Battle of Blore Heath - War of the Roses

Battle of Blore Heath - War of the Roses Battle of Blore Heath - Conflict Date: The Battle of Blore Heath was fought September 23, 1459, during the Wars of the Roses (1455-1485). Armies Commanders: Lancastrian James Touchet, Baron AudleyJohn Sutton, Baron Dudley8,000-14,000 men Yorkists Richard Neville, Earl of Salisbury3,000-5,000 men Battle of Blore Heath - Background: Open fighting between the Lancastrian forces of King Henry VI and the Richard, Duke of York began in 1455 at the First Battle of St. Albans. A Yorkist victory, the battle was a relatively minor engagement and Richard did not attempt to usurp the throne. In the four years that followed, an uneasy peace settled over the two sides and no fighting occurred. By 1459, tensions had again risen and both sides actively began recruiting forces. Establishing himself at Ludlow Castle in Shropshire, Richard began summoning troops for action against the king. These efforts were countered by the Queen, Margaret of Anjou who was raising men in support of her husband. Learning that Richard Neville, Earl of Salisbury was moving south from Middleham Castle in Yorkshire to join Richard, she dispatched a newly raised force under James Touchet, Baron Audley to intercept the Yorkists. Marching out, Audley intended to set an ambush for Salisbury at Blore Heath near Market Drayton. Moving onto the barren heathland on September 23, he formed his 8,000-14,000 men behind a great hedge facing northeast towards Newcastle-under-Lyme. Battle of Blore Heath - Deployments: As the Yorkists approached later that day, their scouts spotted the Lancastrian banners which protruded over the top of the hedge. Alerted to the enemys presence, Salisbury formed his 3,000-5,000 men for battle with his left anchored on a wood and his right on his wagon train which had been circled. Outnumbered, he intended to fight a defensive battle. The two forces were separated by Hempmill Brook which ran across the battlefield. Wide with steep sides and a strong current, the stream was a significant obstruction for both forces. Battle of Blore Heath - Fighting Begins: The fighting opened with fire from the opposing armies archers. Due to the distance separating the forces, this proved largely ineffectual. Realizing that any attack on Audleys larger army was doomed to fail, Salisbury sought to lure the Lancastrians out of their position. To accomplish this, he began a feigned retreat of his center. Seeing this, a force of Lancastrian cavalry charged forward, possibly without orders. Having accomplished his goal, Salisbury returned his men to their lines and met the enemy assault. Battle of Blore Heath - Yorkist Victory: Striking the Lancastrians as they crossed the stream, they repelled the attack and inflicted heavy losses. Withdrawing to their lines, the Lancastrians reformed. Now committed to the offensive, Audley led a second assault forward. This achieved greater success and the bulk of his men crossed the stream and engaged the Yorkists. In a period of brutal fighting, Audley was struck down. With his death, John Sutton, Baron Dudley, took command and led forward an additional 4,000 infantry. Like the others, this attack proved unsuccessful. As the fighting swung in the favor of the Yorkists, around 500 Lancastrians deserted to the enemy. With Audley dead and their lines wavering, the Lancastrian army broke from the field in a rout. Fleeing the heath, they were pursued by Salisburys men as far as the River Tern (two miles away) where additional casualties were inflicted. Battle of Blore Heath - Aftermath: The Battle of Blore Heath cost the Lancastrians around 2,000 killed, while the Yorkists incurred around 1,000. Having defeated Audley, Salisbury camped at Market Drayton before pressing on to Ludlow Castle. Concerned about Lancastrian forces in the area, he paid a local friar to fire a on cannon the battlefield through the night to convince them that the battle was ongoing. Though a decisive battlefield victory for the Yorkists, the triumph at Blore Heath was soon undercut by Richards defeat at Ludford Bridge on October 12. Bested by the king, Richard and his sons were forced to flee the country. Selected Sources UK Battlefields Resource Centre: Battle of Blore HeathWars of the Roses: Blore Heath

