POPULATION REDISTRIBUTION essays

POPULATION REDISTRIBUTION essays Population redistributions based on ethnicity have defused intense rivalries in the recent past, and could be a solution to the internal ethnic crises for nations such as the former Yugoslavia. Currently described by the media as "ethnic cleansing", Population redistributions have been the focus of much controversy throughout U.S. and world history. To those affected, Population redistributions can be economically and emotionally devastating. It can also lead to enormous tragedies causing thousands of deaths when conducted in a brutal manner. The results of various population redistributions are examined throughout this paper with the focus on the Japanese Internment camps in the U.S. and the current crises in the former Yugoslavia. There are examples of population transfers that have taken place in the twentieth century. In 1923, Greece and Turkey signed the Treaty of Lausanne. The two rival nations agreed to expel 150,000 Greeks living in Turkey, and 388,000 Turks living in Greece back to their ethnic homelands. Except in Cyprus where the populations remained mixed. Turkey and Greece have not taken up arms against each other again. After World War II eight million people of German ethnicity were expelled from their native communities in Poland and throughout Eastern Europe, due to agreements made by the Allies at the Potsdam Conference. Hundreds of thousands of Germans died or were killed during the transfer due to the brutal manner in which it was carried out. Due to the lack of diversity and conflicting cultures the long-term results of the population transfer have ended internal ethnic problems in Poland since then. Israel expelled their own settlers from occupied land (which is currently the new Palestin ian nation) in order to bring about a lasting peace between the two former rivals. After bombing Pearl Harbor, Hawaii on December 7, 1941, 120,000 Japanese and Japanese-Americans living in Oregon, Washington, California, and A...

When Do IB Results and Scores Come Out

When Do IB Results and Scores Come Out SAT / ACT Prep Online Guides and Tips You’re in an IB Diploma Programme or a few IB classes, and you have slaved all year (or two years) studying for your SLs and HLs. You sat for the exams - where you probably developed carpal tunnel syndrome. Also, you can relate a little too well to this video, but you are hoping you did a little bit better on your IB exams.So when do you get your scores? How do you get your scores? What does your score mean? I will answer all of these questions and more in this article. For the May IB Exam Dates The scores are issued on July 5 of the same year.For example, if you took your test May 2015, you received your scores July 5, 2015. For the November IB Exam Dates The scores are issued on January 5, in the year following the exam.For example, students who took exams in November 2014 received their results on January 5, 2015. Mark your calendar! How Do You Check Your IB Scores? Ask your IB course coordinator for your candidate PIN. Using that number, you can access your own results via the IB’s candidate results website.You will be able to do so one day after results are issued: on July 6 for the May session and January 6 for the November session. You Got Your Score: What Does It Mean? Tests Are Graded on a Scale of 1-7 For a full breakdown of what each score means (what the score criteria is) check out this document from the International Baccalaureate Organization. What IB Scores Will Colleges Accept for Credit? Each school may have slightly different qualifications for getting credit for IB courses, but most college classes give you credit for IB HL classes with an exam score of 5 or higher.Some colleges even wave your general education requirements for those students with an IB Diploma.Others like University of Southern California (my alma mater) give you a full year’s worth of credit to those with an IB Diploma.Look up colleges' individual IB college credit policy by doing a Google Search forâ€Å"[Name of College/University] IB credit policy.†Most universities have a dedicated web page for explaining their IB credit policy. What If You Feel Like Your Exam Score Was Unfair? After the results have been issued, schools can request re-marks for particular students if they feel the result is undeserved.Schools can also receive a range of different types of feedback on their students' performance. If you wish to do so, please contact IB. What’s Next? Are you hoping to squeeze in some extra IB classes? Learn about the IB courses offered online. Studying for the SAT? Check out our complete guide to the SAT.Taking the SAT in the next month? Check out our guide to cramming. Not sure where you want to go to college? Check out our guide to finding your target school. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

