’t mean and when people aren’t angry, they misunderstand the proper application of punishment. Secondly, the recipient of punishment often responds with anxiety, fear or rage. Negative emotional reactions can create more problems than the punishment solves.For example, a teenager who has been severely punished may strike back or run away. Children, who have been punished physically in childhood, risk at being in depression, having low self-esteem, violent behaviour and many other problems. Third, depending on the presence of the punishing person or circumstances, the effectiveness of the punishment is often temporary. When a police officer is around at a park, you wouldn’t dare littering but if the police officer isn’t around then you wouldn’t be as afra id of littering. Forth, most behaviour is hard to punish immediately.For example, while you’re at work, your children eat all the deserts that were for tonight’s party, but you don’t punish them till after work, the punishment is no good. You children’s behaviour would have been reinforced by all those deserts. Fifth, punishments express little information, in that punishments may tell the recipient what not to do, but doesn’t communicate what the person should do. For example yelling at a student who learns slowly, won’t teach him/her to learn faster. Sixth, an action intended to punish may instead be reinforcing because it brings attention.For example, in the classroom, students enjoy when teachers yell at them in front of their classmates, putting them in the limelight. Often rewarding the student’s misbehaviour they are trying to remove. 8. a) Fixed Interval b) Variable Interval c) Variable Ratio d) Fixed Ratio Take a Long look 1. What is meant by the term â€Å"form perception†? Form perception means when an infant can or can’t respond to stimuli as shape, pattern , size or solidity. Thus they can see or can’t perceive form. 2. Why is the â€Å"preferential-looking† method of studying infants likened to a biologist’s use of a microscope?This method is similar to that of a biologist’s use of a microscope because this method is one of the first tools researchers turn to when they want to study how babies think. The method literally opened the doors to understanding the minds of infants. 3. What patterns were the babies in Fantz’s studies least interested in looking at? The patterns the babies were least interested in were the shapes that were just plain with no complexity. The least interesting shape for the infants was the square with no designs or complexity inside the square. 4.A preference for looking at faces is said to â€Å"set the stage for an infantâ €™s future survival and growth† (p. 41). Suggest two areas of learning that an infant’s attention to faces might facilitate. Two areas of learning that an infant’s attention to faces might facilitate are innate and primitive knowledge. The innate knowledge of the environment is shown by the infant’s interest in the kinds of forms that will later aid in object recognition, social responsiveness and spatial orientation. The primitive knowledge help provide an accumulation of knowledge through experience. 5.The early psychologist William James thought that the world for babies was a â€Å"blooming buzzing confusion† (see page 211 of the course text). Do Fantz’s findings support this statement? Explain. Fantz’s findings pointed out infants, regardless of age, can demonstrate that basic form perception is present at birth and ruling out a learning or developmental factor. Meaning that, babies have some kind of understanding of the diffe rent patterns and forms that are presented to them. This is how they are able to differentiate between faces, their mothers face or a stranger’s face. 6.Imagine you have been hired by a toymaker. Using Fantz’s findings describe your design for an infant toy or crib mobile. Using Fantz’s findings, I would create a toy that would have detailed patterns and include pictures or objects of faces of people or similar to those of people. Thus, I would create a toy with a face similar to that of humans and cover their body with items of great complexity, for example, a bull’s eye or a checkers board type of pattern. You would be able to place this toy over the infant in the crib, which should keep the infant entertained for many hours.Watch out for the Visual Cliff 1. What is meant by the statement that Gibson and Walk take a nativist position on the topic of depth perception? Both Gibson and Walk believed that depth perception and the avoidance of a drop-off app ear automatically as part of our original biological equipment and has nothing to do with experience. On the other hand, empiricists argue that these abilities are learned and aren’t biologically hard wired in us. 2. Write a one-paragraph summary of what Gibson and Walk discovered from their visual cliff studies with infants.Gibson and Walk had 36 infants for this study between ages 6 and 14 months with their