SAT Math vs ACT Math Whats the Difference

SAT Math vs ACT Math What's the Difference SAT / ACT Prep Online Guides and Tips Which is better/easier/faster- the SAT Math section or the ACT Math section? How does each stack up over the course of the entire test? Most importantly, which math section is right for you? We’ll break down both the similarities and differences in this SAT Math vs ACT Math guide and help you decide which standardized test suits you better. SAT Math vs ACT Math: Test Organization First, let us look at how each test is structured as a whole and how each math section fits into that overall form. ACT Test Organization The ACT is broken into four sections (five, if you take the ACT + Writing), making for a two-hour and 55-minute test (or a three-hour and 35-minute test), not including break times. Each topic section is taken all at once, meaning they are not broken into smaller subsections, and the topics will always appear in the same order. Here is an overview of the ACT Math section: ACT Section Order on Test # of Questions Total Time Time per Question Math 2 (after English) 60 60 mins 60 sec The ACT Math section will always be the second section and therefore will always be sandwiched between ACT English and ACT Reading. You'll have no opportunity to come back to the Math section once your time is up, so you'll have to balance your timing and strategies yourself. Even if you have an extra 10 minutes left on the Reading section, you can't come back to answer more questions on the Math section. This kind of structure tends to appeal to those who can focus on one task for long stretches of time or those who like to finish tasks completely before moving on. The trade-off is, of course, that you'll need to be vigilant when taking the section (if, for any reason, you always get very sleepy in the second hour of taking a standardized test, there goes your entire Math score!). SAT Test Organization The SAT has three main sections (four if you take the SAT with Essay) that, like the ACT, will always appear in the same order. The test is a total of three hours (three hours and 50 minutes with the optional Essay), with the Math section taking up 80 minutes total. Similar to the ACT, once the Math section is over, you'll have no opportunity to go back and answer any questions you might have missed. Here is an overview of the SAT Math section: SAT Math Section Order on Test # of Questions Total Time Time per Question No Calculator 3 (after Writing) 20 25 mins 75 sec Calculator 4 38 55 mins 87 sec The SAT Math section is the only section on the test that's broken up into two segments: a No Calculator subsection (for which you may not use a calculator) and a Calculator subsection (for which you may use a calculator). The No Calculator section comes first after Writing and is 25 minutes long, whereas the Calculator section comes afterward and is 55 minutes long. The SAT testing structure tends to appeal to those who feel more confident in their math abilities and don't need or want to rely on a calculator as much. You'll also get more time per question with the SAT Math section than you will with ACT Math, so it's ideal for those who'd like more time to solve problems and check their answers (we'll talk more about this in detail later). The difference between the two test structures mostly depends on how you like to test. For some people, solving math problems without being able to check them with a calculator is a huge challenge. Others might prefer getting the math section done as early as possible. There is no "better" test design for everyone- just the one that appeals to you more or works better for you specifically. Each test will always have its own predictable structure so there will never be any surprises. SAT Math and ACT Math: Question Types Although many of the math topics covered by the SAT Math section and the math topics covered by the ACT Math section are the same or similar (with some notable exceptions- we'll talk about this more in a moment), the way each test presents its questions is markedly different. Now that we've seen how each exam is organized, let's look at the type and presentation of each math question on the SAT and ACT. ACT Math Question Types The ACT tends to present math questions in a fairly straightforward manner. The questions may test you on challenging mathematical concepts, but they are not specifically designed to test your reading comprehension, nor are they set up to lure you to select bait answers. Basically, ACT Math questions test how well you have memorized a particular math concept and whether you can appropriately recognize and utilize it when necessary. Again, this is not to say that ACT Math questions are easy- many of them are quite challenging- but they're designed to test how well you know specific math concepts and not how well you can solve a puzzle you've never seen before, or how well you can translate a long paragraph that sets up an unusual math scenario. For example: Do you know what a rational number is? And: Do you know how to find the tangent or cosine of a particular angle? (For answers and step-by-step tips on how to solve these questions, check out our guide to the hardest ACT Math questions.) Note that each question gives you five answer choices, so you will always have a 20% chance of getting a question right, even if you were to just venture a guess. You will not be provided with any formulas on the test, so you must have them all memorized before test day. (For a complete list of formulas to know for the ACT, check out our guide to the 31 formulas you'll need to memorize.) Compared to the SAT, the ACT covers a slightly wider range of math topics, such as graphs of trig functions, matrices, and logarithms, none of which is on the SAT. But you must only memorize a few specific rules and formulas for each topic. In addition, geometry makes up about 35-40% of ACT Math but a far smaller percentage of SAT Math, so if you're really good at geometry, the ACT might work better for you. Essentially, the ACT casts a wider mathematical net than the SAT does, but each topic is covered a little more shallowly (except for geometry). SAT Math Question Types The SAT Math section is very similar to the ACT Math section in that questions generally test the same broad math topics (with a large emphasis on algebra) and are all fairly straightforward. In terms of content, the SAT has a much smaller focus on geometry than the ACT does (less than 10% of SAT Math is geometry questions). Furthermore, SAT Math tests fewer math concepts as a whole. While the ACT has slightly more questions that deal with trigonometry, the SAT only has a few at most, so if you're not really good with sines, cosines, and tangents, the SAT might be a better fit for you. The SAT Math section does have a large emphasis on word problems and data analysis, more so than the ACT Math section does. The data analysis problems are often connected across many questions as well. For example: Can you understand how algebra relates to a real-life scenario? And: Do you know how to interpret tables and charts? In terms of formulas and necessary information, the SAT will always give you a formula box at the beginning of both the No Calculator and Calculator sections. Despite this, we still suggest making time to memorize the most important formulas so there are no surprises on test day. Another big difference from the ACT Math section is that the SAT Math section has 13 grid-ins, or student-produced response questions, which account for a whopping 22% of questions on SAT Math. For these, you must come up with your own answer to a problem- there are no answer choices to choose from! Finally, as you could probably tell from the examples above, multiple-choice SAT Math questions will always have just four answer choices as opposed to the ACT's five answer choices. This gives you a slightly better chance (25%) of getting a question right if you were to guess. Each test gives you a slightly different array of math topics and problems, but, once again, there is no "better" test for everyone. If you are stronger in geometry and want to always have access to a calculator, then the ACT might be a better fit. On the other hand, if you like connected data analysis problems and are confident in your math abilities without a calculator, then the SAT might be the ideal exam for you. So let's talk scores (and hopefully none of us will be the throw on the top right). ACT Math vs SAT Math: Scoring For both the ACT and SAT, the balance of correct and incorrect answers gives you what is called a raw score, which is converted into a scaled score. Let’s break down this process and look at how each test differs in its scoring approach. ACT Scoring The entire ACT Math section is multiple choice with five different answer options. For each question on the ACT, you will earn the following points: +1 raw point for each correct answer 0 raw points for any incorrect or blank answer There is no penalty or negative points for wrong answers on the ACT. Once you have a raw score, you can convert it into a scaled score