Saturday, May 23, 2020

Aristotle s Views On Politics - 980 Words

Politics is a political philosophical work by Aristotle, a fourth century Greek Philosopher, logician and scientist. Along with his teacher Plato, Aristotle is considered as one of the most influential ancient thinkers of political theory in western civilization. Therefore, it is important to understand the gist of his work Politics from our perspective. Influenced by Plato’s Republic and Laws, Politics presents synthesis of lifetime political thoughts and observations. The philosopher attempts to answer many questions such as; the relation between states and people, harnessing the best life style of citizens, best education, type of constituents, democracy, inequality and slavery. These are crucial topics in present world politics as†¦show more content†¦Becoming biased towards Greek, he supports slavery. Aristotle relates citizenship with holding of public office and administration of justice. According to him, those are citizens whose parents were also citizens. Th is depicts Aristotle being conservative philosopher of Greece where citizenship was given to only privileged class. He opposed the idea of citizenship to foreigners, slaves and women. According to him, the latter group of people don’t have moral and intellectual skills to hold public offices. One of the remarkable issues in Politics is about good citizen and good men. According to the work, good citizen and good men are different things. Good citizen knows how to rule and how to obey. A good man is one who is suitable to rule. But a good citizen knows how to rule abiding by the rule.Therefore, for Aristotle, citizenship was a matter of moral training as well. Another important aspect of Politics is its explanation about constitutions. There are 6 types of constitutions. Among them, three are just and three are unjust. A constitution becomes just when it benefits all in the city-states while the same becomes unjust if it benefits the ruler only. He considers the mix of democracy and oligarchy will allow the best constitution. In Books IV to VI, Aristotle moves towards the practical examination of political institutions. He found the differences between needs of city-states due to differences in wealth , population distribution andShow MoreRelatedAristotle s View Of Politics Essay1454 Words   |  6 Pagesorder to understand what Aristotle means when he says man is a Zoon politikon it is essential to understand the concept and reasoning behind his writings of The politics as a whole. This essay intends to discuss Aristotle s view of politics through the way in which he layers the fundamental concept of hierarchy of humans and natural societies to show that man by nature works for the common good. I will also discuss the conflicting views between the works of both Aristotle and Hobbes in orderRead MoreAristotle s Views On Politics1031 Words   |  5 Pageswhere Aristotle’s is coming from. Aristotle looked for solutions in a Universal manner. Basically, the principles and solutions for correctn ess comes from the idea that they have to be natural more than conventional. The idea of the good from Aristotle’s point of view comes from observation, he believed that the good is the final cause(there are three others that will be discussed), and that everyone can understand judgement and collective moral action. Aristotle also believed that people need toRead MorePlato And Aristotle s Views On Politics And Society1090 Words   |  5 PagesPlato and Aristotle are philosophers that both have an idea of an ideal state but they have their differences. While there are benefits to each of their views on politics and society, there are also many negative things about their views. Some of their negative views were realistic at one point in time but few are the same in today s society. Although I don t fully agree with either philosopher, I would have to side with Aristotle overall. The two philosophers had many differences but they wereRead MoreAristotle And Plato s Views On