Culture and Socialization Essay Example | Topics and Well Written Essays - 1000 words

Culture and Socialization - Essay Example There is no easy way to break this ice because the elevator ride would be finished in a matter of few seconds therefore a comfortable silence is certainly one of the acceptable ways to handle the situation. At the same time, it seems inappropriate to make other people in the elevator a party to a conversation between two friends therefore it can be observed that the second rule is adhered to as well. More importantly however, the elevator is often a confined space which puts people in close proximity with each other and that is an invasion of private space. However a distance of 2-3 feet can be established in a reasonably sized elevator therefore people would probably try to give each other as much personal space as possible to avoid invading that personal space. Individuals in the same elevator may be aware of each other’s presence but it seems like they are completely ignoring the presence since there is little or no eye contact once a person getting on to the elevator has found a spot for him/herself. Since they are not looking at each other, they follow the fifth rule to look at the top of the door with the floor marker which could also add to the illusion of space within the elevator since there is often no one to block the view to the top of the door. Social norms give us the means and examples of behavior in situations which may not have codified laws for conducting ourselves. Carspecken (1996) uses the example of elevator behavior to show how norms work in western society and suggests that while behavior in close proximity with strangers can be explained in terms of meanings, norms is a better term because it is related to the word normal, i.e. normal expected behavior which is agreed upon by the rest of the social setup in a given location. Carspecken goes on to write that norms are, â€Å"certain modes of acting

Ethics and Corporate Social Responsibility Essay

Ethics and Corporate Social Responsibility - Essay Example In accordance with the issues discussed in the paper since late 1970s, various organizations have addressed business ethics in different ways, as well as the development of codes of conduct, hiring of corporate responsibility managers and training programs of all kinds, introduction of compliant managers and programs, the preparation and dissemination of value statements, and the addition of board-level ethics committees. Studies conducted in 1960s indicated that European-based corporations were a head of their United State-based counterparts in implementing sustainability and corporate social responsibility practices. However, in the present days, business operations in Europe and the United States are not so much different as was initially assumed. Both businesses in these regions are currently striving to establish the exact meaning for a company to be responsible and ethical. The implementation of ethics and corporate social responsibility practices in most firms have not prevent ed Europe and United State-base companies from engaging in unethical behaviors that cause corporate scandals. This has created increased pressure for governments and Europe-based and U.S.-based corporations to establish more structured ethics and government programs, so as to ensure that these corporations are responsible to the communities within, which they are situated. There are many challenges, which are associated with corporate responsibility. ... ion on how corporate ethics efforts can be improved, and how it can address the issue of underlying causes of misconduct, including the increasing demand for sustainable business, and proactive, socially responsible practices (Banerjee, 2007). Recent researches indicate that European-based companies are far much a head in implementing sustainability and corporate social responsibility practices than their United States-based counterparts, but the question is, are they doing better work of avoiding unethical conduct on a large scale? Understanding the aspects of business ethics is a challenging task since this field is vast, and it usually encompasses issues like reputation management, corporate governance, accurate accounting, environmental stewardship, and fair labor practices (Shaw, 2010). As a matter of fact, this field is concerned with the entire scopes of responsibilities, which a corporation has for all its stakeholders, especially those who have exhibited interest in the acti ons and decision of the company such as suppliers, stakeholders, community, clients, and employees. The understanding of business ethics is further made complex by several terms that refer to corporate programs and offices, which are focused on communicating, monitoring, and enforcing company standards and values (Sims, 2003). In theory, people can make certain distinctions among the various aspects of business ethics such as corporate compliance, corporate responsibility, and social responsibility. However, in practical perspective, such differentiations are of no significance since corporate offices of compliance that was established in 1970s can today function similarly to social and corporate responsibility (Trevino & Nelson, 2010). In order to understand the various scopes and nature

Andy Warhol :: essays research papers