A Comparison Among the Writings of Taylor, Palmer and Emerson Essay

A Comparison Among the Writings of Taylor, Palmer and Emerson - Essay Example It is the classic quandary: if an all-powerful God loved us, why does He allow a man to be harmed by evil? Taylor’s response reconciles God as all-good, man as a moral being, and evil as the result of human choice. Moral depravity is his sinful character, his â€Å"state of mind and heart† that pertains to â€Å"guilt† and â€Å"wrath†. God created man to be good, but at the same time allows man the choice of whether to be obedient to His divine will or to pursue his own selfish interests. Man is saved if he chooses to follow God’s will rather than his own. Sin, therefore, is seen as an integral part of salvation. By giving in to his moral depravity, man creates the evil, not God. However, because he has a choice, man can rise from this moral depravity and choose God, thereby meriting salvation. God did not create the evil, but by allowing man the freedom to choose evil he also afforded man the chance to choose well. This debunks the notion that God could have prevented all sin or at least the present degree of sin. In Taylor’s works, he speaks of God as a personal Father, with a mind and will whose intentions man tries to understand. God provides the opportunity for man to exercise his moral nature, that is, to choose the virtuous over the evil. The interaction between God and man is one of dynamic interaction, with God offering the choice and man taking the volition to make the choice. Palmer was more of a mystical writer. She espoused the experience of holiness as the road to sanctification. Holiness is seen as a mystical union with God. It is only when one abandons his own efforts and surrenders all to God that he gets to experience the faith necessary for him to live a sinless life. Sanctification is obtained when one is united with Christ, bathed in the blood of Christ, because it is only through Him that man can reach God.

Global Law Essay Example | Topics and Well Written Essays - 500 words

Global Law - Essay Example The company named 1plusV had claimed that Google was restricting the utilization of its powerful system especially made to attract advertisers (Kanter, 2011). Basically, the article was highlighting the fact that Google had been accused of promoting unfair competition by unduly restricting trade. Unreasonable restraint of trade is actually a legal issue in business. The right to do business or put up a business has limitations provided by law. One of which is the prohibition against unfair competition. Unjustifiable restriction of a certain trade is one aspect of unfair competition. Established and big businesses are the ones most likely to have this tendency. Some desire to monopolize a certain type of business. They do not want any competitors. These businesses aim to maintain their market position. This is directly associated to business greed. Sometimes, they implement marketing strategies that weaken its new competitors. As a result, the new businesses experience a substantial l oss of profit. It will eventually choose to stop its operation. Governments of the world have been aware of this business reality. Thus, they issue business laws to promote fair competition. The latest accusation against Google can somehow illustrate the issue on unfair competition.