out of 36. This scaled score, in turn, will show you how you rank nationally in terms of your percentile, which indicates how you compare with other students who took the test. For example, if you scored in the 60th percentile, you scored better than 60% of all students who took the test (and 40% of all students received a higher score than you). For details on how to find your raw score, scaled score, and percentile, read our guides on how the ACT is scored and ACT percentiles and score rankings. SAT Scoring As we explained earlier, the SAT Math section is broken into a combination of multiple-choice and grid-in questions. For each question, you will receive the following: +1 raw point for each correct answer 0 raw points for any blank answer Like with the ACT, there is no point penalty for incorrect or blank answers on the SAT. The total raw score on the SAT Math section gets converted into a scaled score on a scale of 200-800. This scaled score will, in turn, give you your percentile ranking, which compares your scaled score to everyone else who took the SAT. To learn more about how to find your raw score, scaled score, and percentile, take a look at our guides on how the SAT is scored and SAT percentiles and score rankings. ACT Scores and Percentiles vs SAT Scores and Percentiles Now, let's look at a side-by-side comparison of the raw, scaled, and percentile scores of the ACT and the SAT, and the percentage of the Math section you must answer correctly in order to score in these zones. All data below comes from official SAT and ACT practice tests, and current SAT and ACT percentiles. (Note that these are general estimates for the raw score needed to get a certain scaled score on SAT and ACT Math. In reality, the exact raw score you'll need to get a certain scaled score differs a little with each test to account for differences in question content and difficulty.) ACT Raw Score ACT Scaled Score ACT Percent Questions Correct ACT Percentiles 16-18 16 27-30% 25th percentile 25-26 19 42-43% 50th percentile 34-36 24 57-60% 75th percentile 49-50 30 82-83% 95th percentile SAT Raw Score SAT Scaled Score SAT Percent Questions Correct SAT Percentiles 20 450 34% 25th percentile 28 520 48% 50th percentile 39 600 67% 75th percentile 52 730 90% 95th percentile As you can see, to get the same percentile on the ACT and SAT Math sections, you'd need to get a few more questions right on the SAT than you would on the ACT. For example, to get in the 95th percentile, you'd need to get around 52 questions right on the SAT Math section but only 49 or 50 questions right on the ACT Math section. For more tips on how to strategically select your answers for each test and generate the highest score, check out our guides on how to best guess on the SAT and how to best guess on the ACT. ACT Math and SAT Math: Time Per Question Now, let's look at how the time constraints for the ACT and SAT stack up against each other. ACT Timing The ACT gives you 60 Math questions to answer in 60 minutes, which gives you an average of 60 seconds per question. Remember, too, that the ACT also tests your mathematical stamina a little more so than the SAT does: unlike the SAT, which separates Math into two subsections (No Calculator and Calculator), the ACT gives you all 60 Math questions at once, with no break in-between. SAT Timing The SAT Math section is divided into two subsections (No Calculator followed by Calculator), each of which has its own number of questions and time constraint: SAT Math Section # of Questions Total Time Time per Question No Calculator 20 25 mins 75 sec Calculator 38 55 mins 87 sec Note that there is a short five-minute break between the No Calculator and Calculator sections, so you're not actually solving all these questions at once as you are on the ACT! As you can see, compared to the ACT, the SAT gives you a little more time per question on Math. You'll typically have anywhere from 15 to 27 seconds more per question on SAT Math than you would on ACT Math. If you're worried about having enough time for each math question, the SAT would probably be a better option for you. "And so the problem remained; lots of people were mean, and most were miserable, even the ones with digital watches." - Douglas Adams (Probably because digital watches are not recommended for the SAT or ACT!) Summary: SAT Math vs ACT Math To more easily see the two tests compared side-by-side, let us recap. The ACT Math section has the following characteristics: Appears second on the ACT, directly after English Contains two more math questions than the SAT does (60 total compared to 58) Is only one section, which allows you to use a calculator throughout as needed Gives you an average of 60 seconds per question Does not issue a wrong-answer penalty Is entirely multiple choice, with every question having five possible answer choices Will not provide you with any formulas Tests a slightly wider variety of math topics than the SAT does Has a much larger emphasis on geometry than the SAT does The SAT Math section, meanwhile, has the following characteristics: Appears third on the SAT, directly after Writing and Language Has two less questions than ACT Math does (58 total compared to 60) Is broken up into two subsections: No Calculator and Calculator Gives you an average of 75-87 seconds per question Does not issue a wrong-answer penalty Consists of a combination of multiple-choice and grid-in questions Has four answer choices for each multiple-choice question Will provide you with a box of formulas before each subsection Tests slightly fewer math topics than the ACT does Has more emphasis on data analysis and word problems than the ACT does Everyone will weigh their pros and cons differently. Don't judge your scale against anyone else's- your choice is ultimately up to you. ACT Math vs SAT Math: Which Test Is Better for You? Unfortunately, you won’t know which test you like better or which test suits your strengths unless you actually sit down and take a practice test of each (you can find free practice SAT tests and free practice ACT tests here). Take each complete test with the proper timing rules and then score your results (SAT scoring guides and ACT scoring guides). If the difference in your scores is huge (you can use current percentiles to get a feel for how "good" your scores are), you have a clear front-runner. If not, go with your gut or whichever test felt more comfortable for you. Colleges do not prefer one test over the other, so the choice is completely dependent on how you like to test. Although it might sound extreme to take two lengthy tests in your spare time, it's well worth it to find the right test for you. Think of it this way- If you’re going to dedicate the necessary hours to succeed (and we recommend that you study around 40 hours total!), then you might as well spend the first few of them figuring out which test you feel more comfortable with. It'd certainly be a waste of your time and effort if you spent 40 hours studying for the ACT only to decide that you actually like the SAT better! Taking a real practice test will also help you set realistic study and scoring goals, and help you figure out how to make the best use of your time, both before and during the test. Once you find your raw and scaled scores, you can start the process of setting realistic goal milestones until you get your score to where you want it to be. If your standardized test of choice is your big boss fight, it's best to pick the one you can soundly thrash. The Takeaways: Should You Take SAT Math or ACT Math? Again, there is no one true "better" test- only the test that better fits your own strengths and preferences. Once you take a practice test for both the ACT and the SAT and examine your scores and your feelings while taking each, you'll be able to clearly decide how to proceed. Remember that you must weigh the pros and cons of each Math section against the entire test as a whole. If you like the SAT Math section better but do a lot better on the ACT as a whole, then you must make the decision about whether your comfort level and Math score are more important than your score on the entire test. Standardized testing is all about balance, so take time to weigh your pros and cons carefully. And once you do this, only practice and diligence will help you strike that perfect balance and achieve your greatest testing potential. What’s Next? Want to compare the ACT vs the SAT across the whole test? Check out our complete ACT vs SAT guide to learn more about the nuanced differences between the two exams. Ready to make an SAT/ACT study plan? First figure out how long you should study for the ACT and how long you should study for the SAT. Running out of time on the ACT or SAT Math section? If you took a practice test but couldn't finish it in time, then check out our tips for how stop running out of time on ACT Math and SAT Math. Looking to get a perfect score? Our guides to getting a 36 on ACT Math and getting an 800 on SAT Math (both written by a perfect scorer!) will help get you where you need to be. 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:

High School and Chronicle of a Summer Film Essay

High School and Chronicle of a Summer Film - Essay Example This paper stresses that  despite being shot over a five-week period, from March to April 1968 in Philadelphia, Wiseman was scared of a lawsuit, so the film was not shown in Philadelphia at the time of its release in October of 1968. Chronicle of a Summer directed by Jean Rouch and Edgar Morin is a film where people talk about topics on the themes of French society and happiness in the regular workers among others and with those affirmations the movie producers make fictional moments taking into account their interviews. Later on, the people talk about the pictures made with their particular words and check whether the film got their level of reality. It is a French documentary shot during the summer of 1960, but the release date is October of 1961.  This discussion highlights that the film starts with a discussion between Rouch and Morin on whether it is conceivable to act earnestly before a camera. Wiseman likes to pick institutions as his subjects this is because of its limita tions to a geographical area providing the boundaries. He is very keen on observing the way organizations are run, the guidelines that they are controlled by the relationship between the general population who give services and the general population who receives services. In the chronicle of summer, Rouch wishes to capture the repercussions of the Algerian war and just before the blast of social mobs that came to dominate that decade in Paris.

Choose promt in attachment Essay Example | Topics and Well Written Essays - 1250 words

Choose promt in attachment - Essay Example The latter has seen a lot of improvement in the film industry for women. Also important was the Civil Rights Movement. Mulvey’s theory in which she stipulates that women are just sexual fantasies for males in earlier films supports this argument. Laura Mulvey is renowned for her ‘Visual Pleasure and Narrative Cinema’ where she analyses the production technique of Hollywood films. According to her ‘gaze theory’, most of the films produced have a masculine approach. This implies that the films use women as objects that provide visual pleasure for men (Hemery, 2013). In films today, there still exist forms of objectifying women, even though they are also given major roles involving active participation. Examples of films that portray women as sexual objects include 100 Girls, National Lampoon’s Dorm Daze and I Hope They Serve Beer in Hell. In 100 Girls, there are women who are in the film to fulfill the actor’s sexual desires. In today†™s films, especially those meant for children, the female gender is not represented equally as their male counterparts. However, when they appear in such films, they are either passive or over-attractive. For instance, women in animated films are portrayed as extremely thin, with small waists and hourglass figures. In films such as Pretty Woman, women are portrayed as escorts who are paid for their companionship services. A rich businessperson, Edward, pays Vivian Ward, played by Julia Roberts. Later on, they fall in love. They are also adorned with alluring clothes. Men, on the other hand, are presented as saviors, warriors, breadwinners, and protectors of the world in films. For example, in the film, The Avengers, the pictorial cover portrays five men and one woman. Apart from the unequal representation of women, the picture also portrays her carrying the smallest of the weapons. According to research findings, only 32.8% of speaking characters are female while the remaining 62. 7% of the characters are male. In total, less than 17% of films in the industry are balanced in terms of gender (Smith, 2008). Similarly, in the directing and producing areas for every one female there are approximately five males. This is alarming, especially since almost half of the society is made up of females. Film Industry in the early 1950s was marred with various stereotypes, including the traditional role male and female. In the few instances that women were represented in films, they appeared as homemakers, with a lot of babies and household chores. Films today have however revolutionized women’s role a little bit (Hemery, 2013). This could be attributed to modernity and westernization that has seen women pursue their careers and still play their roles as wives and mothers, like in Strike back. Jodhi May is portrayed as a survivor in the male dominated world of military, and she climbs to the top. Many females are also portrayed as having a great affinity for romant ic relationships. For instance, The Ugly Truth portrays Abby Ritcher as a romantically challenged woman, who lashes out her list of how her dream man ought to be. Most films also show women as weak, and no matter who wrongs the other in film, the woman always forgives and gets back with her male partner. An example here is Project X, a high school themed film. Films like Clueless depict the nature of girls as shallow. The reasons for this is because all they do is shop and enjoy