Pop art is a movement that occurred near the end of the 1950’s. It was a reaction to the seriousness of Abstract Expressionism. Pop art emphasized contemporary social values, the sprawl of urban life, the vulgar, the superficial, and the flashy. Advertising provided a number of starting points for the subjects. A particular favorite advertisement form that Warhol likes to use was product labels. You will see quite a few examples of this in some of his work. (Grolier 1996)   Ã‚  Ã‚  Ã‚  Ã‚  Warhol did most of his well-know works in a four year span from 1960 to 1964. He started out by reproducing images such as comic strips on much larger canvases. Some examples of these would be Nancy, Dick Tracy, Superman, and Popeye. He later became much more interested in reproducing labels of products and some people. This became a standard procedure for Warhol during this period. He later began to make movies and photography. (Coplans pg 47-48)   Ã‚  Ã‚  Ã‚  Ã‚  At the beginning of his work, he started out with the making comic strip â€Å"reproductions.† They really shouldn’t be considered reproductions because they aren’t always an extremely accurate portrayal of the product. Some of his pieces such as the thirty-two painting collection of Campbell’s Soup Cans, are almost identical to the models he used. While others have a looser quality and are merely starting points on which to begin. (Coplans pg 47)   Ã‚  Ã‚  Ã‚  Ã‚  He accomplished the mass amounts of the same subject through many methods. Sometimes he would just paint each of the subjects by hand, one by one. Other times he would use stamp molds and silk-screening. The silk-screening process is very similar to that of an intricate and sophisticated stencil. There is a screen made of fine silk or similar material that is made impermeable to all places except that of the area wanted to be colored. This is done photomechanically, a process that makes photographs into silkscreen. The silk-screening process is fairly simple. You pour ink or paint into the silk-screen, and then you run a squeegee across it so it goes through the open pores of the screen. You repeat this procedure for each of the colors to be used. An advantage to this it that you can used them more than once. To date, silk-screening is the cheapest and most effective means of reproducing many products of it type and quality. (Coplans pg 50) (Crone pg 11)   Ã‚  Ã‚  Ã‚  Ã‚  The main focus of serial imagery is redundancy.

Feminist Epistemology Essay

Abstract In this paper I analyze the potential of Allison Jaggar’s suggestion that emotions in general, and outlaw emotions in particular, be incorporated into feminist epistemology. Jaggar advocates a standpoint theory of emotions, and suggests that the emotions of the oppressed in particular are helpful rather than inimical to acquiring knowledge. I argue that although there are some potential problems with Jaggar’s approach, these problems are common to standpoint theories and can be addressed by applying the solutions offered by other feminist theorists. One common criticism made by feminist epistemologists[i] is the critique of traditional epistemology’s notions of objectivity and neutrality. As Naomi Scheman puts it, in traditional epistemology â€Å"[t]hose who are taken to be in the best position to know are those who are believed to be objective, distanced, dispassionate, independent, and nonemotionally rational† (3-4). [ii] According to Allison Jaggar, the result of this conception of the knower in modern epistemology is a sharp distinction between reason and emotion where reason is privileged because emotions are viewed as involuntary responses that distort our rational observations of the world, which in turn distort the knowledge we can gain from these observations (1992). She further argues that this distinction contributes to the denial of women’s epistemic authority since women are associated with emotions and men with reason, and so men became the standard by which epistemic authority is judged. This is just one of many concerns feminist epistemologists share. However, there are many dissimilarities between feminists as to how to deal with the problems in traditional epistemology. [iii] One approach that I will focus on in this paper is feminist standpoint theory, particularly the standpoint theory offered by Jaggar in â€Å"Love and Knowledge: Emotions in Feminist Epistemology. † What Jaggar aims to accomplish in her paper is to â€Å"begin bridging the gap [between emotion and knowledge] through the suggestion that emotions may be helpful and even necessary rather than inimical to the construction of knowledge† (1992, 146). The bridge she wants to build includes a methodology for identifying biases of the dominant group that leads to false appraisals of the world. This methodology relies on the notion that perspective can be altered by the way one is situated in the world, particularly how one’s situatedness can affect one’s emotional perspective and response. I will explain the concept of emotional perspective and response in a moment, but I want to first note that the type of emotions she thinks are important to feminist epistemologists are outlaw emotions—which are emotional responses that do not follow or support the values and norms we have been taught to accept. Because outlaw emotions are usually a negative response to norms and values, they can help us identify which biases are causing errors in our methods of seeking knowledge. The point that Jaggar wants to make clear is that impartiality in our epistemic methods is impossible, therefore, we