mothers participating in the study. Nine of infants refused to move at all off the center of the board, which wasn’t explained by the researchers, but perhaps infant stubbornness. However, the other 27 infants crawled off the board and crossed the glass when called by their mothers on the shallow side of the table. Only 3 of the infants crept with hesitation off the brink of the visual cliff when called by their mothers from the deep side.When the infants were called from the cliff side by their mothers, most of the infants either crawled away from their mother on the shallow side or cried in frustration at being unable to reach their mothers without ‘’ falling off the cliff’’. The infants would often peer down through the class of the deep side and then back away or pat the glass with their hands, but would refuse to cross. After these results, it was difficult to prove that human’s ability to perceive depth is innate rather than learned because all the infants had at least 6 months of life experience to learn about depth through trial and error. . What did Gibson and Walk discover about depth perception in young animals? Gibson and Walk discovered that the ability of various animals to perceive depth developed in relation to when the species need such a skill for their survival. For example, within 24 hours of age, baby chickens never made the mistake stepping off into the deep side while looking for food. Kids and lambs response was the same as the baby chickens, which indicted the visual sense was in com plete control and the animals ability to feel the solidity of the glass on the deep side had no effect on the response.The rats were different from the others, as they didn’t show any preference for the shallow or deep side of the table. This could be explained by the fact that rats locate food by smell and doesn’t depend very much on its vision, but moves around using cues from the stiff whiskers on its nose. 4. Describe how Gibson and Walk use evolutionary theory to explain their infant and animal findings on depth perception. Gibson and Walk used evolutionary theory to explain that all animals that are to survive need to develop the ability to perceive depth by the time they able to move independently.For humans, this doesn’t occur until about 6 months of age and for chickens and goats it’s immediately. For dogs, rats and cats it’s about 4 weeks. Thus, this ability is inborn because to learn through trial and error would cause many potential fat al accidents. 5. Give one example of a finding that suggests depth perception has a learned component. A later study placed younger infants, ages 2 to 5 months, on the glass over the deep side of the visual cliff. The infants showed a decrease in heart rate, a sign of interest and not fear.This had indicated that the younger infants had not yet learned to fear the drop off and would learn the avoidance behaviour later on in life. 6. How has social referencing been found to impact youngsters' behaviour when faced with a visual cliff? In the Gibson and Walk study, when the mother had been instructed to maintain an expression of fear on her face, the infants refused to crawl any further on the table. However, when the infants saw their mothers looking happy, they checked the deep side again and crawled across.But when the drop-off was made flat, the infants did not check with their mothers before crawling across. Knock Wood 1. Why is Skinner referred to as a radical behaviourist? Skinn er is referred to as a radical behaviourist because he believed that all behaviours are ultimately learned, are controlled by the relationships between the situation that immediately precedes the behaviour and the consequences that directly follow it. This includes behaviours that are public or external, private and events such as feelings and thoughts.He believed that private behaviours are difficult to study, but acknowledged we all have our own subjective experience of these behaviours. However, he didn’t view internal events, such as thoughts and emotions, as causes of behaviour but rather as a part of the mix of the environment. 2. What is a Skinner box? How was the food dispenser set up for the pigeons in this study? Refer back to your text. What type of reinforcement schedule is this? The Skinner box consists of a box or cage that is empty except for a tray or dish into which food may be dispensed.This allows the researcher to have control over when the animal receives reinforcement, such pallets of food. The earlier boxes contained a lever that when pressed, would cause some food to be dispensed; rats were most commonly used in these boxes. For pigeons, the conditioning chambers were designed with disks to be pecked instead of bars to be pressed on. This study is an example of fixed – interval schedules, as the dispensers were rigged to drop food pellets into the tray at intervals of 15 seconds, regardless of what the pigeon was doing. 