Torsional Pendulum Preliminary Experiment Essay Example for Free

Torsional Pendulum Preliminary Experiment Essay Research and equations: As we are working in circular motion, rather than linear motion, the equations that will help me investigate the Torsional pendulum will have to be derived. Here is how it is derived. Using Force= Mass x Acceleration which is what you use for linear motion, this becomes Torque=Moment of Inertia x Angular acceleration. Using Force= -kx from a simple pendulum, this becomes Force=- Torsional Constant x Angular displacement Therefore This can definitely be compared to a=-?2x and becomes However therefore I then found out the exact expression which allowed me to directly work out I and K. The moment of inertia was simply mL2 However for the Torsional constant I first found the formula for the polar moment of inertia which was Ip=?d4/32 and the angle of twist ?=TL/GIp this was rearranged to T= GIp/L where T is the Torsional constant, then substituting in Ip I got Torsional constant= Using the equation I can now substitute in expressions for I and K to get an overall equation which came out to be: T=2? T=Time Period I=Moment of Inertia of the bar L=Length of wire G= Shear Modulus of material d= diameter of wire The following web pages were used to help me derive these equations: http://www.engin.umich.edu/students/ELRC/me211/me211/flash/tors_derivation15.swf http://farside.ph.utexas.edu/teaching/301/lectures/node139.html Preliminary Experiment: Aim: To investigate the relationship between Time period and the length of the wire on a Torsional pendulum. Factors to vary and control To ensure a fair test I must make sure that only factors that want to vary will change, therefore as I am investigating the effect of changing the length of wire on the time period I will only vary the length of wire. This means that the following must stay the same: * Mass of the metal bar, including same diameter and length each time, these are all related to the moment of inertia. * Type of wire (material) and its diameter, these are related to the Torsional constant. Diagram: Equipment: * Retort Stand with clamp to hold the wire and bar when oscillating. * Bung cut into two halves so I can change length of string easily. * Metal Bar. * Approximately a meter long wire. * Stopwatch to record the Time periods. * Micrometer to measure diameter of the wire and the metal bar * Meter long ruler to measure out correct lengths of wire and measure length of the bar. Method: * Set up the apparatus as shown in the diagram above. * Ensure the wire is fixed firmly around the centre of the bar, so that when left freely it rests in its equilibrium position. * Using 0.1 meters as the starting point, make the length 0.1m using a meter rule, measuring from the base of the bung to the top of the bar at the knot. * Turn the bar 90 degrees anticlockwise and release it, start the stopwatch at the same time of release. * The time period for one complete oscillation is; for the end of the bar to go around clockwise once and changes direction then anticlockwise until it changes again, the moment it stops just before changing direction for a second time is one oscillation. Allow 5 complete oscillations for once length and divide the end time by five. * Record the time period on a suitable table. * Loosen the clamp and increase the length by 0.1m and repeat above steps until approximately 8 results are complete. * Now measure the length of the bar using a meter ruler, and the diameter of the bar using a micrometer. Also measure the length of the wire using a meter ruler and its diameter using a micrometer. Record all these results. To ensure that the experiment is carried out in safe environment I will make sure that I have plenty of space around me, with any obstacles removed to ensure the experiment can run smoothly. Theory: If simple harmonic motion applies, which I am assuming it does as shown in the equations above, also there is a clear similarity between the time period for a Torsional pendulum and for a mass spring system which is simple harmonic motion, as shown in these 2 equations. and Simple harmonic motion is defined as; an oscillation in which the acceleration of an object is directly proportional to its displacement from equilibrium and has a restoring force directed back towards equilibrium. I am investigating for the preliminary experiment the effect on time period when the length of wire is changed. From the equation derived T=2? I can see that theoretically the relationship between time period and length should be T?L0.5. Therefore an increase in length will increase the time period. Results: Length (mm) Time Period (s) Log l log T 100 6.16 -1.00 0.79 200 8.18 -0.70 0.91 300 9.59 -0.52 0.98 400 11.00 -0.40 1.04 500 12.18 -0.30 1.09 600 13.45 -0.22 1.13 700 14.22 -0.16 1.15 800 15.32 -0.10 1.19 Extra Results: Measurement Diameter of wire 0.42mm mass of bar 201.1grams length of bar 204mm Conclusion: From the graph I can come to a simple conclusion that as the length increases the time period increases. However it is obvious that this is not a linear relationship, therefore I need to use log log graphs to help me get the relationship. As I originally worked out that there is a relationship between time period and length for the Torsional pendulum, I can therefore say that T is proportional to l (T? l). However I can change this to T=alb where a and b are constants to be determined. I can determine these using a log log graph where logT=blogl+logA which is in the form y=mx+c Using the values of logT and logl in the results table above, I produced the log log graph below. From the graph you can see that the gradient which is b = 0.4375 And that logA=1.225, therefore to get A I would unlog it, 101.225= 16.788 (3.d.p) So if A= 16.788 and b=0.4283 then the relationship becomes T=16.788 x l0.4375 Evaluation: There are clearly difficulties and problems with this method which will cause inaccuracies in the results. I will now outline the problems and estimate a percentage error for each one. * Measurement of the length of the wire. The meter ruler is accurate to à ¯Ã‚ ¿Ã‚ ½ 0.5mm, as the smallest division is 1cm. The measurements I made were 10cm to 80cm, therefore maximum error is (0.5mm/100mm) x100= 0.5%, and the minimum error is (0.5mm/800mm) x100= 0.0625% error. Therefore average error is approximately (0.5+0.0625)/2=0.28125%. * There is also error in the time periods as its difficult to know exactly when to stop the stopwatch. You must stop it when it stops and is just about to change direction. However I may stop to early or too late, this causes random error, and therefore time period will be higher or lower than the true value. I predict that this will cause a maximum error of à ¯Ã‚ ¿Ã‚ ½ 0.5 seconds, this includes the error for a human reaction time, which can only react as fast as 0.1 seconds. Max error for the results I obtained would be (0.5/6.162)x100=8.114% and minimum error (0.5/15.318)x100=3.264%. These errors are very significant and will definitely cause inaccuracies in my results. The time I recorded was accurate to à ¯Ã‚ ¿Ã‚ ½0.05seconds, therefore maximum reading error was (0.005/6.162)x100=0.081%, this is however a lot less significant than experimental error. * The scale is accurate to à ¯Ã‚ ¿Ã‚ ½0.05 grams. Therefore maximum error is (0.05/201.1) x 100 = 0.0249%, therefore this error was not so significant. * The micrometer is accurate to à ¯Ã‚ ¿Ã‚ ½0.005mm, as smallest division is 0.01mm, therefore error for my reading was (0.005/0.41) x 100 = 1.219%, this error was quite significant and a lot larger than I expected. The value for the gradient I obtained was 0.4375, however I was expecting 0.5, therefore there is clearly errors in the time period and length, which is what determined the gradient, with reasons for these errors stated above. The error for the gradient will be the total error of the time and length, therefore approximately 6% error, when adding average most significant error of the time period and length. Using the Equation T=2? I can work out the overall error of my experiment. As 2? x =T and as I found out that T=16.788 x l0.4375 Therefore 2? should be equal to 16.788 if my experiment had no errors. I will now work out how close to this value I actually got. =2? = 14.12 Therefore the total error from what the true value should be is [(16.788-14.12)/16.788] x 100= 15.89% From all the percentage errors above I can see that there are clearly issues with this preliminary experiment and that changes will have to be made for the final experiment to increase accuracy and reduce errors.