should give up on the notion of impartiality and work towards identifying biases that will better guide our epistemic endeavors. There is much debate between feminists over the potential of feminist standpoint epistemologies, yet, I think that Jaggar’s methodology warrants some consideration. [iv] However, because she offers just a sketch of how emotions might be incorporated into epistemology, there are some aspects of her theory that are problematic. The first problem is that standpoint theories seem to neglect the differing experiences of particular individuals within groups by trying to speak about the experiences of these groups in general. The second problem is that Jaggar needs to address how to distinguish which outlaw emotions could potentially further feminist interests from the other emotions, outlaw or otherwise. The general aim of this paper, then, is to initiate an investigation into whether Jaggar’s proposal will be a fruitful endeavor for feminist epistemologists. The more specific aim of this paper is to point out some of the potential problems that arise from her theory, as a feminist theory, and to offer some potential solutions for these problems, some of which are solutions that feminists have previously used to answer similar problems in other feminist theories. 1. Jaggar’s View Jaggar argues that theories that make the distinction between reason and emotion as it pertains to knowledge are mistaken in that they falsely assume emotions are involuntary responses that can be separated from reason. Jaggar contends that most emotions are socially constructed, intentional, and can influence our perceptions of the world. For example, when someone feels anger at a slight from a friend, this anger arises not as an involuntary response, but rather there is a judgment being made about the way friends ought to behave and the response of anger is the appropriate emotion that corresponds with one’s expectations being disappointed. We form beliefs about what constitutes a slight by a friend at the same time as we learn what our society values as appropriate friendship behavior and appropriate responses to different experiences—say affection as a response to respect from one’s friends and anger to disrespect. The idea that emotions are constructed suggests that socialization influences our appraisals of the world and the judgments we make are often emotional responses to observations that reflect the norms and values of our society. For example, when someone tells a joke the expected response is for a person to be amused. However, my being amused by a joke presupposes a number of social conditions. For instance, when we hear something like ‘a priest, a rabbi, and a duck walk into a bar’ we immediately feel an anticipatory amusement, since we recognize this as a joke formula. [v] If I do not recognize this formula then my lack of understanding could cause me to not share the same social experience as the other people who are hearing the same joke. Second, in order to find the joke amusing I must not only understand the language in which the joke is told, but also the content of the joke. I must share the same appraisal of the world in order to actually be amused by the punch line. Third, emotional responses are neither automatic nor passive in the sense that we have no control over them. I may be amused and laugh at a joke of this type. However, I may not laugh if I find the joke to be in bad taste even though not laughing when amusement is anticipated often creates moments of social tension and discomfort. The important thing to note here is that in both cases whether or not I am amused can be a deliberate conscious decision. From this example, we can see why Jaggar suggests that, â€Å"every emotion presupposes an evaluation of some aspect of the environment while, and conversely, every evaluation or appraisal of the situation implies that those who share the evaluation will share, ceteris paribus, a predictable emotional response to the situation† (1992, 153). Just as I would have to share a similar appraisal of the world in order to understand the punch line of a joke, I am also influenced by those preconceived notions to think the joke is funny. At the very least, I am conditioned to some extent to recognize a joke when I hear one and laugh when I think laughter is the expected response. Jaggar thinks it is important to recognize that emotions play a role in how we seek knowledge, given that if we maintain the distinction between emotion and reason in epistemology, then this distinction will influence whom we think are good epistemic agents: namely, dispassionate investigators who can keep their emotions from interfering with their observations. Ironically, because the notion of a dispassionate investigator is considered the ideal, we are biased in our assessment of who is a good investigator and who is not. Note that Jaggar is not saying we are not being impartial enough in our assessment of investigators; rather she is saying our bias in favour of the dispassionate is inhibiting because emotion is an essential part of knowledge. Moreover, the distinction between emotion and reason is problematic, as Jaggar points out, because â€Å"reason has been associated with members of dominant political, social, and cultural groups and emotion with members of subordinate groups†, like â€Å"people of color†¦and women† (1992, 157). The result of the false distinction between emotion and reason is that it