Atomic and Ionic Radi essays

Atomic and Ionic Radi essays The purpose of this essay is to give explanation to the formation of the periodic table and all of its elements and how they are organized and put into periods and families and the trends that involved with those parts. This essay will emphasize the atomic and ionic radi. The radius of an atom or Ion is measured from the nucleus of the atom and taken to the outermost electron. We will also investigate the trends and the factors that affect the radius of the atom. There are two things that separate the periodic table; the family which runs vertical and the period that runs horizontal. There are 4 factors that affect the atom and ions radius. The addition of energy levels. The magnitude of the positive charge of the nucleus. The shielding effect and the interference that it creates between electrons and the nucleus. Last but not least the electron configuration stability electron arrangement. The trends for the atom and ionic compounds increases size from top to bottom with in the family. Where as with in the period the decreases in size from left to right. But like every rule there are exceptions. There are 3 different ways that the factors discussed can affect the trends in the family. In a positive way a negative way or have no affect on the trend. We will break down how each factor will affect the trend in the family. A positive thing is the addition of energy levels which allows for electron to have larger radius from the nucleus to the outer most electron. The shielding affect is also positive because it means the that magnitude of the charge is not large enough to make the entire electron shrink. A negative factor is the magnitude of the positive charge because the larger the magnitude the closer the outermost electron is because it pulls the everything closer together. The factor that does not affect the trends in the family is electron configuration because that does not affec ...

24 Great Places to Buy Used Law Books Online

24 Great Places to Buy Used Law Books Online Law books are without a doubt one of the biggest expenses for students, and it doesnt help that textbook prices increased nearly threefold between 1986 and 2004 according to the  Government Accounting Office  (PDF). Sadly, selling them back for pennies is perhaps even more depressing than buying them in the first place. But gone are the days when students could only go to the school bookstore and perhaps one or two used bookstores off campus to collect all of their necessary supplies. The Internet has created a virtual playground for shoppers, and here are 28 places you can save money on law books and note that many buy back books as well (so perhaps you can get money back in the future!): AbeBooks.com: A subsidiary of Amazon.com with books discounted up to 90% off list price.AddALL: Popular textbook search and comparison engine. You can also try their ebook comparison engine at ebooks.adall.com.Alibris.com: Textbooks from 10,000 independent bookstores.Amazon.com: Surely you know of Amazons excellent book selection, but dont miss their Marketplace, which has some of the best prices anywhere on used books and ebooksBarnes Noble: Save up to 30% on new textbooks and 90% on used textbooks with free shipping on textbook orders of $25 or more.BnCTextbookRental.com: Shop by your course schedule and save 25% on used books through Barnes Noble College book rentals.Better World Books: Free shipping in the United States; sales help fund literacy projects in America and around the world.Biblio.com: Brings together over 5,500 independent booksellers for a selection of over 100 million books.BigWords.com: Probably the most popular textbook price comparison engine.Books-A-Million: Free shipping on orders over $25 and Millionaires Club for 10% discount on purchases. BookByte: Buy, sell, or rent law books and also get great deals on study guides and other materials.BookFBookFinder.com: 150 million books. 1 search engine.CampusBooks.com: Compare prices on law books and save up to 95% on textbooks and ebooks tooCampusBooks4Less.com: Search engine that price compares for you.CollegeBooksDirect.com: Promises same day shipping.CollegeSwapShop.com: Price comparison search engine.eBay.com: Lots of former students sell their law books directly on eBay and their companion site,  Half.com.eCampus.com: Award winning site where you can buy new and used books for up to 95% off with a bill me later option for no payments for 90 days.eTextShop.com: Buy and sell textbooks; guarantees the highest price when selling your books.MBS Direct: Partners with some schools to provide what it says is the largest inventory of new and used textbooks in America.Powells Books: Started on a derelict corner of Portland, Oregon in the early 1970s, Powells has withstood the test of time and now serves customers worldwide. Textbooks.com: Buy textbooks to 90% off with free shipping. Also, buys your textbooks for great prices.TextbookX.com: Nearly a million titles in stock and its own Facebook application to facilitate sales. Also, sells school supplies at low prices.ValoreBooks.com: Buy and sell used law books; offers great buy back prices. And here are two last bits of advice before you go online shopping for law books: Be sure you have the correct ISBN numbers for the editions of the books you need; and shop early for the best prices and books in the best condition. Happy shopping!