Politics And Morality Essay1480 Words   |  6 PagesThe purpose of this essay is to discuss whether politics should be focused on morality with reference to the political thinkers, Aristotle and Plato. Aristotle and Plato have two fundamentally differing views on politics and how it links to morality. Morality to Aristotle and Plato will be analysed through their version of how politics utensils morality to carry out legislation or create a universal manner carried out by the citizens. To achieve this, this essay will examine the following pointsRead MorePlato s Interpretation Of Utopia1630 Words   |  7 PagesPlato and Aristotle shared many differences despite also sharing a teacher student relationship. This essay will strive to establish their understandings of reason and the role reason plays in their comprehensions of politics, differentiating between the kinds of reason and politi cs produced as a result. Plato is regarded as the first writer of political philosophy while Aristotle is recognised as the first political scientist. Plato’s interpretation of Utopia is founded upon the existence of threeRead MoreComparing Aristotle And Niccolo Machiavelli Essay1698 Words   |  7 PagesThe term political scientist has been used to describe both Aristotle and Niccolo Machiavelli, but does that term do the work of either man justice? From the outset it is very easy to see the philosophical differences between the two men and their visions of the political system(s). It is fairly obvious that both men were products of their times, Aristotle coming from the end of the Golden Age of Greece and Machiavelli coming from end of Medieval Europe, but in both cases their ideas and advice haveRead MoreAristotle s Realism Philosophy And Philosophy1590 Words   |  7 PagesRealism is an educational philosophy; furthermore it is a teaching that stresses knowledge that develops from one s own sens es.in my opinion this is great idea for educational philosphy, because it shows that sense deveolpement is the realest possible learning to have. Under this philosophy the idea exists that there is a real world not constructed by human minds, that can be known by one s own mind. It is through experiencing the world around everyone in which one learns the guiding principles andRead MoreEssay on Machiavellis The Prince: Politics, War, and Human Nature1334 Words   |  6 PagesMachiavellis The Prince: Politics, War, and Human Nature [I]t is necessary for a prince to know well how to use the beast and the man. (Machiavelli, The Prince, p. 69[1]). In this swift blow, Niccolà ² Machiavelli seems to strike down many visions of morality put up on pedestals by thinkers before his time. He doesnt turn to God or to some sort of common good for his political morality. Instead, he turns to the individual?more specifically, self-preservation in a position ofRead MoreHow Does Machiavelli Bring Us From A Medieval View Of Politics Of Power And Interests?1402 Words   |  6 PagesThe platform for political science brought to us by Aristotle, had structuralized the forms and functions of government with little attention to conflict. Whereas, in Machiavelli’s work, we explore new notions of statecraft concerning power, fear and interests. Machiavelli’s work is pulled together from thousands of years’ worth of written history and studies of conflict compared to Aristotle’s work, circa 3 50 B.C. concerned with proportion and constitutions which consists mostly of observationsRead MorePolitical Philosophy, By Steven Cahn1197 Words   |  5 PagesIn Steven Cahn s book, Political Philosophy, The Essential Texts, philosophers such as Socrates, Plato, Aristotle, Hobbes, Locke and Rousseau created the circumstances to enable the fundamental principals of philosophy and politics. These knowledgeable, astute and significant men have helped to achieve the structure of our past and present democracy as well as a plan of action for the rights and values that we as citizens can all relate to today. They are grounded in their thinking and tied together