produces a myth about investigators that functions in a circular pattern where the myth reinforces the oppression of those who are perceived as emotional, while the oppression reinforces the myth that it is bad to be emotional. In order to give a full account of what it means to be a good investigator, then, we should acknowledge how emotions function to produce passionate investigators who are reliable observers. The first point Jaggar thinks a full account should include is that in many ways emotions are socially constructed in a way that reflects the norms and values of our society, and that this emotional construction influences our evaluations and observations of the world. The second aspect of the social construction of our emotional constitution she wants to point out is that our emotional construction is not complete in the sense that there are people who do not always respond to or evaluate particular situations in a manner that reflects social norms and values. Jaggar calls these unconventional emotional responses and evaluations â€Å"outlaw† emotions, and states that they are usually experienced by â€Å"subordinated individuals who pay a disproportionately high price for maintaining the status quo† (1992, 160). However, when the distinction between emotion and reason is maintained biases against emotional responses in general and unconventional emotional responses in particular, are disregarded. For example, a woman may feel anger or fear when a sexist joke is made, but when she tries to voice her opinion she is told either that she did not understand the joke or that she has no sense of humour. Thus, when the distinction is maintained it makes it difficult, if not impossible, to realize that the joke is not funny because it is based on a negative stereotype. That is to say, it is not acknowledge that the stereotype and the expected emotional response is dictated by the current norms and values. Furthermore, because a woman, who may already be identified as a bad observer, is pointing out that there may be a mistake in our way of thinking, her response is disregarded as emotional and unreliable, and the oppressive norms and values go unquestioned. 2. Jaggar’s Methodology and Potential Problems The benefit of ridding ourselves of epistemologies that do not acknowledge the role of emotions, both conventional and unconventional, is that we can begin to recognize which norms and values are causing harmful biases and negative stereotypes. Furthermore, Jaggar claims that feminist outlaw emotions—which are outlaw emotions that â€Å"incorporate feminist perceptions and values†Ã¢â‚¬â€are particularly useful in feminist epistemology because they â€Å"can help in developing alternatives to prevailing reality by motivating new investigations†¦Feminist emotions provide a political motivation for investigation and so help determine the selection of problems as well as the method by which they are investigated† (1992, 161). Although Jaggar meant to offer a rough sketch of some of the changes that need to be made to our epistemic theories and practices, I think there are  some potential problems that need to be addressed. For one, I think she needs to say more about how we should determine which emotions will lead to fruitful norms and values, and which emotions we should reject. To her credit, it seems that Jaggar recognizes this is a question that needs to be addressed given that she tries to give reasons for why â€Å"certain alternative perceptions of the world, perceptions informed by outlaw emotions, are to be preferred to perceptions informed by conventional norms† (1992, 161). She claims the reason women’s outlaw emotions should be given consideration is because women are not members of the group that conventional beliefs about emotions privilege. Given that women experience the consequences of not being privileged, they are not as likely to adhere to these norms without question. Hence, they are better able to articulate the negative aspects of their experiences because they do not fear that this questioning of norms will threaten their privileged status. The problem with this response is that it does not seem to fully answer the question, because some outlaw emotions will not provide reliable guides to identifying biases, and so the difficulty will be distinguishing which emotions are reliable from those that are not. In order to give a more robust argument for why we should give special consideration to the emotions of oppressed people she needs to first address the fact that the â€Å"oppressed† do not share one perspective. As pointed out by Marilyn Frye, one problem with making claims about the standpoint of women’s emotional perspectives is that such claims seem to presuppose there are universal types of emotions—outlaw or otherwise—that are consistent throughout the emotions experienced by women. Frye notes that this is a mistake often made by feminists given that it is common for epistemological theories to espouse that â€Å"all knowers are essentially alike, that is, are essentially like oneself: one thinks that one speaks not just as oneself, but as a human being† (35). What happens in feminist theorizing as a response to this attitude is feminists become convinced they need to speak as â€Å"Women† in order to be taken seriously. As Frye points out, feminists often face the difficult task of trying to articulate â€Å"the circumstances, experience and perception of those who are historically, materially, culturally