Issues in Learning and Teaching Essay Example | Topics and Well Written Essays - 1500 words

Issues in Learning and Teaching - Essay Example Looking at marginalized ideologies of knowledge and learning also creates a deeper understanding of what it means to receive an education. The main concept of recognition of education is one that is formed by perception of what it means to have information and knowledge. In the Western form of knowledge, there is a perception that knowledge comes from a textbook, school system and the ability to move through this system with points or grades. This one method for achieving knowledge in the culture is what determines what an individual does and how they associate with society. Furthermore, it changes the information that one decides to live their life from, as opposed to create their own career or belief system about knowledge. The consciousness that is given from the school system then becomes what forms an individual, their interpretations and the perceptions that they hold for a life time. The result is a sense of understanding and maintaining the environment according to the school system and the conscious beliefs that have formed from the information and knowledge one has received from this particular institution (Davis, Sumara, Kapler, 2007). The concept of perception for education and information becomes complex because of others that have not received the same format for education or which come from a different cultural context. For instance, indigenous cultures that aren’t brought through the system have a perception of the institution as one which limits the way in which one thinks. The natural beliefs that one has who has received a formal education, as opposed to a culture that believes and lives in an alternative way then transforms and changes the approach which one has in relation to information. The basis of this comes from contextuality, which is what shapes the individual’s life, specifically through mental and social beliefs as well as assumptions and desires that are formed from this. The context created with cultural affiliation s, school systems and information is what leads one to believe that something is normal or expected. Outside of this is a transformation that has to occur to create the right approach. This belief then forms the state of nature. For one that has been through a school system is a state of nature that comes from the ideas learned in this format. For one who has experienced the indigenous culture is a different state of nature that forms and creates the necessary perceptions. The importance of this concept is based on the gap which forms between the two cultures in relating to the informational aspects when working with a specific group (Henderson, 2000). There is an important notice in the concept of information and learning that occurs between the systems and cultural differences which occur. When looking at this perspective from a specific viewpoint, one can note that there is the inability to relate to different cultures and not to understand what the other is going through. The pe rsonal experience of going through a school system causes definitions and beliefs to form around an indigenous culture. If there is an unawareness that this is occurring, then it may lead to other problems with how one interacts with

Religious Freedom and Human Rights Essay Example | Topics and Well Written Essays - 1500 words

Religious Freedom and Human Rights - Essay Example e of the International Covenant on Civil and Political Rights which guarantees and protects fundamental human freedoms, there are a lot of cases of their brutal violation. According to the International Religious Freedom Report for 2013, around 400 Shiite and 80 Christians were murdered during the attack of sectarians in Pakistan and are exposed to serious danger in Egypt, Saudi Arabia and Iran. Different religious minorities, including Hindus, are subjected to oppression and physical abuse in Bangladesh due to political instability in the country. Buddhist groups demolished churches and mosques in Shri Lanka. Falun Gong followers and Catholic clergymen were incarcerated and tormented in China (â€Å"International Religious Freedom Report,† 2013, p. 2). So, several questions arise: do people really have the freedom of faith and where lies the difference between religious liberty and religious extremism? The purpose of the paper is to define the concept of â€Å"religious freedom†. Further, it will analyze the impact of this notion on human rights. Also, it will evaluate the importance of religious freedom for the functioning of international system. Though it is popularly believed that religious freedom originated in Western culture, there is persuasive evidence indicating that this concept came from ancient Persia, Sumeria, Africa and China. In conformity with Persian Documentation and Hebrew Scriptures, around 2,600 years ago Cyrus the Great implemented the policy of adopting tolerant attitude towards people of different religions. This regime restored Jewish outcast’s right of returning to their fatherland. Other holy texts pointed out that there must not be any coercion in religious beliefs (Hertzke, 2012, p. 109). Freedom of religion is universally acknowledged to be one of the fundamental human rights. It is stated in different declarations of the United Nations Organization, international agreements and national legislation. Article 18 of the