Language, Power and Discourse of Sexuality: The case of Governor McGree

Language, Power and Discourse of Sexuality Foucault asks "What are the links between these discourses, these effects of power, and the pleasures that were invested by them?" (Foucault, 11). In the case of New Jersey governor it seems clear that power, language and pleasure were very much related in his speech on August 13, 2004, in which he announced his resignation, that he had had an affair with a man, and that he was a "gay American." A man in a position of power was both given power and gave power to the general public with his announcement. Consequently he opened up a multiplicity of discourses on the matter ranging from the true reason for his resignation, to the true meaning of the word Gay, to the effects that his coming out would have on the gay community. The case of governor McGreevey showed how language can be powerful, helpful and harming all at the same time, furthering Foucault's suggestion of strong links between discourse, power and pleasure. McGreevey exercises a great deal of power in choosing the things that he says in his speech and even the ways that he says them. He uses his words to benefit him. The majority of the speech sounds like a plea to the people of New Jersey and the American public. He asks for the audience to sympathize by speaking of his struggle and confusion. So, when McGreevey says, "And so my truth is that I am a gay American. And I am blessed to live in the greatest nation with the tradition of civil liberties, the greatest tradition of civil liberties in the world, in a country which provides so much to its people" the audience feels a pathos for him. This statement is a direct call for forgiveness and sympathy, even before they have heard the whole case. It calls for the American ... ...ew Hampshire: University Press of New England, 1996. 119-143. Foucault, Michel. "We 'Other Victorians'" and "The Repressive Hypothesis."The History of Sexuality, Volume I: An Introduction.Trans. Robert Hurley. New York: Vintage, 1980. 3-13, 17-49. Gendar, Alison and Standora, Leo. "Gov's groove no secret around town". New York Daily News Saturday, August 14th, 2004. Huffinton, Arianna. "Drama of New Jersey governor teaches us that to be gay is to be normal". Ariana Online August 16, 2004 Lazarus, Edward. "The Issues Governor McGreevey's Resignation Raises: Stigma, Acceptance, and the Difference Between Legal and Social Change". Thursday, Aug. 19, 2004 "McGreevey: I am a gay American" www.cnn.com/2004/ALLPOLITICS/08/12/mcgreevey.transcript/index.html Santos, Fernanda. "Instant hero in gay community". New York Daily News Friday, August 13th, 2004.