constructed by or through the concept women. But the differences among women across cultures, locales and generations make it clear that although all female humans may live lives shaped by the concepts of Woman, they are not all shaped by the same concept of Woman† (36). [vi] The point I want to stress from this passage is that not all women will experience the same emotions in the same contexts because we are formed by different concepts of â€Å"Woman† even though women in general face oppression in one form or another. In response to the problem of women’s differing experiences, Frye suggests feminists approach epistemology with a different methodology. That is, a methodology that will allow women to give meaning to their own experiences even though they are not experiences that are shared by all women. Part of this project entails that feminists give up the notion of a universal women’s experience. Another part is that they listen to many different women’s experiences and look for patterns of similarity. Frye suggests this methodology will result in the following: The experiences of each woman and of the women collectively generate a new web of meaning. Our process has been one of discovering, recognizing, and creating patterns—patterns within which experience made a new kind of sense, or in instances, for the first time made any sense at all. Instead of bringing a phase of enquiry to closure by summing up what is known, as other ways of generalizing do, pattern recognition/constructions opens fields of meaning and generates new interpretive possibilities. Instead of drawing conclusions from observations, it generates observations. (39) I think this methodology will be helpful in pointing out the outlaw emotions that can offer guidance as to which of our norms and values are questionable, and opens a dialogue over potential ways to change them. The methodology Frye advocates can be further developed if we consider potential ways in which women can express their experiences such that patterns can be recognized. One approach that I find particularly convincing is offered by Morwenna Griffiths. Griffiths suggests that feminist epistemologists can employ autobiographical accounts of women’s experiences as a means of articulating the differences between women’s experiences. Like Frye, Griffiths also notes that there is no one experience common to all women. However, Griffiths further claims that, â€Å"[i]ndividuals are not entirely of one group or another. On the contrary, individuals are fragments of an uncertain number of groups† (62). The conclusion she draws from this point is that it is an oversimplification to limit the types of knowledge humans can acquire into categories like women’s knowledge. One person can experience oppression from the perspective of more than one position. To name a few, one may experience oppressions from the perspectives of a particular race, class, gender, or sexual orientation, and intersections of these. For example, the oppression experienced by a native woman is not the same as that experienced by a native man or that experienced by a white woman. Hence, Griffiths suggests that one’s positions in the world at different times can contribute to her understanding of the world, which in turn will influence the knowledge she can acquire about the world. Noting the different positions from which an individual can have experiences and acquire knowledge is important because it suggests that there can be similarities between the positions we occupy and the individual experiences we have. This potential to have similar experiences of the world further suggests that similarities in experience make it the case that we are not completely denied access to other people’s understanding of the world. The reason Griffiths thinks autobiographical accounts are a crucial feature of feminist epistemology is because the way in which individuals come to find similarities in experiences is through language. To further clarify her point, she argues that, language has a considerable power to determine what we see and do, but this power is not absolute. We also create new language, by working on the languages in which we live. Individual experience can be used in creation knowledge in combinations with the experiences of others. Groups can develop languages of their own if they share particular psychosocial, social and linguistic experiences. Thus women in society, for instance, who share particular positions within it can develop a way of talking about this. (66) In short, Griffiths suggests that language is key to feminist epistemology because it points out how women with different experiences can nonetheless come to some consensuses on the oppressions they experience and the knowledge developed from these experiences. 