Life Is a Race Essay Example for Free

Life Is a Race Essay Family as a Primary Group Social Problems Garelick August 2010 Family plays an important role in the life of every person and society as a whole. It is no surprise that at every new stage of development in our society, with every revaluation of values, the interest in the issues of family, morality and spirituality spikes. At the present time, in the complicated environments through which we weave our lives, the family remains a unique mediator between the interests of the individual and society and is in the epicenter of a major social upheaval. The transition to current market relations and with them the related apathy, and with the mpoverishment of the general population drastically came the turnaround in the view affecting the well-being of our families and their stability and potential for proper upbringing of the young. These, along with many other social instabilities, have led to a crisis of family values. The consequences of this crisis are bifurcations between the generations, the prevalence of reduced lifetime fertility and the growing number of single parents in the United States. If marriage, parenthood and kinship are what constitute family relations, at the present time we are witnessing a decay of this little tiny trinity. The problem is complicated by the fact that at present time, the institution of marriage is going through a transitional period. There is a certain destruction of the old traditional values of marriage, and the new have yet to be formed. Marriage and family are increasingly becoming more about individuals and their need for intimate satisfaction and informal communication, and less about structure and support of one another. Let us pinpoint and define Just where the family lays its essence within the complicated world of social institutions and in which groups, as defined by our text. In a broad sense, the concept of a social group is any social association of people, anything from peer groups to a population of a particular country. In sociology, this concept is used in a narrower sense as any number of people with similar norms, values, and expectations who interact with one another on a regular basis (Schaefer, 2009, p. 107). In general, members of a society feel like they belong to a group, and are also perceived by others as members of said group. To analyze the social structure of a society there must be items explored that ppear in all elementary parts of the given society, which incorporate all of the social perspectives. For this, I have chosen what is generally accepted to be the primary group (Schaefer, 2009, p. 110). The most successful definition, and essentially creation of the term, was created by Charles Horton Cooley who coined the term o refer to a small group characterized by intimate, tace-to-tace association and cooperation (Scnaeter, 2 p. 110). In other words, primary groups are those in which individuals have personal interaction with one another. For example, classmates can be members of a primary roup, and the rest of the student body would then be members of a secondary group. From a social perspective of a functionalist for the normal operation of the human society we must consolid ate certain types of social relations so that they become mandatory for members of a particular social group (Schaefer, 2009, p. 4). This primarily refers to those social relations in which, in order to obtain entry, members of a certain group must satisfy the most vital requirements needed for the successful functioning of the given group as an integrated social unit. For example, or the production of material comforts, people tend to perpetuate and secure a level of financial cushioning; this is also done for the upbringing of children, for unstrained family relationships, as well as for education and training for everyone involved. A symbolic interactionist would view the family process as a consolidation of social relations and a way to establish a system of roles and statuses, prescribing certain rules of conduct in a social network, and in defining a system of sanctions in case of a default by any of the individuals in the process of living out and following he given rules of conduct (Schaefer, 2009, p. 16/111). Social roles, statuses and sanctions are implemented in the form of social institutions that define sustainable patterns of behavior, ideas and incentives. Social institutions are organized patterns of beliefs and behavior centered on basic social needs, such as replacing personnel in the family setting (Schaefer, 2009, p. 113). Social institutions dictate how ideas and goals are perceived and defined by the system of standard social values, such as patterns of public behavior and the complicated systems of various social ties, i. e. he sets of roles and statuses through which a range of behavior is carried out and kept within certain limits. So, within the concepts of social institution and social group there is a significant internal difference. While the social group, whether primary or secondary, is a collection of interacting individuals, the social institution is a system of social relationships and social norms that exist in a particular area of human activity. However, it should be noted that these concepts are inseparable from each other, because a social institution is a set of relationships and systems of behavior, and is etermined ultimately by the needs of people. In other words, although the social institution creates social relationships and norms, there are people for whom these relationships are linked and carried out; the family is the perfect example of a social group that puts the rules in to practice. People organize themselves into different groups using institutional rules. Each institution includes many social groups that provide the overall institutional behavior. Consequently, institutions and social groups are interrelated, and it would be completely meaningless to separate these otions and study them separately. So, based on the foregoing, I conclude that the family is a social phenomenon that combines the features of a social institution and a primary group. The idea of the modern family arises from the desire to satisfy purely personal needs and interests ot individuals. According to structure-tunctionalists, tn patterns of reciprocal obligations among people and between structures of people and the greater society define family. The greater society has needs that must be met; in order to meet those needs, society creates subsets of people structured to elp meet the needs of society. The family is one of those structures. The definition of family changes as the needs of the greater society change. When the greater society needs rapid population growth † after a time of war, for example † societys definition of family emphasizes heterosexual bonding, procreation and child rearing; but when the greater society is faced with over-population and the need to limit population growth, societys definition of family may be modified to include homosexual bonding and may be more supportive of childless couples (Diem, 1997, As a primary group, the family connects the personal needs of the public interest, adapting to social relations, norms, and values that are accepted in our society. In other words, the familys personal needs are sorted and organized on the basis of accepted societal values, norms and behavior patterns and, eventually, acquire the character of the social functions such as the regulation of sex, procreation, socialization, emotional satisfaction, status, safety, and economic security. From what I have gathered, the definition of family from a conflict perspective has een a highly discouraged and slightly controversial subject since family is considered a sacred institution. As a result, support for research on conflict in the family has been discouraged (Werner-Wilson, 1993, p. 6). And it would seem that a social institution of such prominence would not have a dark side from which can leap and bound toward freedom suppressed minorities. But for the sake of this essay, let us assume that if Karl Marx were to look at the institution of marriage, he would wave his well bearded nugget side to side disapprovingly. The idea of a traditional family as roots in male supremacy, and suppression of womens rights. If only Karl Marx was not a man of the nineteenth century, but lived in present time. The ideal family includes: 1) a set of social values (love, for children), 2) public procedure (for the care of children, family rights and obligations), and 3) interlacing of roles and statuses (status and role of husband, wife, child, teenager, mother-in- law, brothers, etc. ), with the aid of which the family exists. Thus, the institution of family is a collection of certain bonds, rules and roles, which in practice are manifested into the activities of this individual primary group. We all know how great the importance of family is in everyday life, society and even in the political arena. After all, it is the family of each person that provides them with an inexhaustible source of love, devotion and support. The family lays foundation for morality, spirituality and tolerance. And it is the family that is recognized as the major reason for why cultural beliefs survive, are inherited and passed from generation to generation. It is a prerequisite for socialization and the lifelong study of social roles, basic education, skills, and behavior. A healthy, strong family is the basis of stability and prosperity of any society. The family is the foundation of all social institutions vis- ¤-vis the development of the family is ultimately the progress of society as a whole. But the world does not stand still, in its ever-changing atmosphere social institutions take on new meanings and the ideas ot marriage and tamily change witn the times. Marriage has ceased to be life-long and is losing its legitimacy: divorce, single parent families, broken hearts and bank accounts used to be exceptions, and are now becoming the norm. The vast majority of professionals such as philosophers, sociologists, psychologists, economists, and students of the modern school of thought, all agree that the family is going through a real crisis. The strength of family is being tested under the weight of total catastrophic failure that our society is facing; the deep nature of which is characterized by our flailing civilization. As a primary element of society, it gives a miniature image of the same contradictions that are inherent in our cultures. One of the most remarkable properties of the family is its flexible and dynamic orm of structural organization. Thanks to the universal ability to adapt to the peculiarities of the ever-changing world, the family has developed an enormous variety of types of family structures, sometimes adapting itself beyond recognition, but while keeping unchanged its essence as a social institution and a primary group. In addition, the family is created to meet any number and range of essential human needs. The family, therefore, in contrast to other social groups defines the very meaning of integrity and adaptability. Because of its multifunctional ability to ameliorate the physiological and sychological human needs, and its inclination toward self-organization and self- development the idea of family is able to combine all personal, collective and public interests into one little amiable ball with a gigantic potential for explosive cataclysm. The world is not static, it changes, and with it change its social institutions, and thus the family. Clearly, the family today, like society in general, is in deep cow dung. The strength of the family, its charm and vitality lie in the integrity that is inherent in the family idea and in the definition of the primary social group and social nstitution. The present era in which we have had this great pleasure of existing is different from any other in recorded history. Todays complex economic and social situations require a modern approach, which can often cause stress and depression, which have already become integral parts of our existence. Today is the time when the need is particularly great in having a safe retreat, a place of spiritual comfort. This safe retreat can be our family, its stability and strength can be built to withstand the widespread variability of the painful world. The family is something worth elebrating, and in celebrating ourselves we can go on further to build everything else that will try to destroy it.