Calorimetry and Hesss Law Essay Example for Free

Calorimetry and Hesss Law Essay Elemental magnesium is one of the principal components of flares used to illuminate nighttime activities, or to aid in signaling one’s location to aircraft and ships. Your instructor may ignite a strip of magnesium ribbon to demonstrate the combustion of magnesium in air. It will be evident that a great deal of light energy is released from this reaction. A direct method for measuring the heat produced by this reaction would be difficult, so we shall resort to an indirect method in this experiment as discussed below. Some chemical reactions (including the one above) are associated with the evolution of thermal energy and are called exothermic reactions. When there is absorption of energy in a chemical reaction, the process is called endothermic. The magnitude of the energy change is determined by the particular reaction as well as the amount of product(s) formed. The thermal energy transferred in a balanced chemical reaction carried out at constant pressure is called the enthalpy of reaction (or heat of reaction) and is  given the symbol ΔHrxn. ΔHrxn is often expressed in units of kJ/mole where mole refers to the amount of a reactant or a product involved in the reaction. In general, the reactant or product must be specified. In this experiment, you will measure the enthalpy changes of several exothermic reactions utilizing a simple calorimeter. This calorimeter consists of an insulated vessel (a Styrofoam cup), a thermometer, and a lid (which is loose fitting to allow the pressure to remain constant. The energy given off by any reaction carried out in the calorimeter is absorbed by both the calorimeter and the solvent (water). This causes an increase in the temperature of the calorimeter and solvent that can be me asured by a thermometer. The heat that is absorbed by the calorimeter and solvent is calculated from the equation: qcal = C â‹… ΔT (1) where C is the heat capacity of the calorimeter and solvent, and ΔT is the change in temperature of the water (the solvent) in the calorimeter. Heat capacity is defined as the amount of energy required to raise the temperature of an object by 1  °C. In this experiment, the vessel and the amount of solvent remain constant, so C is a constant. Enthalpy is an extensive quantity, so the amount of heat generated by the reaction is given by the expression: qrxn = n â‹… ΔH (2)  where n is the number of moles of a specific reactant or product and ΔH is the enthalpy change of the reaction in kJ/mol. Since the energy of the universe is conserved, the total energy change of the system (the reaction) and surroundings (calorimeter and solvent) is equal to zero. These relationships can be combined as shown in equation (3). qsystem + qsurroundings = qreaction + qcalorimeter = n⋅ΔH + C⋅ΔT = 0 (3) This equation can be rearranged to determine either C or ΔH as shown in equations (4) and (5). C = − n⋅ΔH/ΔT (4) ΔH = − C⋅ΔT/n (5) For exothermic reactions, ΔH 0 and ΔT 0. The main experimental problem in any calorimetric measurement is obtaining an  accurate value of ΔT. The initial temperature, Ti, of the reactants can be determined directly using a thermometer. However, it is difficult to obtain a precise value for the final temperature, Tf (the instantaneous temperature when the reactants are mixed together and react), because (1) reactions do not occur instantaneously, and (2) calorimeters are not perfectly insulating, but actually allow some heat energy to slowly enter or escape from the calorimeter over time. This occurs both during the reaction and after its completion. If an exothermic reaction occurs in a hypothetical calorimeter that is perfectly insulated, all of the heat produced by the reaction will remain in the calorimeter, resulting in a constant final temperature. This would yield the same ΔT whether or not the reaction is instantaneous. Now consider a hypothetical exothermic reaction that occurs instantaneously, but in a realistic calorimeter that is not perfectly insulated. In this case, the temperature of the calorimeter would diminish over time due to the gradual escape of heat energy to the surroundings. ï€  The â€Å"final† temperature to be used in determining ΔT in this case is actually the maximum temperature reached immediately after reaction occurs, since this temperature change is due exclusively to the heat produced in the reaction, and no escaping of heat to the surroundings has occurred yet. For real calorimeter experiments, reactions neither occur instantaneously nor are calorimeters perfectly insulated. Thus, during an exothermic reaction the temperature of the calorimeter increases initially, but never has a chance to reach the correct maximum â€Å"final† temperature since heat is escaping to the surroundings even while the reaction is proceeding toward completion. A correction for this heat exchange is made by an extrapolation process using the temperature vs. time curve (see Figure 1). First, a plot of the temperature readings as a function of time for the reaction is generated. By extrapolating only the linear portion of the curve (e.g., the points including and after the maximum temperature) back to zero time (the time when the reactants were mixed in the calorimeter), Tf is obtained. The Tf value determined in this manner will be the temperature that the calorimeter and the solvent would have reached, had the reaction occurred instantaneously and with no heat exchange to the room. This value should be used for the calculation of change in temperature, ΔT. Consult with your TA for specific instructions for extrapolation using Microsoft Excel. A. Determination of the Enthalpy of Combustion of Mg Using Hess’s Law The calorimeter will be used to determine the enthalpy of combustion of magnesium by application of Hess’s law. Consider the following reactions: (a) H2(g) +  ½ O2 (g) → H2O (l) ΔHa = − 285.84 kJ/mole (b) Mg(s) + 2 H+ (aq) → Mg2+ (aq) + H2 (g) ΔHb (c) Mg2+ (aq) + H2O (l) → MgO (s) + 2 H+ (aq) ΔHc By adding equations (a), (b), and (c) we obtain (d) Mg (s) +  ½ O2 (g) → MgO (s) ΔHrxn = ΔHa + ΔHb + ΔHc which represents the combustion of Mg(s). Reaction (a) represents the formation of liquid water from its constituent elements. The enthalpy change for this reaction, symbolized ΔHa above, is the standard heat of formation of liquid water (or ΔHf (H2O)) and is a known quantity. ΔHb and ΔHc will be determined experimentally by measuring the temperature rise when known masses of magnesium metal and magnesium oxide, respectively, are added to hydrochloric acid. Reaction (c) as written is an endothermic reaction. Since it is easier to perform the reverse (exothermic) reaction, the data you collect will be of opposite sign to that needed for the Hess’s law calculation for reaction (d). When data from your analysis is correctly combined with that for the known reaction (a), the enthalpy of combustion of magnesium metal can be obtained. PROCEDURE: Note: Handle the Styrofoam cups gently. They will be used by other lab sections! A. Determination of the Enthalpy of Combustion of Magnesium Reaction of Magnesium Metal and Hydrochloric Acid 1. Using the graduated cylinder, add 50.0 mL of 1.0 M HCl to the empty calorimeter. Wait for a few minutes to allow the set-up to reach thermal  equilibrium. 2. While waiting, determine the mass of a sample of magnesium ribbon (about 0.15 g) on the analytical balance, and then wrap it with a piece of copper wire. The copper will not react in the solution; its purpose is to prevent the magnesium from floating to the surface during the reaction. Do not wrap the magnesium too tightly or it will not react quickly enough with the HCl solution. Do not wrap the magnesium too loosely since it may escape the copper â€Å"cage† and float. 3. Using LoggerPro, start a run of 500 seconds with the temperature probe in the 1.0 M HCl in the calorimeter (with lid). 4. The magnesium/copper bundle is added to the HCl solution. Replace the lid with the thermometer in place, and begin swirling to mix. Be sure to support the temperature probe. Continue swirling and collecting data and record about 300 seconds or until the temperature starts decreasing. This will provide the linear part of the curve, and are the most important points for the extrapolation procedure. 5. When data collection is completed, rinse the calorimeter and thermometer with distilled water and dry as completely as possible. Place the piece of copper in the container labeled â€Å"copper waste.† B. Reaction of Magnesium Oxide and Hydrochloric Acid 1. Place 50.0 mL of 1.0 M HCl into a clean graduated cylinder. 2. On a top-loading balance, transfer approximately 0.7 to 0.8 g of MgO to a clean weighing boat (no need to record this mass). Next, determine the mass of the MgO and the weighing boat on the analytical balance and record the data. Transfer the MgO to the dry calorimeter. 3. On the analytical balance, record the mass of the â€Å"empty† weighing boat after the transfer and calculate the mass of MgO actually transferred to the calorimeter. 4. Record the initial temperature (Ti) of the 1.0 M HCl solution in the graduated cylinder. 5. Note the time (time = zero) and add the 50.0 mL of 1.0 M HCl to the calorimeter containing the MgO. 7-8 points after the temperature maximum. In this reaction all the MgO should react since HCl is used in excess. However, if the solid MgO is allowed to sit on the bottom or sides of the cup it will not dissolve and hence it will not react. Make sure the solution is mixed constantly but gently. (NOTE: Before discarding this solution, check to see that all of the MgO has reacted. If solid MgO remains, the results from this portion of the experiment are not accurate. If any solid is present, this portion of the experiment must be repeated.)  6. When data collection is completed, rinse the calorimeter and thermometer with distilled water and dry as completely as possible.

Fusion is The Future of Energy Essay -- Clean Power Alternative Energy

Fusion is The Future of Energy Abstract: Fusion energy is the same energy that provides the power for that of our sun and other stars. An example of Fusion energy is when two separate hydrogen atoms combine to form one helium atom. In this process some of the mass of the hydrogen is converted into energy. This energy is very powerful and is considered inexhaustible by the scientific community. But the ability to control this energy seems to be out of our reach. The "heating, compressing, and confining of hydrogen plasmas is very challenging." (NIF, 2007) Even so, many facilities such as NIF still try to learn the secrets of Fusion. Introduction: The idea of Fusion energy came from a man who lived in the 20th century. He thought that mass could in fact, be converted into raw energy. His name was Albert Einstein, one of the greatest minds of his time. As the years went by, physicists came to know of two ways to convert mass into energy. The two methods are known as fission and fusion. Fission is where neutrons are induced in a cycle of fissions to create more fission and so on. Fusion energy is energy produced nuclear fusion reactions. When two atomic nuclei fuse to create a bigger and heavier nucleus, extra mass in converted into energy. This energy is very hot and heats plasma up to ten times that of the sun. The trick is to keep the energy bottled up and going, scientist‟s predictions are all over the place and we still Future of Energy 3 have no idea what to do with the heat and how to harness it. To create a power plant we would have to complete 3 objectives: equilibrium, stability and transport. The plasma has to be in a constant state of equilibrium and stability to stay hot and we have to make sure the particles a... ...he NIF project going every year. Due to the unknown time schedule and the grand costs, it seems nobody truly knows when our Earth will become fully dependent, but Fusion energy is on top of everyone‟s minds as our future. References 1.Thinkquest, (2006). Fusion: Future Energy. Retrieved August 1, 2007, from Energy Matters Web site: http://library.thinkquest.org/20331/types/fusion/advant.html 2. Heeter, Robert (2000). How Fusion Reactions Work. Retrieved August 1, 2007, from The Nuclear Physics of Fusion Web site: http://fusedweb.pppl.gov/CPEP/Chart_Pages/3.HowFusionWorks.html 3. ITER, Project (2005). The ITER Project. Retrieved August 1, 2007, from Fusion Energy Web site: http://www.iter.org/ 4. DeMeo, Anthony (2004). Fusion Energy. Retrieved August 1, 2007, from Princeton Plasma Physics Lab Web site: http://www.pppl.gov/fusion_basics/pages/fusion_energy.html