4.What were the pigeons conditioned to do as a result? One of the birds was conditioned to turn counter clockwise, making two or three turns between reinforcements. Another bird was repeatedly thrusting its head into one of the upper corners of the cage. Two of the birds developed pendulum motion of the head and body in which the head was extended forward and swung from right to left with a sharp movement followed by a somewhat slower return. One of the other birds was conditioned to make incomplete pecking or brushing movements directed toward but not touching the floor. . How did the pigeons’ behaviour change when the delay period for reinforcement was extended to a minute? With one of the head bobbing and hopping birds, the bird’s movements become more energetic until finally the bobbing and hopping become so intense, that it appeared that the pigeon was doing some kind of dance during the intervals. When the reinforcement in the cage was discounted, the birds’ behaviour was considered extinct. This resulted in the superstitious behaviour disappearing gradually.In the case of the dancing pigeon, there were over 10,000 responses that were recorded before extinction occurred. 5. Was extinction of this behaviour possible? This type of behaviour can persist a lifetime because any behaviour that is reinforced once in a while in a given situation, becomes very difficult to extinguish. This is because the expectation stays high that the superstitious behaviour might w ork to produce reinforcing consequences. In real life, instances of accidental reinforcement usually occur at irregular intervals which make extinction of this behaviour almost impossible. . What explanation does Skinner give for the resiliency to extinction of human superstitions? Skinner states that any behavior that is reinforced once in a while in a given situation, partial reinforcement, it becomes very difficult to extinguish. This is due to the expectation that stays high that the superstitious behaviour might work to produce the reinforcing consequences. In real life, accidental reinforcement usually occurs periodically, so you could imagine why superstitious behaviour may persist for a lifetime. 7.Use Skinner’s operant conditioning principles to explain the development of a superstition that you hold or once held, or one you have observed in someone else. Using Skinner’s operant conditioning principles, I noticed my friend who enjoys roulette had a superstitio n that when he bought himself and the person on his right a drink and place the bet on black he believed he would win. Of course he wouldn’t always win, only the person to his right side won with a free drink, but he always thought this would bring him good luck when he needed it.

Polyethylene

Introduction : Polyethylene is a type of polymer that is thermoplastic, meaning that it can be melted to a liquid and remolded as it returns to a solid state. It is chemically synthesized from ethylene, a compound that's usually made from petroleum or natural gas. Other non-official names for this compound include polythene or polyethylyne; and it is also abbreviated as PE. It is used in making other plastic compounds much often than it's used in its pure form. Though it has a wide variety of uses, it can be harmful to humans and to the environment.Members of the polyethylene group are heavily used in consumer products, and over 60 million tons of these materials are produced worldwide every year. For instance, high density polyethylene (HDPE) is used for products such as milk jugs, detergent bottles, margarine tubs, garbage containers, and water pipes. Ultra high molecular weight polyethylene (UHMWPE) is used in can- and bottle-handling machine parts, bearings, gears, joints, and bu tchers' chopping boards, and may even be found in bulletproof vests. Low density polyethylene (LDPE) is used for the production of rigid containers and plastic film.PolyethyleneDescription :Physical propertiesPolyethylene is a thermoplastic polymer consisting of long hydrocarbon chains. Depending on the crystallinity and molecular weight, a melting pointand glass transition may or may not be observable. The temperature at which these occur varies strongly with the type of polyethylene. For common commercial grades of medium- and high-density polyethylene the melting point is typically in the range 120 to 130  °C (248 to 266  °F). The melting point for average, commercial, low-density polyethylene is typically 105 to 115  °C (221 to 239  °F).Chemical propertiesMost LDPE, MDPE and HDPE grades have excellent chemical resistance, meaning that it is not attacked by strong acids or strong bases. It is also resistant to gentle oxidants and reducing agents. Polyethylene burns slowly   with a blue flame having a yellow tip and gives off an odour of paraffin. The material continues burning on removal of the flame source and produces a drip. Crystalline samples do not dissolve at room temperature. Polyethylene (other