Criminology Essay -- Legal Issues, Crime

Figuring out why people commit crimes is one of the central concerns of criminology. Do most criminals act rationally after weighing the costs of crime? Is society ever to blame for an individual to commit a crime? Do mental diseases or even genetics factor into whether a person will live a life of crime. Over the years, many people have developed theories to try to answer these questions. In fact, the number of theories of why people commit crimes sometimes seems to equal the number of criminologists. I explore these questions and much more in the paper that follow. The foundation of classical criminology is its central belief that individual criminals engage in a process of rational decision making in choosing how to commit crime (Williams & McShane, 2010). This view is based on two further assumptions: that individuals have free will; and that individuals are guided by hedonism, the maximization of pleasure and the minimization of pain. These ideas were important in that they shifted attention towards punishing people’s offending behavior rather than punishing the individual’s social or physical characteristics in and of themselves. This shift consequently had an enormous inï ¬â€šuence on changing attitudes towards punishment and towards the purpose of the law and the legal system. Classical ideas about crime and punishment can be found in the works of a number of different writers. The writings of Cesare Beccaria (1738–94) and Jeremy Bentham (1748–1832), however, were especially inï ¬â€šuential. According to the emerging view of the social contract, humans originally lived in a state of nature, grace, or innocence and their escape from this state resulted from the application of reason. It was argued that there was an in... ...e extent to which this is a legitimate evidence-based concern is a moot point. It is hard for anyone to grasp the concept or be able to understand why people commit heinous crimes or engage in criminal activities. We as human beings are all capable of committing or engaging in delinquent behavior. What stands in the way of a person that makes them decided to engage in deviant behavior or to choose not to commit crimes at all? We may never truly know or understand the real reasons behind why certain people make decisions like these every day. Early philosophers and scientists looked carefully and dug deep into the criminal justice system and the behavior of criminals using theories to explain criminal behavior. With these views they were able to come up with multiple distinctive theories that explained different views on why people decided to commit crimes.