Film Analysis: The Bird Cage Essay

In the year 1996, Mike Nichols decided to produce and direct the film version of the highly successful 1978 stage play La Cage Aux Follies. Geared towards the western tastes of the American audience, he called the movie The Bird Cage and presented the public with a hilarious yet informative movie about a gay man who fathers a son after an affair with a woman. The film showcases the brilliant talent of Robin Williams as Armand Goldman, father to Val Goldman as portrayed by Dan Futterman. Nathan Lane flawlessly essays the role of Albert Goldman, the â€Å"wife† involved in the homosexual relationship with Armand. Christine Baranski plays Katherine Archer, the biological mother of Val who had a one night stand with the openly gay Armand.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The movie gives us a glimpse into the reality that gay bashing and fear of homosexuals is really an unfounded fear that society insists on propagating rather than understanding that just because a person is homosexual, it does not mean he stops being a real live person. Any homophobic person who views the movie must do so while making the effort to keep an open mind about the topic. The reality is that there is nothing to fear from these people. They, just like any normal person continuously struggles for acceptance and they are normal functioning human beings. They are not an illness, nor a curse from god. Since Val was raised in a homosexual household, he is quite comfortable with his father and â€Å"stepmother† because they function as a family unit. Proving therefore that the dynamics of a family exists regardless of whether the child is raised in a same sex or normal couple household. To Val, there is nothing strange about his family and he is highly confident of his sexuality. His beliefs about how normal his household is get shaken the day he gets engaged to Barbara Keeley ( Calista Flockhart), the daughter of Senator Kevin Keeley, founder of the Coalition for Moral Order, as the name of the organization implies, the good senator would never approve of his daughter marrying a man raised in a homosexual household. In an effort to gain the approval of the senator for their engagement, Val must convince Armand to pretend to be a straight heterosexual for just one night and pretend to be a man with Katherine at his side.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As the night progresses and the best laid plans of Val begin to unravel and his secret threatens to become exposed with the arrival of his â€Å"grandmother†, who is really Albert Goldman in drag, Val realizes how unique his confusing family really is and that it does not matter if he was raised by 2 homosexuals. He eventually comes clean and everything works out in the end.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Bird Cage is a movie that carries with it a very serious message regarding homophobia and the society that at the time could still be considered intolerant of gay partnerships. Indeed a lot has changed in the past 11 years since this movie was created. At the time the movie was filmed, Director Nichols was setting out to inform the viewing public about the misconceptions and myths about homosexuality by encouraging the homophobic viewer to become more tolerant of the alternative sex while understanding that they too have a place and bring a balance to the world we live in.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In an in independent review by James Berardinelli back in 1996, he praised the film for its creativity and humor in dealing with such a delicate topic as a child raised in a same sex family. Something which at the time was only whispered about. Mr. Berardinelli commented that â€Å"The Birdcage rivals A Midwinter’s Tale for the funniest movie released thus far in 1996. In fact, the film is so boisterously entertaining that it’s easy for the unsuspecting viewer not to realize that there’s a message here. The structure of The Birdcage is designed to show us that there isn’t much difference between conservatives and liberals or straight and gay people. Nichols’ picture preaches tolerance and understanding, but neatly camouflages such themes beneath gaudy sets, colorful costumes, and unrestrained humor. The script has a few lulls, and there are times when it doesn’t make a lot of sense, but there are few better ways to spend a chilly winter evening than peering through the bars of The Birdcage.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   These days, homosexual relationships have begun to receive a certain amount of tolerance and acceptance by society. Although, society still frowns upon allowing a homosexual or, for that matter, lesbian couple to raise a child in a same sex household fearing that such a set up would confuse the child and encourage the child to follow the lifestyle he was immersed in all his life causing the child to become a homosexual, lesbian, or have a certain type of sexual abnormality about the child.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In a normal family, a mother or father is identified by his sexuality. Therefore there is no way to tell who is which in a homosexual family right? Wrong.   When you ask a gay couple who is the mother or father in the situation, they will always have a ready answer. This is because one of them seems to be born with the motherly instinct activated. Although it is believed that a child raised in a homosexual household will never experience the mother/father, husband/wife, mother/father relationships, he will however have exposure to the same through relatives in the family who belong to the standard definition of a family.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the movie, Val realizes towards the end that he has 2 mothers who love him very much. One who gave him life, and the other, a man who, just like his mother has only his best interest at heart. Both persons only wanting to see him happy throughout his life. There is no real gender perception in terms of who is the mother or father role because the dynamic that describes either parent is the same, a person who loves and cares for the child and only wants the best for him or her. Why does that kind of relationship work? Parenthood requires one to be selfless and put the interest of the child ahead of your own. It does not matter if the child comes from a normal parent, one parent, or homosexual parent family, the guiding objective of parenting remains the same.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As evidenced by this movie and actual real life homosexual families, just because one is raised in a homosexual household does not make that person gay. According to the United Families International, there is no truth to the gay gene and therefore it cannot be considered genetic. The organizations explanation goes on to say that â€Å" Homosexuality is not a genetically encoded condition. Contrary to media hype, there is no conclusive or compelling empirical evidence showing any absolute biological, genetic, or hormonal causation for homosexuality. Homosexual activist and molecular biologist Dean Hamer’s study claiming the existence of a homosexual gene has been scientifically discredited. Studies that claim to prove homosexuality is genetic have been purposefully designed from a homosexual advocacy perspective and seek to convince society that homosexuality is innate, psychologically normal, and thus socially desirable. â€Å"   As for the possibility of a genetic disposition towards homosexuality the organization claims that ; â€Å" There may be a possibility of the existence of a genetic predisposition toward homosexuality, which is far different from causation. But even this possibility is far from scientifically proven. Predisposition toward something does not mean that it is inevitable, or that such a predisposition cannot or should not be resisted and overcome.† Comparing the predisposition to homosexuality to alcoholism, it is further stated that â€Å" Some people may have a predisposition to alcoholism, yet we do not affirm their disposition, but rather treat their condition and help them change. Current evidence suggests that environmental, familial, and personal influences contribute significantly to the development of homosexual tendencies. Seventy years of therapeutic counseling and case studies show a remarkable consistency concerning the origins of the homosexual impulse as an uncompleted gender identity seeking after its own sex to replace what was not fully developed in childhood†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As for the social issues a child raised in a homosexual household faces, I will agree with those who say that they face a rougher time in the real world than the children from regular parent households. This is mainly because children are by nature mean and love to tease each other without realizing how it emotionally affects their fellow child. This however should only serve to help strengthen the child’s personality as well as help him to further understand how different his or her own family is from everyone else. But, that does not make him any less of a human being nor should it prevent him or her from enjoying childhood. Val was practically raised in a same sex household and he grew up to become a responsible, caring, and understanding individual. Something that cannot often be said even for children raised in normal parent households.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A child comes to this world as a blank slate. It is the parents of the child who write on that slate and determine what a child’s value system will be based upon. A child learns his values in life by the example and reinforcement of his parents. It is up to the parent to teach their child the value of tolerance and acceptance of something that is deemed different in our society such as homosexuality and the fact there will be a few kids here and there whom he or she may mingle with who comes from such an upbringing. Therefore, how comfortable and confident a child will be about his sexual orientation, as well as how he accepts those of a highly different gender than his or hers solely depends upon how the parents explain the moral value of treating each sex fairly while highlighting the need for tolerance and understanding of such people.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To illustrate the point about the value system of a child, one only has to view how well adjusted Val was brought up by both his straight mother, gay father and his partner to see that any value system an adult has in place was developed during his childhood. He was taught the value of tolerance and understanding from the minute he could walk and it made a huge difference in regards to how he accepted people in his life when he became an adult. According to Lois Clark, who compiled the Ohio State University Fact Sheet, communicating with children can help develop their sense of values. Simply put, Ms. Clark indicates that â€Å"When talking to children, it is important to tell them what acceptable behavior is and why it is acceptable. Simply telling a child not to do something does not teach the child anything except he should not do that particular thing. By explaining the reasoning behind the request, the child can learn.† This method of child rearing, wherein the parent will have the opportunity to explain about sexual differences to the child can prove to be a valuable part of a child’s value system in today’s day and age where homosexuality and lesbianism are slowly becoming an accepted part of society. Work Cited Berardinelli, James. (1996). The Bird Cage: A Film Review. Retrieved July 25, 2007 from http://www.reelviews.net/movies/b/birdcage.html Clark, Lois. Topic for Teen Parents. Retrieved July 28, 2007 from http://ohioline.osu.edu/hyg-Fact/5000/5233.html Dannon Marcello, Imperato Michele, Machlis, Niel, Mike Nichols. Mike Nichols. (1996) The Bird Cage. USA: United Artists. United Families International. (2003). Myth and Reality about Homosexuality–Sexual Orientation Section, Guide to Family Issues. Retrieved July 26, 2007 from http://www.freerepublic.com/focus/f-news/1034938/posts   