than cross-linked polyethylene) usually can be dissolved at elevated temperatures in aromatic hydrocarbons such as toluene orxylene, or in chlorinated solvents such as trichloroethane or trichlorobenzene. Polyethylene PolyethyleneIntroduction : Polyethylene is a type of polymer that is thermoplastic, meaning that it can be melted to a liquid and remolded as it returns to a solid state. It is chemically synthesized from ethylene, a compound that's usually made from petroleum or natural gas. Other non-official names for this compound include polythene or polyethylyne; and it is also abbreviated as PE. It is used in making other plastic compounds much often than it's used in its pure form. Though it has a wide variety of uses, it can be harmful to humans and to the environment.Members of the polyethylene group are heavily used in consumer products, and over 60 million tons of these materials are produced worldwide every year. For instance, high density polyethylene (HDPE) is used for products such as milk jugs, detergent bottles, margarine tubs, garbage containers, and water pipes. Ultra high molecular weight polyethylene (UHMWPE) is used in can- and bottle-handling machine parts, bearings, gears, jo ints, and butchers' chopping boards, and may even be found in bulletproof vests. Low density polyethylene (LDPE) is used for the production of rigid containers and plastic film.PolyethyleneDescription : Physical propertiesPolyethylene is a thermoplastic polymer consisting of long hydrocarbon chains. Depending on the crystallinity and molecular weight, a melting pointand glass transition may or may not be observable. The temperature at which these occur varies strongly with the type of polyethylene. For common commercial grades of medium- and high-density polyethylene the melting point is typically in the range 120 to 130  °C (248 to 266  °F). The melting point for average, commercial, low-density polyethylene is typically 105 to 115  °C (221 to 239  °F).Chemical propertiesMost LDPE, MDPE and HDPE grades have excellent chemical resistance, meaning that it is not attacked by strong acids or strong bases. It is also resistant to gentle oxidants and reducing agents. Polyethylene burns slowly  with a blue flame having a yellow tip and gives off an odour of paraffin. The material continues burning on removal of the flame source and produces a drip. Crystalline samples do not dissolve at room temperature. Polyethylene (other than cross-linked polyethylene) usually can be dissolved at elevated temperatures in aromatic hydrocarbons such as toluene orxylene, or in chlorinated solvents such as trichloroethane or trichlorobenzene.ProcessMonomerEthylene (ethene). The ingredient or monomer is ethylene (IUPAC name ethene), a gaseous hydrocarbon with the formula C2H4, which can be viewed as a pair of methylene groups(=CH 2) connected to each other. Because the catalysts are highly reactive, the ethylene must be of high purity.

Themes in Jane Eyre essays

Themes in Jane Eyre essays In the following excerpt, Kramer examines the interplay between Jane's concern for equality and her urges to submit or rebel. The fact is that the motivating forces of Jane Eyre's personality are not sexual concepts at all but personal concepts. She reacts as she does to erotic situations not because of repressions or of desires to emasculate or castrate her menfolk but because she fully understands her own motivations. She also comprehends the significance of alternatives she is presented with, and the states of life that her choice of action can lead her to. Unlike the actions of modern protagonists, whose lives are a continual process of self-frustration and self-discovery, Jane's conform to her principles and her understanding of her moral and physical needs. Jane herself controls the point of view and provides the standards by which she herself and all the other characters are evaluated; thus she herself is not only the principal integrating force in the novel but is also the most complex character in the story, with instincts and standards at odds with each other. The psychological action will therefore be the interplay of divergent impulses within her, and the final reconciling or proper ordering of these impulses will be the principal part of the final resolution of the novel as a whole. She demonstrates her self-confessed impulsiveness, her vehemence, curiosity, and rebellious nature, she admits that she cannot live without love but is independent enough to castigate Mrs. Reed, the person whom in other circumstances it would be the most natural for her to love. Again, by the time she becomes involved with Rochester, she communicates clearly the various conflicting impulses that impel her to thought and action. She consciously allows her attraction to Rochester to have temporary sway, enjoys a sublimated coquetry with him in argument, uses both common sense and impassioned self-chastisement to rid her mind of fancies that ...