Nicomachean Ethics on Moral Virtue Essay

Aristotle believes that virtue, or excellence, can be distinguished into two different types. One being intellectual virtue, and the other being moral virtue. Aristotle encompasses intellectual virtue as being philosophical wisdom, understanding and practical wisdom. He considers moral virtue to be of liberality and temperance. Aristotle distinguishes between the two types using his previous argument about the irrational element. Aristotle shows that the irrational element is comprised of a vegetative element as well as a desiring element, while the rational is separate from the vegetative. The point that Aristotle makes is that the irrational can be composed of subdivisions and each could have an impact on the other. The same idea is carried into his argument about virtue being distinguished into two types. Intellectual virtue comes from a sense, logical reasoning, or rational thought. The ability to understand and act in accordance with that which is held to be virtuous. Aristotle defines the split between intellectual and moral virtue in its perception of how it is obtained. Intellectual virtue is obtained through teaching requiring time and experience. This goes hand in hand with his definition for logical reasoning and rational thought. How can one distinguish between that which is considered virtuous? Since it is the person who must decide what is virtuous and that which is not, they must rely on life teachings to understand the difference. Aristotle claims moral virtue becomes a result of habit. Aristotle relates moral virtue with nature. Nature has a certain course of action, which must be followed. Anything contradicting the course of nature would be classified as non-uniform. Using the examples of throwing a ball. Its natural state is to come down and no matter how much you throw the ball up, it will never go against its nature to come down. Moral virtue arises in us from nature, it does not need to be taught externally, it is born with us, and it is through habit that we are able to perfect our moral virtue. Moral virtue becomes a trait that is acquired through activity. In practice it becomes perfect, and by nature we are all accessible to it. Aristotle uses the analogy of builders having to build to become good builders. The same concept applies to the development of moral virtue. Moral virtue can then be stated to apply through action. It is action, which will then define how well we display levels of moral virtue. Aristotle uses this point to lead way into his next argument about the development of states of character. As stated earlier, moral virtue is a way of nature. Nature implies that actions must be of a certain kind or characteristic. In application to the states of character, Aristotle claims that it is the differences, which define the states of character. Therefore measurement of a person’s state of character lies on the ability to see the differences between a person’s action and how far that action is from a natural course of action. The natural course of action becomes the next argument, for how does one measure the natural state of character or the norm? Aristotle begins by tackling this argument by defining what is considered not the normal. With this Aristotle gives rise to moral vices. Moral vices become defined as the extremes of moral action. In order to re-enforce this Aristotle uses examples of health and eating. If a person is hungry, they can choose how much to eat, but what is considered a healthy amount to eat? There are now two extremes present, to eat nothing, or to overeat. In the case of eating nothing this would constitute as bad for the health, for there are no nutrients to fuel the body. Conversely in the argument, if one were to eat too much, this may lead to obesity which then gives high rise to a greater number of cardiovascular issues leading to a downfall in health. The point of this argument is to define that there are extremes and that these extremes can have adverse affects toward the goal in question. Vices therefore have adverse affects towards goals. In order to build up moral virtue they must not follow vices. Aristotle points out that it becomes the mean, which becomes that which one should follow. Relating back to moral virtues being that of habit, it can be said that as actions are carried out, character is being built based on these actions. As character builds, they become more and more likely to do the same actions over and over, because it is defined in that characteristic state. For example if I were to run 2 miles every single day, for the first few days I would feel sore and unacquainted with running, but as time goes on, my muscles will naturally become adapt to the running environment, and will not cause me much pain. However if I were to stop running all in all after months of habitually running then I would begin to find myself feeling out of shape and un-fit and my muscles would once again to begin to adapt to my laziness. In order to build character, one must stay away from vices, and stick to preservation of the mean, and during this process, they must stay with the mean, and not deviate, for its these deviations away from the mean, in which a character would begin to follow a building of unmoral virtue. Therefore it is the mean action that will define what constitutes as a moral virtuous action. Aristotle begins to further his argument over moral virtue by explaining virtue in terms of actions. Though there has to be some underlying constitution, which states that these actions are of valid in terms of building moral virtue. Aristotle claims that a person who lacks virtue may perform a virtuous action. Their actions will hold no sustenance if they do not comply with the three things which Aristotle points out must be held true in order to perform a virtuous action. A virtuous action consists of three things: they must have knowledge, choice of the action, and must do so from an unchangeable character. Actions, which will arise from a person who follows these, are indicative of a person who is in character and have developed a state of character. In order to differentiate between a person who is virtuous and a person is non-virtuous, they must meet the criteria above. For an action is simply an action, and it may be a good action, however if the person does not know what they are doing, and it does not follow in a state of accordance with their character then that person is not doing the virtuous action for the sake of being virtuous. A person who does a virtuous action will perform actions that they view as being virtuous and having knowledge of the actions themselves as being virtuous and it is because that person is doing this action in character that they are virtuous. They have habitually grown into a virtuous character because their state of character had already been previously built from previous virtuous actions. Aristotle’s arguments over the debate of virtue is that it becomes a slight paradox. For a character to become virtuous they must first perform virtuous actions. The paradox comes in that if a character were to become virtuous, that means that they are starting from a state of un-virtue. If this is the case, then it would contradict Aristotle’s third point of performing a virtuous action. Virtuous action being built upon a character that is un-virtuous would therefore contradict the third requirement for an action to virtuous. The third requirement being that it must come from a firm and unchangeable character. If a character is unchangeable then the question remains, how does a person become virtuous? For now it can be agreed upon that it is over the course of time and nature that a person is virtuous, they must perfect it through habit, and doing what is virtuous. In other words, if a person so desires to be virtuous they must habitually work towards performing virtuous actions. Therefore a state of character can be changed as time progresses based on actions that are performed.