Bourdieu and social class within the educational system

The subject of social class within the educational system seems to be the elephant in the room. Issues of race, gender, discrimination and making safe places are addressed constantly within the pedagogy yet we ignore the realities of social stratification, especially when it comes to the classroom and the curriculum we are expected to teach. According to Bourdieu, the education systems of western societies function in such a way as to legitimatize class inequalities (Bourdieu, 1977).Success in the education system is enhanced by the possession of cultural capital (which is etermined the dominate culture) and Lower-class pupils do not, in general, possess these traits. Bourdieu then supposes that the failure of the majority of these pupils is inevitable. This, he postulates, explains class inequalities in educational attainment. , For Bourdieu, educational credentials help to reproduce and legitimatize social inequalities, as higher-class individuals are seen to deserve their place in the social structure.Place in the social structure is not pre determined and education often is a factor in the upward mobility in SES. Muller and his team describe cross-national imilarities and differences in the two steps in which education intervenes in the process of intergenerational class mobility: the link between class of origin and educational credentials attained, and between these credentials and class position allocated to (Muller et al. , 1989).They conclude that the patterns of association between class origin and education, and between education and class destinations are similar across the nine nations. However, the strength of these associations demonstrates cross-national variations. This paper is one of the first comparative tudies of social mobility, which used the data sets collected in the early 1970s from nine European countries investigated in Comparative Analysis of Social Mobility in Industrial Nations (CASMIN) project.Nevertheless, this article supports FJG hypothesis which argues that class origin inequalities in relative mobility chances will be roughly constant across nations . Social mobility, class and education is further explored through a longitudinal study conducted by Johnson, Brett & Deary (2009). They proposed that social class of origin acts as ballast, restraining otherwise eritocratic social class movement, and that education is the primary means through which social class movement is both restrained and facilitated, thereby giving weight to Bourdieu's theory of Cultural Reproduction.They conclude that parental social class attainment contributes to educational attainment, which in turn contributes to participant social class attainment, suggesting that educational attainment contributed to social class stability. Education is important to social mobility and, thus, appears to play a pivotal role in the association between ability and social class attainment. When looking at the relationship between ability and socia l class attainment, it is useful to also look at the different types of culture capital.Andersen and Hansen (201 1), for example, distinguish between two interpretations of cultural capital: â€Å"narrow' and â€Å"broad. † The narrow interpretation refers a child's exposure to ‘high cultural' products or activities (Bourdieu's concept ot objectified capital): tor example, having objects of art at home, or a tastefully furnished home, visits to the theatre or art museums, or playing the piano (p. 608). These signs of high culture may not mprove a student's work in any objective way, but they are rewarded through subjectivity involved in assessing academic performance.The same is true of the broad interpretation of cultural capital, which is â€Å"general linguistic skills, habits, and knowledge, including cognitive skills,† which are â€Å"used in a strategic manner by individuals, who thereby may receive advantages or profits† (p. 608). This kind of cult ural capital is passed from parents to children through school work (p. 608). Bourdieu's description of educational capital encompasses this outlook. One ofAndersen and Hansen (2011) implications in schools which supports Bourdieu's theory of cultural capital is that: â€Å"Students from classes with highest cultural capital will perform the best academically, on each horizontal level† (of social class) (p 611) This is often seen played out when looking at the Socio Economic Status schools. Bankston and Caldas (2009) examine how legal desegregation of American schools starting in the 1950s and 1960s was countered by de facto segregation due to â€Å"social class, residential patterns† and other forms of social marginalization.Since the verage socioeconomic status of a student population affects a school's educational achievement levels, upper and middle class families eluded and hindered desegregation by moving to different school districts, suburban communities, by ch oosing private schools etc. Bourdieu's concept of education through institutional capital sees education as a place where one acquires the skills to enter different positions within the labour force -and those positions in turn determines one's socioeconomic status..Bankstone and Caldas state that policy assumes that differences in educational achievements are caused by the concrete schools and in articular by its teaching staff. Schools are believed to determine socioeconomic conditions instead of the other way around. As educators, not only must we be aware that class differences are present in the classroom, but, perhaps, look for ways to minimize the gulf between classes and increase capital culture in those who do not possess as much as others. Technology may be one way to do this. There seems to be a push towards using new technologies in the classroom.Considering class inequality and cultural capital, an educational model that aims to bridge the divide by bringing students to gether to the ame level of technological proficiency would be desirable. Kapttzke (2000), following a case-study in an Australian school, concludes that integrating student- based projects using information technology is a way to bring students with tech sa'. n. y back from the brink of alienation. Kapitzke states that â€Å"teachers who ignore the texts, identities, skills and interests of the young do so at their own peril. † (p. 0) Faced with a growing techno-cultural capital gap, educators need to â€Å"view students as fellow explorers and co-workers† (p. 60) and possibly working on innovative rojects like revamping a school's computer network. The student who led the project ended up teaching not only students but teachers too. Not only would cultural capital be affected, it is most likely that a student's social capital Conversely, a study done in Californian schools shows a different side of the story. Cuban (2001) and fellow researchers explored the paradox of high access to technology with low real use.This was explained by traditional constraints on teachers such as time and structure, as well as annoying deficiencies in the technologies, such as computer crashes, that limited teachers' initiatives. The teachers stressed â€Å"that using computers in their classes made demands upon them that made their Job harder. † (p. 828) In the end, â€Å"inadequate time in the daily schedule to plan work together goes to the heart of teacher use of new technologies and their preferred teaching practices† (p. 28) and resulted in the teachers preferring traditional teacher-based discussions, lectures and activities supplemented with some time for technologies. Cuban and his colleagues believe that technology will never revolutionize the classroom; instead, â€Å"historical legacies of high schools in their chool structures and technological flaws will trump the slow revolution in teaching In conclusion, the Kapitzke article highlights an innovative practices† (p. 830). way of maximizing tech-sawy students' cultural capital and thereby pushing for equality and integration.However, as the Cuban article points out, technology will likely be relegated to special projects when deemed appropriate by a teacher relying on various methodologies. While dynamic technologically innovative teaching methods have their place they are not the magic answer to solving cultural capital and class inequalities.