The History of the Taj Mahal

The History of the Taj Mahal The Taj Mahal is a beautiful white marble mausoleum in the city of Agra, India. It is widely considered to be one of the greatest architectural masterpieces in the world  and is listed as one of the New Seven Wonders of the World. Every year, the Taj Mahal receives visits from between four and six million tourists from all over the world.   Interestingly, less than 500,000 of those visitors are from overseas; the vast majority are from India itself. UNESCO has designated the building and its grounds as an official World Heritage Site, and there is much concern that the sheer volume of foot traffic may have a negative impact on this wonder of the world. Still, it is hard to blame people in India for wanting to see the Taj, since the growing middle class there finally has the time and leisure to visit their countrys great treasure. Why the Taj Mahal Was Built The Taj Mahal was built by the Mughal Emperor Shah Jahan  (r. 1628 - 1658) in honor of the Persian princess Mumtaz Mahal, his beloved third wife. She died in 1632 while bearing their fourteenth child, and Shah Jahan never really recovered from the loss. He poured his energy into designing and building the most beautiful tomb ever known for her, on the southern banks of the Yamuna River. It took some 20,000 artisans more than a decade to build the Taj Mahal complex. The white marble stone is inlaid with floral details carved from precious gems. In places, the stone is carved into delicate vined screens called pierce work so that visitors can see into the next chamber. All of the floors are inlaid with patterned stone, and incised painting in abstract designs adorns the walls. The artisans who did this incredible work were supervised by an entire committee of architects, headed by Ustad Ahmad Lahauri. The cost in modern values was about 53 billion rupees ($827 million US).  Construction of the mausoleum was completed around 1648. The Taj Mahal Today The Taj Mahal is one of the loveliest buildings in the world, combining architectural elements from across the Muslim lands. Among the other works that inspired its design are the Gur-e Amir, or the Tomb of Timur, in Samarkand, Uzbekistan; Humayuns Tomb in Delhi; and the Tomb of Itmad-Ud-Daulah in Agra. However, the Taj outshines all of these earlier mausoleums in its beauty and grace. Its name literally translates as Crown of Palaces. Shah Jahan was a member of the Mughal Dynasty, descended from Timur (Tamerlane) and from Genghis Khan.  His family ruled India from 1526 to 1857.  Unfortunately for Shah Jahan, and for India, the loss of Mumtaz Mahal and the construction of her amazing tomb utterly distracted Shah Jahan from the business of governing India.  He ended up being deposed and imprisoned by his own third son, the ruthless and intolerant Emperor Aurangzeb.  Shah Jahan ended his days under house arrest, lying in bed, gazing out at the white dome of the Taj Mahal.  His body was interred in the glorious building he had made, beside that of his beloved Mumtaz.

Argumentation Based on Marx's Communist Manifesto Essay

Argumentation Based on Marx's Communist Manifesto - Essay Example Modern industrial society is typified by class struggle between those who own the factors of production and proletariat. However, the influence of capitalism has been on the decline and is ceasing to be compatible with this exploitive relationship. Therefore, those who provide labor will lead to a revolution. This revolution will be different from the previous one. This is because in this revolution the proletariat will have to destroy all ownership of private property. In turn, this will lead to a complete overhaul of the classes eventually disappearing. The manifesto argument is that this development is unstoppable, and capitalism will inherently collapse. As a result, the communist engages in promoting revolution, and this will ensure that those involved are able to move history towards its natural conclusion. They concur that the elimination of social classes cannot take through reforms or changes in government. They know that such fundamental changes can only take place through a revolution. The Communist Manifesto was a plan by Marx and Friedrich Engels. They argue that for changes to take place in both society and political institutions it must be driven by a process of universal struggle on parts of groups of people with similar economic fate in order to realize their material or economic interests (Marx-Engels Archive 1). These struggles as shown in the history have been struggles of economically inferior classes against economically dominant classes who are against their economic interests (Marx-Engels Archive 1). This process has shaped the currently industrialized world: the bourgeoisie in its struggle against the aristocratic class of feudal society (Marx-Engels Archive 1). This has been heightened through travel to different parts of the world, and the discovery of new products and goods that created rooms for commercial activities. This is because the bourgeoisie whose purpose is to accumulate managed to grow wealthier and became politically embo ldened against the feudal order. In fact, the bourgeoisie has uplifted their authority to a stable entity in the society and drives various sector of the economy in pursuit of their interests. The interest of accumulation by the merchants has assured them to overcome the globe. They have forced almost all to adopt the capitalist mode of production. On the other hand, the bourgeois has fundamentally altered all aspects of the society, even the families and hence substituted rural civilization with enormous cities. Through industrialization, the means of production and exchange that drives this process of expansion and change have resulted in a subordinate class whose fate is determined by the bourgeoisie (Marx-Engels Archive 1). This class is the proletariat, and they have been uprooted by capitalism and hence are forced to sell labor to the bourgeoisie. This offends them as they remember how before they possessed and sold what they produced (Marx-Engels Archive 1). They face exploit ation and are forced to compete with one another for forever-shrinking wages as a means of production becomes more complicated. However, the workers will become enlightened and unite to fight their common enemy: the bourgeoisie. Furthermore, they will cooperate with an increasing number of the middle class whose source of livelihoods keep on dwindling due to large factories owned by a shrinking number of superrich industries (Marx-Engels Archive 1). The bourgeoisie will eventually be the author of their own downfall.