Ill Mind of Hopsin

Brandon Williams Ms. Hildebrandt English 1100-0022 October 8, 2012 Ill Mind of Hopsin 5 â€Å"Ill Mind of Hopsin,† is a song that a lot of people will probably never hear in their lifetime, kind of like some classical music. For the most part, classical music is all instrumental, but it can still tell a story or have an idea behind it. In the â€Å"I’ll Mind of Hopsin,† Hopsin is trying to convey that the younger population of today’s society is pretty much the most messed up and corrupt group of people ever with very complicated lyrics and a repetitive beat. His lyrics might sound like they’re just words, but in fact they actually have a meaning.Even though it is a rap song it actually is very complex, not just some idiot talking about nothing important over a crappy beat. First off, the beat of the song is very important to the way Hopsin expresses his ideas. For a rap song, it is pretty fast paced. He needs to be able to fit a lot of words into a 5 minute song. The beat is very repetitive to allow for the same pace. Most raps nowadays have a chorus while Hopsin’s songs do not. Actually nothing in the song is ever repeated. To me, that is a way of showing intelligence. Most modern rap artists include a chorus because they can’t think of anything else to say in their song.Sometimes, just by hearing the beat of a song you can determine what the outcome will be. When I hear the beginning of â€Å"Ill Mind of Hopsin 5,† I think, â€Å"Wow, this is going to be serious and a very meaningful song. † Also, when I hear a fast beat song, I know that it is going to have more to say as a song than the slower, less intelligent sounding songs. Hopsin expresses in the first few lines of the song that he can’t believe and is embarrassed that he played a part in this game, the ‘game’ being society and all of its ideas about how life is and should be.Hopsin felt like he had no common sense. It w as taken away from him by all of his surroundings such as friends, media, and school. He wants to let people know, that is not the way that life is supposed to be lived. People just don’t care about what they do anymore. If it is fun to do at the moment, people automatically do it without thinking ahead about what the consequences could be. For example, Hopsin tells a girl in his song, â€Å"One of these niggas got you pregnant and you can’t raise it, but you caused it, your actions made a fat statement. His telling her that she royally messed up and that she has to deal with a problem she could have avoided. He also says, â€Å"Do you even have any goals? † He is talking about the lazy kids and young adults that just don’t care what they do for the rest of their life. Hopsin wants to know what the point of living is, if someone doesn’t have a plan in life. This seems to be a problem that is very prevalent in today’s society and Hopsin is c alling everyone out on this issue. He is not just rapping about some pointless argument. There are a lot a lot of people that could care less about rap.Most rap songs these days are meaningless, but Hopsin proves otherwise. It takes care of a lot of stereotypes and points them out clearly. Any artist that makes a song as clear as this one has to be a genius. It is hard to make a complex song like this with so many different stereotypes that is easy to understand and without confusing the audience. Hopsin is African American but that doesn’t stop him from calling out his own race. He states, â€Å"Cause you in the streets actin like a Neanderthal. † Hopsin doesn’t even want to be associated with his own race because of the stereotype they have put on themselves.He is trying to say that there is more to life than fighting, basketball, and rapping. He can’t believe that there are people out there that are prideful that they have been shot and stabbed, like t hat is something to be proud of. If that is what it takes to become famous than is someone really a musical artist. Hopsin wants people to know that these new age rappers are full of themselves and nothing else. They don’t care about their listeners. Hopsin is angry at the music industry too. Obviously, it is hard to be a fake classical artist, but it is easy to be a fake rapper or singer these days.He is mad at the industry for putting this idea that all you need to be successful in life is money, girls, and a large persona. He states songs whose sole purpose is to fulfill these ideas are a disgrace to the Hip Hop community and to all of the people who are trying to make rap a more complex genre of music. Most rappers are in the â€Å"game† for all the money instead of the satisfaction of making good music whether the public thinks it is good or not. It is all about making yourself feel like you have accomplished what you wanted to accomplish. It was the same case wit h classical writers like Bach, Beethoven, and Mozart.They made their music because they were interested in the art of making music. These artists stayed fairly humble during their careers. Hopsin also shows these qualities. He is successful enough to be making a lot of money, but he isn’t treating it like the majority of rappers are today. He doesn’t flaunt his cash around in his music videos or at his concerts. This is why I respect him as an artist and not a fake person whose job in life is to be a puppet for the music industry. Hopsin’s song is the perfect example of how someone can express their feelings toward society and its problems.He makes it pretty easy for the listener to understand what he, the artist, is saying. The words are very clear as well as the ideas in the song. He wants people to see the messed up society that everybody lives in today. The whole entire song is one huge call out towards the world. Hopsin took it into his own hands to admit t he obvious problems that people see every day. Hopsin isn’t afraid to let people know that they are stuck in this never ending loop of insanity that is the media and what it does to corrupt people’s minds.