Apush Containment Essay

The year of 1945 was a time of relief for America and its people. That year was the end of World War II. Germany had lost and the time for rebuilding was near. However, the peace did not last long between the Soviet Union and the United States. A difference in political and economic views caused a rift in the Soviet Union and United States relationship of convenience. The Soviet Union was running on a system of government called communism. Communism’s theory of a government run by the economy was the complete opposite of America’s dedication to independence. This difference caused great tension between the two nations and became a Cold War. The Soviet Union believed that communism was going to overcome capitalism and that they will win the Cold War. America’s retaliation to the Soviet Union’s spreading of communism was containment. Containment is the attempt to stop the spread of communism. The Cold War split the world into two large groups, those who were under communist rule and those who were against it. The United States was dedicated in their fight against communism with instances like the Truman Doctrine, which vowed to support anyone who was being threatened by communist rule, and The Marshall Plan, which gave over 10 billion dollars to European countries in the effort to rebuild the damage done during World War II. By 1947, the United States and Soviet Union were constantly on their toes and pushing boundaries to see who would gain the upper hand in the Cold War. By the end of World War II Germany occupied by the four major powers and divided into two territories. The three allied forces became West Germany and East Germany was communist. The capital of Berlin was divided between communism and independence. In an effort to test the United States’ commitment to containment Joseph Stalin decided to put up a blockade around West Germany. (Doc B) The blockade prevented all supplies, including food, from getting into Western Berlin. Because the U.S. was already sending billions of dollars into Europe the Soviet Union felt that they would not get involved in the small confrontation going on. However, the United Sates honored their commitment to the Truman Doctrine and along with help from their allies; America flew in supplies and food to West Berliners for over a year. The Berlin Airlift was a success and on May 12, 1949, Stalin removed the blockade. (Doc B) This act of containment proved that the States kept their word when it came to preventing the spread of communism. Joseph Stalin and the Soviet Union had their sights set on another territory that they felt could be overthrown, South Korea. North Korea was supported by the Soviet Union while South Korea was supported by the U.S., which meant there was a standoff between the two territories. In 1950, South Korea was invaded by North Korea and the United States vowed to support and protect them. American troops occupying Japan after WWII were sent to support South Korea. (Doc C) A battle on the separating border between the North and South proceed for several years. After continuous attacks and counter attacks the war finally ends in 1953. The resulting borders ended up being very similar to the original borders of 1950. (Doc C) The war caused over 50,000 American deaths but also stopped the Soviet Union from gaining any ground in their goal to spread communism. This act of containment was a success. Years later on the other side of the world confrontation was becoming unavoidable between the United States and Cuba. In 1959, communist leader Fidel Castro takes control of Cuba. (Doc D) President Kennedy puts support in an invasion of Cuba, known as the Bay of Pigs, but efforts fail and Castro remains in power. In May of 1962 the Soviet Union secretly begins to send nuclear warheads, missiles, and troops to Cuba. (Doc D) The U.S. sees the nuclear missile sites swiftly being put together in Cuba and quickly takes action. Quarantine was placed against all ships carrying weapons and supplies to Cuba. Quarantine is an isolation to prevent the spread of something considered dangerous. The United States was in a constant state of terror during the time of this Cuban Missile Crisis. By October of 1962, the Soviet Union was already removing missiles from Cuba and the crisis was avoided. A quiet agreement made between the U.S. and the Soviet Union. The United States’ action in Cuba demonstrates the policy of containment because they used all resources available to prevent any type of communist revolt by Cuba from happening. In conclusion, containment was the United States effort to stopping the spread of communism. In every form of it the U.S. was successful. This is why containment was such a good theory for us. It was a non-aggressive way to fight Communism. Since we used containment, the Soviet Union was less tempted to bring out nuclear and other weapons of mass destruction. The Cold War would have become a â€Å"hot war† very quick if they forced the issue of containment. The policy was set up to serve the purposes of stopping Communism, not starting a massive war. Which kind of war is better: a massive attack resulting in thousands of dead soldiers or a long, drawn out war? The most logical answer is the long, drawn out war, which is exactly what the Cold War was. It was not a war to â€Å"fight to the death.† It was a war of do as you please but keep it within your own nation, or come through us.