3. Conclusion I think that if we incorporate Griffiths’ and Frye’s approach on Jaggar’s theory what we will find is a more tenable response to questions about which outlaw emotions can be regarded as being particular to women: namely, patterns of outlaw emotions that feminists have recognized through the expression of different women’s autobiographical accounts. And once we can start pointing out the commonalities between the different perspectives that arise from the standpoint of different women, we can begin show that there is something about women’s reality that makes it the case that they are experiencing the world differently than men. I have not even scratched the surface with respect to giving a detailed explanation of exactly how Jaggar thinks a fully functional theory of outlaw emotions might look. However, I am assuming that once theorists start admitting that emotion is an integral part of epistemology the intricate details of how to identify fruitful outlaw emotions will be worked out. For instance, we might be able to start identifying patterns of emotions that could be considered outlaw emotions and which norms and values that they are a response to. And this recognition will further our abilities to start questioning the norms and values that guide our epistemic practices. I think this is the sort of thing Jaggar had in mind when she states that the benefit of bridging the gap between emotion and knowledge is that our emotions, when properly accessed, â€Å"may contribute to the development of knowledge, so the growth of knowledge may contribute to the development of appropriate emotions† (1992,163). The development of this project may be slow and arduous, but given the problems that exist in traditional epistemology I think Jaggar’s project seems worthy of consideration as a potential contributor to a solution. NOTES ———————– [i] For the purposes of this paper I will equate feminist epistemologists with feminists philosophers of science given that there are many overlapping interests between the two. [ii] For similar arguments, particularly with respect to how positivism had contributed to the notion of the ideal objective knower, see Jaggar (1992) and (1983), especially pp. 355-358; Code (1993). [iii] As noted by Louise Antony, â€Å"For discussions of epistemological frameworks available to feminists, see Sandra Harding, The Science Question in Feminism, (Ithaca, N. Y. : Cornell University Press, 1986), especially pp. 24-29; Mary Hawkesworth, â€Å"Feminist Epistemology: A Survey of the Field,† Women and Politics 7 (1987): 112-124; and Hilary Rose, â€Å"Hand, Brain, and Heart: A feminist Epistemology for the Natural Sciences,† Signs 9, 11 (1983): 73-90. † (Antony 2002, Note 3). [iv] For discussion of Feminist Standpoint Theory, see Bar On (1993); Harding (1993); Longino (1993). For a more general analysis of essentialism in feminist theorizing, see Spelman (1988). [v] Thanks to Elizabeth Brake for clarifying the distinction between the emotion of amusement and the behavior of laughter, as well as supplying me with an example of amusement anticipation. [vi] Jaggar does mention that she is speaking â€Å"very generally of people and their emotions, as though everyone experienced similar emotions and dealt with them in similar ways† (Jaggar 1992, 157). And she further notes that â€Å"it is an axiom of feminist theory†¦that all generalizations about ‘people’ are suspect† (Jaggar 1992, 157). So she does, at the very least, seem to recognize that she may fall prey to Frye’s criticism. However, she goes on to argue that making generalizations about the emotionality of women is part of how the epistemic authority of men is perpetuated, and she does not address the issue of how she should deal with the problem as it applies to standpoint theory. I find this particularly odd given that in another work she claims that part of the project of feminist ethics entails that feminists be sensitive to the fact that all women are not similarly situated in such a way that universal claims can be made about them even though there are commonalities between women’s situatedness at times. (Jaggar 1991). So, although I am uncertain as to why she does not deal with problems that might arise from this issue as it applies to standpoint theory, I gather that she would welcome rather than reject feminist theories that could aid her in avoiding this problem as it would apply to feminist epistemology. BIBLIOGRAPHY Alcoff, Linda, and Elizabeth Potter. 1993. Feminist epistemologies. New York: Routledge. Antony, Louise. 2002. Quine as a feminist: the radical import of naturalized epistemology. In A mind of one’s own 2nd edition, ed. Louise M. Antony and Charlotte E. Witt. Colorado: Westview Press. Bar On, Bat-Ami. 1993. Marginality and epistemic privilege. In Feminist epistemologies. See Alcoff and Potter 1993. Code, Lorraine. 1993. Taking subjectivity into account. In Feminist epistemologies. See Alcoff and Potter 1993. Frye, Marilyn. 1996. The possibility of feminist theory. In Women, knowledge and reality 2nd edition. ed. Ann Garry and Marilyn Pearsall. New York: Routledge. Griffiths, Morwenna. 1995. Feminisms and the self. New York: Routledge. Harding, Sandra. 1993. Rethinking standpoint epistemology: â€Å"what is strong objectivity†?. In Feminist epistemologies. See Alcoff and Potter 1993. Jaggar, Alison M. 1992. Love and knowledge: emotions in feminist epistemology. In Gender/body/knowledge. ed. Alison M. Jaggar and Susan R. Bordo. New Brunswick: Rutgers University Press. ——. 1991. Feminist ethics: projects, problems, prospects. In Feminist ethics. ed. Claudia Card. Kansas: University Press of Kansas. ——. 1983. Feminist politics and human nature. New Jersey: Rowman & Allanheld Publishers. Longino, Helen E. 1993. Subjects, power and knowledge: description and prescription in feminist philosophies of science. In Feminist epistemologies. See Alcoff and Potter 1993. Scheman, Naomi. 1993. Engenderings: constructions of knowledge, authority, and privilege. New York: Routledge. Spelman, Elizabeth V. 1988. Inessential women: problems of exclusion in feminist thought Boston: Beacon Press.