Free Essays on The Day After Tomorrow

The Hollywood production The Day After Tomorrow is the story of an abrupt climate change, with extreme and catastrophic effects which will, in consequence, lead to the onset of a new ice age. As a result of global warming, polar ice caps melt, which disrupt the Gulf Stream (part of the Atlantic thermohaline circulation). The North Atlantic region cools while heat builds up in the tropics. The result is a severe storm, causing catastrophe and a dramatic change in the global climate. I think that this film is very helpful in the way that it raises awareness on the issue of global warming. However, there were many obvious scientific facts which have been manipulated in this film, such as; an abrupt climate change, temperatures plummeting to freezing in a matter of hours, a massive snowstorm, tornadoes striking Los Angeles and soccer ball-sized hail falling on Tokyo. I think that the probability of all this destruction occurring over the short time-span of a few weeks is ridiculous. Thes e types of consequences of global warming are not expected to occur all of a sudden, but not for another century or so. They will occur gradually, and be less intense. One fictitious aspect in the movie was when temperatures in New York City plunge from sizzling to freezing in hours. This factor has no real scientific structure and I think it is strictly used for increasing the dramatic effect of this movie. Although temperatures are descending as a result of global warming, they are not changing nearly as rapidly or dramatically as depicted in the movie. Over the last hundred years, global temperatures have only increased by almost 1 degree. In a warmer world, additional rain at middle and high latitudes, plus melt from glaciers, would add more fresh water to the oceans. This could affect important ocean currents, such as the Gulf Stream, that transport heat north from the equatorial regions and might result in parts of North America and Europe becoming re... Free Essays on The Day After Tomorrow Free Essays on The Day After Tomorrow The Hollywood production The Day After Tomorrow is the story of an abrupt climate change, with extreme and catastrophic effects which will, in consequence, lead to the onset of a new ice age. As a result of global warming, polar ice caps melt, which disrupt the Gulf Stream (part of the Atlantic thermohaline circulation). The North Atlantic region cools while heat builds up in the tropics. The result is a severe storm, causing catastrophe and a dramatic change in the global climate. I think that this film is very helpful in the way that it raises awareness on the issue of global warming. However, there were many obvious scientific facts which have been manipulated in this film, such as; an abrupt climate change, temperatures plummeting to freezing in a matter of hours, a massive snowstorm, tornadoes striking Los Angeles and soccer ball-sized hail falling on Tokyo. I think that the probability of all this destruction occurring over the short time-span of a few weeks is ridiculous. Thes e types of consequences of global warming are not expected to occur all of a sudden, but not for another century or so. They will occur gradually, and be less intense. One fictitious aspect in the movie was when temperatures in New York City plunge from sizzling to freezing in hours. This factor has no real scientific structure and I think it is strictly used for increasing the dramatic effect of this movie. Although temperatures are descending as a result of global warming, they are not changing nearly as rapidly or dramatically as depicted in the movie. Over the last hundred years, global temperatures have only increased by almost 1 degree. In a warmer world, additional rain at middle and high latitudes, plus melt from glaciers, would add more fresh water to the oceans. This could affect important ocean currents, such as the Gulf Stream, that transport heat north from the equatorial regions and might result in parts of North America and Europe becoming re...