Kathrine Mansfeild essays

Kathrine Mansfeild essays In the story "The Doll's House" by Katrine Mansfeild she shows some of her unique writing techniques,ie how she endows objects with emotion, shows men as preditors and things been seen from a childs point of veiw. Some of the more commen techniques she uses are writing the story in a "slice of life" style and not developing the charaters or explaining them. In the doll's house little is told about the characters, only as much as we need to be told for the story to flow. For example we do not know anything of Kazia as a person or age or apperance of any of the characters. Age and other things are hinted at through-out the stroy. This is due to the story needing to be kept as short as posible and the unessersary information is Her sotries outline a single event such as the explination of the doll's house when it arrives. The doll's house is looked at in great depth we are told much more about the doll's house than Kathrine has a unique way of endowing objects with emotion. This is shown through the way she describes the lamp "The lamp was perfect,it seemed to smile at Kezia". She tells her story's from a childs point of veiw. The story's are autobiagraphical as the are the memories from her childhood. The doll's houseis seen from the perspective of Kezia in the way that everthing is noticed. Men are seen as preditors in all of Katrines story's. THe boys that are rude and unkind represent this. Also she does not name her men characters just used "he" and "him" Katrine Mansfeild is an esteemed author who had years of experiance which she wrote about in her own unique way. ...

Meet the Nubian Pharaohs of Twenty-Fifth Dynasty Egypt

Meet the Nubian Pharaohs of Twenty-Fifth Dynasty Egypt By the chaotic  Third Intermediate Period  in Egypt, which came the in the first half of the first millennium B.C., a lot of local rulers were battling it out for control of the Two Lands. But before the Assyrians and Persians made Kemet their own, there was a final resurgence of culture and classic Egyptian iconography from their neighbors to the south in Nubia, who made this spot their own. Meet the fantastic pharaohs of the Twenty-Fifth Dynasty. Enter Stage Egypt At this time, Egypts decentralized power structure allowed one powerful individual to sweep in and take control, as a Nubian king named Piye (ruled c. 747 to 716 B.C.) did. Located to the south of Egypt in modern Sudan, Nubia was intermittently ruled by Egypt over the millennia, but it was also a land full of fascinating history and culture. The Nubian kingdom of Kush was alternately centered at Napata or Meroe; both sites exhibit Nubian and Egyptian influences on their religious and funerary monuments. Just take a look at the pyramids of Meroe or the Temple of Amun at Gebel Barkal, and it was Amun who was the god of pharaohs. At a victory stele set up at Gebel Barkal, Piye portrays himself as an Egyptian pharaoh who justified his conquest by acting as a truly pious monarch whose rule was favored by the patron deity of Egypt. He slowly moved his military power northward over several decades, all while solidifying his reputation as a pious prince with the elite in the religious capital of Thebes. He encouraged his soldiers to pray to Amun on his behalf, according to the stele; Amun listened and allowed Piye to make Egypt his own by the late eighth century B.C. Unusually, once Piye conquered all of Egypt, he went home to Kush, where he died in 716 B.C. Taharqas Triumphs Piye  was succeeded as pharaoh and king of Kush by his brother, Shabaka (ruled c. 716 to 697 B.C.). Shabaka continued his familys project of religious restoration, adding on to Amuns great temple at Karnak, as well as sanctuaries at Luxor and Medinet Habu. Perhaps his most famous legacy is the Shabaka Stone, an ancient religious text that the pious pharaoh claimed to have restored. Shabaka also re-established the ancient priesthood of Amun at Thebes, appointing his son to the position. After a brief, if unremarkable, reign by a relative named Shebitqo, Piyes son Taharqa  (ruled c. 690 to 664 B.C.)  took the throne. Taharqa embarked on a truly ambitious building program worthy of any of his New Kingdom predecessors. At Karnak, he built four majestic gateways  at the temples four cardinal points, along with many rows of columns and colonnades; he added to the already beautiful Gebel Barkal temple and built new sanctuaries across Kush to honor Amun. By becoming a builder-king like the great monarchs of yore (such as Amenhotep III), Taharqa both established his pharaonic credentials. Taharqa also pressed Egypts northern boundaries as his predecessors had done. He reached out to create friendly alliances with Levantine cities like Tyre and Sidon, which, in turn, provoked the rival Assyrians. In 674 B.C., the Assyrians attempted to invade Egypt, but Taharqa was able to repel them (this time); the Assyrians were successful in taking Egypt in 671 B.C. But, during this series of back-and-forth conquests and tossing out of the invaders, Taharqa died. His heir, Tanwetamani (ruled c. 664 to 656 B.C.), didnt hold out long against the Assyrians, who sacked the treasures of Amun when they captured Thebes. The Assyrians appointed puppet ruler named Psamtik I to reign over Egypt, and Tanwetamani ruled concurrently with him. The final Kushite pharaoh was at least nominally acknowledged as pharaoh until 656 B.C. when it became clear Psamtik (who later expelled his Assyrian patrons from Egypt) was in charge.

Identify and critically review some key debates related to Essay

Identify and critically review some key debates related to inequalities and health - Essay Example lities in health between the most and least socially advantaged populations in the UK have been reported in every major report on public health (Black et al. 1980). Presence of huge health inequalities not only within but also between countries is the convincing evidence that socio-economic status seriously influences public health. Thus, life expectancy at birth in wealthier Japan is more than 80 years while in incomparably poorer Sierra Leone it is only 34 years – a difference which is shocking to say the least (Marmot 2005). However, growing inequalities in health in the UK and other developed and developing countries, coupled with the increasing disparities in wealth and income, have forced many researchers to rethink the traditional narrow approach to exploring the contributors to such situation. Social and economic circumstances have been associated though not as heavily as these days, with health inequalities for many decades. Socio-economic status strongly influences people’s physical and mental health, their use of health care, and mortality rates. Many recently published works on socio-economic determinants of health inequalities clearly demonstrate that these exist in the UK and elsewhere in the world, even in the richest societies (Krieger et al. 1997). However, none of the existing definitions or even groups of definitions comprehensively reflects the essence of the highly complex and multilateral concept which is health. Probably the most common and widely adopted definition of health is the one suggested by the World Health Organization: â€Å"health is positive concept that emphasises social and personal resources, as well as physical capabilities. It involves the capacity of individuals – and their perceptions of their ability – to function and to cope with their social and physical environment, as well as with specific illnesses and with life in general† (WHO, 1984). Evidently, this definition seeks to emphasize the complexity and