3 Laws of Motion - Free Essay Example

Sample details Pages: 3 Words: 952 Downloads: 9 Date added: 2017/09/16 Category Management Essay Type Argumentative essay Did you like this example? Christian Hernandez January 25, 2010 Physics Mr. Savage The motion of an airplane or helicopter through the air can be explained and distinguished by physical principals discovered over three centuries ago by Sir Isaac Newton, who worked in many areas of mathematics and physics. Throughout recent science history, three of the most important theories proven were all evaluated by Isaac Newton. He developed the theories of gravitation in 1666, when he was only 23 years old. Some twenty years later, in 1686, he presented his three laws of motion in the Principia Mathematica Philosophiae Naturalis. Those discoveries are what we call today the Laws of Motion. Newton, who was born the same year that Galileo Galilei died, basically built on Galileos ideas to demonstrate that the laws of motion in the heavens and the laws of motion on the earth were one and the same. He basically replaced the Aristotelian ideas that dominated the thinking of the best minds for most of the previous 200 0 years. His first law states that every object continues in a state of rest, or of uniform speed in a straight line, unless acted on by a nonzero net force. This is normally taken as the definition of inertia. The key point here is that if there is no net force resulting from unbalanced forces acting on an object, if all the external forces cancel each other out, then the object will maintain a constant velocity. If that velocity is zero, then the object remains at rest. And if an additional external force is applied, the velocity will change because of the force. There are many applications of Newtons first law of motion. Consider some of your experiences in an automobile. Have you ever observed the behavior of coffee in a coffee cup filled to the rim while starting a car from rest or while bringing a car to rest from a state of motion? Coffee tends to keep on doing what it is doing. When you accelerate a car from rest, the road provides an unbalanced force on the spinning wheels to push the car forward; yet the coffee (which was at rest) wants to stay at rest. While the car accelerates forward, the coffee remains in the same position; subsequently, the car accelerates out from under the coffee and the coffee spills in your lap. On the other hand, when breaking from a state of motion the coffee continues forward with the same speed and in the same direction, ultimately hitting the windshield or the dash. Coffee in motion tends to stay in motion. Newton’s second law of motion states that the acceleration produced by a net force on an object is directly proportional to the magnitude of the net force and is inversely proportional to the mass of an object. In a brief form basically, Acceleration equals net force divided by mass. Acceleration can also equal change in velocity divided by the time interval. Therefore force equals mass multiplied by acceleration. A perfect everyday life example of Newton’s second law of motion is let’s having said your friend is on a skateboard. You push him forward, and he moves a decent amount of distance. A little push and your friend and the skateboard begin to move slowly. A big push, and he moves faster, and gains speed more quickly. Then your friend gets in his automobile. You push the automobile and it is very difficult to move. You push harder, and it barely begins to move. All your friends together push the car and the automobile begins to moves faster and faster. This example shows the way acceleration is proportioned. The heavier the mass, the harder it is too begin the acceleration; but a light mass will accelerate in no time. Everyone has heard the saying, â€Å"when you jump off a building, it is not the fall that kills you but the sudden stop. † That’s an unfortunate example of Isaac Newton’s third and final law of motion which states that whenever one object exerts a force on a second object, the second object exerts an equal and opposi te fore on the first object. There are many everyday examples of how we use this law in everyday life and probably do not even know it. For example, when you accelerate a car, what is really making it move if the tires are pushing the road and the road pushing the tires forward making the car accelerate in