High School Math That Meets College Requirements

High School Math That Meets College Requirements Different colleges and universities have very different expectations for high school preparation in math. An engineering school like MIT will expect more preparation than a predominantly liberal arts college like Smith. However, preparing for college gets confusing because the recommendations for high school preparation in math are often unclear, particularly when youre trying to distinguish between what is required and what is recommended. High School Preparation   If youre applying to highly selective colleges, schools will generally want to see three or more years of math that include algebra and geometry. Keep in mind that this is a minimum, and four years of math makes for a stronger college application. The strongest applicants will have taken calculus. At places like MIT and Caltech, youll be at a significant disadvantage if you havent taken calculus. This is also true when applying to engineering programs at comprehensive universities like Cornell or the University of California at Berkeley. If youre going into a STEM field  (science, technology, engineering, and math) thats going to require math expertise, colleges want to see that you have both the college preparation and the aptitude to succeed in higher-level mathematics. When students enter  an engineering program with weak math skills or poor preparation, they face an uphill battle to make it to graduation. My High School Doesnt Offer Calculus Options for classes in math vary widely from high school to high school. Many smaller, rural schools simply dont have calculus as an option, and the same is true even for large schools in some regions. If you find that youre in a situation where calculus simply isnt an option, dont panic. Colleges receive information on the course offerings at your school, and they will be looking to see that you have taken the most challenging courses available to you. If your school offers AP calculus and you choose a remedial course on the mathematics of money instead, you clearly arent challenging yourself. This will be a strike against you in the admissions process. On the flip side, if a second year of algebra is the highest level math offered at your school and you complete the course successfully, colleges shouldnt penalize you. That said, students interest in STEM fields (as well as fields such as business and architecture) will be strongest when they have taken calculus. Calculus may be an option, even if your high school doesnt offer it. Talk to your guidance counselor about your options, which may include: Taking calculus at a local college. You may even find that some community colleges and state universities offer evening or weekend courses that wont conflict with your high school classes. Your high school is likely to give you credit towards graduation for college calculus, and youll also have college credits that are likely to transfer.Taking AP calculus online. Here again, talk with your guidance counselor about options. You may find courses through your state university system, a private university, or even a for-profit educational company. Be sure to read reviews, as online courses can range from excellent to terrible, and its not worth your time and money to take a course that isnt likely to lead to success on the AP exam. Also, keep in mind that online courses require lots of discipline and self-motivation.  Self-study for the AP calculus exam. If youre a motivated student with a  strong aptitude for math, its possible to self-study for the AP exam. Taking an AP course isn t a requirement for taking an AP exam, and colleges will be impressed if you earn a 4 or 5 on the AP exam after self-study. Do Colleges Like Advanced Math Topics? Success on an AP calculus course is one of the best ways to demonstrate your college readiness in mathematics. There are, however, two AP calculus courses: AB and BC. According to the College Board, the AB course is equivalent to the first year of college calculus, and the BC course is equivalent to the first two semesters. The BC course introduces topics of sequences and series, in addition to the general coverage of integral and differential calculus found on the AB exam. For most colleges, the admissions folks will be happy with the very fact that youve studied calculus. While the BC course is more impressive, you wont be hurting yourself with AB calculus. Note that far more college applicants take AB, rather than BC, calculus. At schools with strong engineering programs, however, you may find that BC calculus is strongly preferred and that you wont earn calculus placement credit for the AB exam. This is because,  at a school like MIT, the content of the BC exam is covered in a single semester. The second semester of calculus is multi-variable calculus, something not covered in the AP curriculum. The AB exam, in other words, covers a half-semester of college calculus  and isnt sufficient for placement credit. Taking AP Calculus AB is still a big plus in the application process, but you wont always earn course credit for a high score on the exam. What Does This All Mean? Very few colleges have a definite requirement regarding calculus or four years of math. A college doesnt want to be in a position where it has to reject an otherwise well-qualified applicant due to a lack of calculus classwork. That said, take the strongly recommended guidelines seriously. For most colleges, your high school record is the single most important component of your application. It should show that youve taken the most challenging courses possible, and your success in upper-level math courses is a great indicator that you can succeed in college. A 4 or 5 on one of the AP calculus exams is about the best evidence you can provide of your math readiness, but most students dont have that score available at the time applications are due. The table below sums up the math recommendations for a range of colleges and universities. College Math Requirement Auburn 3 years required: Algebra I and II, and either geometry, trig, calc, or analysis Carleton Minimum 2 years algebra, one year geometry, 3 or more years math recommended Centre College 4 years recommended Harvard Be well-versed in algebra, functions, and graphing, calculus good but not required Johns Hopkins 4 years recommended MIT Math through calculus recommended NYU 3 years recommended Pomona 4 years expected, calculus highly recommended Smith College 3 years recommended UT Austin 3 years required, 4 years recommended

Music in my life Assignment Example | Topics and Well Written Essays - 500 words

Music in my life - Assignment Example It is vital that an individual takes a break off work or studies, and listening to music or pursuing music information from different artists and musicians constitutes my leisure time. My time to relax is funfilled relative to my engagement in music. My inspiration in life has much to do with music. Music is done in diverse and dynamic ways, all of which are unique to specific genres and musicians. The information contained in music or messages that music passes through serves different people differently. Personally, music serves as a source of inspiration.On the same note, life encouragement and directions can also be derived from music (Turner 203). Music also serves as my personal advisor, with screening for positivity and negativity being accounted for. The diversity of the world is clearly evident in the way music is done. In my life, music serves as my educator in this line. Through music, I have come to learn and understand global diversity across borders. Over and above ente rtainment, music serves as an eye opener in every aspect of my life. This is more so in regard to the music genres I listen to.I have embraced music diversity in a global context, meaning that I am not fixed to any specific music genre. However, there are primary music genres that dominate my preference in music. RnB rates the tops the list although I have regard to locally composed and produced music, and also music that accounts for the individual, social, cultural, economic, and political differences around the world.