the direction you wish. According to Newton’s Second Law of Motion we must always consider the amount of the mass of an object. For example, when you light the fuse to a cannon, the cannonball launches really far while the cannon only recoils a little bit. Why is that you might ask. Simply because the cannon has more mass than the cannonball. They are both being exerted with the same amount of force but since the cannonball is way lighter in mass, that explains why it goes much further than the cannons recoil. All in all, the discoveries of Sir Isaac Newton still up to this day have a magnificent impact on our lives hether we know it or not. Through his discoveries is wh y we as mankind have been able to fly to the moon, search very far underneath water level or even been able to fly to different countries. The impacts of his laws are unbelievably important to the future in technology and basically everything else in the world. Although he based his theories on pass laws he did give credit where it was due through a famous quote by Newton himself, â€Å"if I have seen further it is by standing on the shoulders of giants. † Don’t waste time! Our writers will create an original "3 Laws of Motion" essay for you Create order

Charter - 776 Words

Project Charter Model Sample Here is a sample project charter to get you started. This project charter was created for the corporate employee recognition framework. Project Charter |1.0 Project Identification | |Name |Employee Recognition Framework | |Description |Design, develop and implement the employee recognition framework | |Sponsor |†¦show more content†¦ce | |Element of the Public Service Commission’s Business Plan for 2006/2007 | |Complements and builds upon existing departmental recognition activities | |Complements corporate human resource values | |Element of performance management | |3.0 Project OBJECTIVES (purpose) | |Overall, to create a workplace culture that includes regular recognition and feedback | |To recognize employees for their high-quality service and commitment to public service | |To reinforce linkages between employee performance and department business goals to achieve corporate goals | |To develop tools, guidelines and support for departments to assist with departmental recognitionShow MoreRelatedCherokee Charter Academy : Charter School918 Words   |  4 PagesCherokee Charter Academy. 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Analysis Of The Book The Death Cure - 926 Words

James Dashner is an American fiction writer who writes primarily for children and young adults. He is responsible for the Maze Runner series, and The Death Cure is one of the books in that series. He attended Brigham Young University were he studied accounting but also decided to try his hand at writing. After several attempts Dashner eventually created the book series of Jimmy Fincher. After completion of the four book series of Jimmy Fincher, Dashner started on another series of books called the Maze Runner. He has won a Whitney Award for Best Youth Fiction. My book, the Death cure, has 325 pages, and was published by the Delacorte Press. It sells for $9.99. The main characters in the story are Thomas, Minho, Newt, and Teresa. Thomas†¦show more content†¦They act in a normal manner. A believable person helps when people are in need and thomas does that. The dialogue is realistic. Thomas and his group talk with each other as we would talk today. For example, when Newt says â€Å"Kill me. If you’ve ever been my friend, kill me.† he knows he has the Flare and is asking Thomas to be a good friend. And then, â€Å"KILL ME! And then Newt s eyes cleared, as if he d gained one last trembling gasp of sanity, and his voice softened. Please, Tommy. Please. With his heart falling into a black abyss, Thomas pulled the trigger.† The plot twists, turns, and thickens. The plot of the series as a whole always keeps you guessing. Every time you think you know what is about to happen, something else happens. For example, when Thomas was brought back, he was put in Solitary Confinement. I had thought the whole group would have been put somewhere together. Another example is â€Å"Thomas: Is it [my brain] fixed? Brenda: It worked, judging from the fact that you re not trying to kill us anymore...† Thomas had a controller in his brain making him try to kill his friends. 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