Tuesday, May 12, 2020

Education And Pursuing A College Education - 924 Words

In society today, education and pursuing a college education is stressed to kids today like never before. It’s almost impossible to escape the idea that college is the best option, from commercials, parents, and teachers it’s drilled into their minds constantly. It’s now a common belief that the American dream is unattainable without the completion of college. The truth is, these days it almost is unattainable without a degree, trying to get a job interview or a high paying salary in this job market without higher education is nearly impossible. A college degree is now more important than ever. When choosing to enroll, many fear leaving school with quite a bit of debt, which brings up a several concerns regarding if the degree is really worth it or will that big investment really pay off? The answer to that really lies in where one goes to school and what for, but overall, the success of accomplishing the goal of a degree leaves one far ahead of those who opt for just a high school education. Not all schools are the same, the more selective the school the more salary after graduation, but even the lowest earning degrees from a university still out earn a diploma. This is shown to be true in Mark Schneider’s Baccalaureate and Beyond survey. The point of the survey was to find the lifetime earnings for bachelor’s degrees by type of institution. He found that those who attended more selective schools had three times the lifetime earnings premium of those who received a degreeShow MoreRelatedPursuing Higher Education : College Essay1199 Words   |  5 PagesPurs uing higher education (college in this instance) is a very popular choice among high schoolers these days. Every boy and girl in high school either dreads or looks forward to the college experience. The one who look forward to it are usually excited about the new experiences or the partying opportunities. Those who dread it are usually worried about the workload, or being away from home. The bottom line is deciding what going to college is all about. I believe it is more than just about gettingRead MorePursuing A College Education : Is It Worth It?1492 Words   |  6 PagesJohn McKeown AP Language, Period G Ms. Hasebroock December 4, 2014 Pursuing a College Education: Is It Worth It? Due to some recent events in my life, I have been strongly contemplating on whether or not college is the right choice for me. My father went to college at St. Norbert College in DePere, Wisconsin and shortly after he received a job as a clerk at the Chicago Mercantile Exchange. He slowly worked his way up to a trading position in the pit, which can be potentially very rewarding. WhenRead MorePursuing A College Education Right Out Of High School962 Words   |  4 PagesIntroduction Pursuing a college education right out of high school is an important decision—one of the most important things to consider facing young adults. Traditionally speaking, the responsible consideration would be to continue educational momentum into a college or university setting. While parents of college-age students can provide guidance and direction on the perceived correct path, the commitment and determination falls on the shoulders of the student—requiring much contemplation in makingRead MoreBenefits Of Getting A College Education1303 Words   |  6 PagesAs the price to attend college increases throughout the years many young adults are experiencing increasing difficulty in being able to pay for such an endeavor and many more are beginning to question whether or not it’s worth the price due to the faltering of the economy. The price tag may be the most common concern about getting a college education but another important factor that many students consider when applying for college is how much time they will need to devote to school. Many prospectiveRead MoreThe Value of a Liberal Education1802 Words   |  7 Pagessociety we view education as many things, but among the many views and opinions of education there are two major views we see that stand out, education is a right for all and education is necessary only for finding a successful career. To be more exact, it is a college education that is or should be available to all and is only necessary for securing a successful job. But before we even begin to think about a job or whether we want to pursue our God-given right to higher education we must first startRead MoreEssay on Value of Higher Education626 Words   |  3 Pagesidea that reading opens your mind up to new worlds. Such can be the same with a higher education. Education is a way to develop mentally and morally. Often we think about the financial benefit of a college degree. But what about things obtained that do not have a monetary value? There are things that we gain through the experience of college that otherwise, we may not. When you decide to attend college, you often have an idea of a field of study that you would like to follow. This is somethingRead MorePursuing A Higher Education At A University Or Other Institute993 Words   |  4 Pageshigh school, the choice between pursuing a higher education, joining the military, or jumping straight into the work force comes into play. Depending on the person’s goals and mindset, the choice between the three may be difficult. While these are all different options, choosing to follow into a higher education at a university or other institute can play a key role in a successful career for the future. The downfall of continuing with any sort of higher education lies heavily on the various pricesRead MoreMy Strong Latino Accent Is Important For Our Unique Capabilities That We Have Within Ourselves893 Words   |  4 Pagesdiscourage ones ideas, but one should not see their comments as a discouragement, rather see it as a form of motivation. Besides gr owing personally and professionally, I was able to grow academically this year, as I embark college. As a first-year college generation, I knew that college was going to be challenging. However, I did not expect Biola to push my capabilities in such ways that will result making me growth academically by embarking new ways to growth critically, intellectually, and analyticallyRead MoreReading Response of In the Basement of the Ivory Tower1116 Words   |  5 Pagesinstructor of English in a community college wrote this journal to discuss a very controversial issue: Is that important or necessary for everyone to continue a high level education in college? The ideal of equal opportunity gives the access for all the students to pursue the college education in the United States. However, due to the lack of knowledge or skills, some of the students are not qualify to pass the college education somehow. For many of the students, â€Å"college was not a goal they spent yearsRead MoreMakin g A Decision For A Higher Education Essay1729 Words   |  7 PagesMaking a decision for a higher education can be challenging.   But, understanding the ROR (return on investment) can be an influencing factor to a good decision in pursuing a higher education.   An economic evaluation displays an ROI (return on investment) for an analysis.   An economic evaluation that broadly considers how to optimize the production of particular outcomes within budgetary constraints, given certain inputs, can guide such choices (Hummel-Rossi Ashdown, 2002).   However, there must

Wednesday, May 6, 2020

The Structure of Education from Early Years to Post-Compulsory Education Free Essays

The structure of education from early years to post-compulsory education Entitlement provision for early years education. As part of the every child matters agenda and the Childcare Act 2006 every child aged 3 4 is entitled to receive part time early years education of up to 12. 5 hours per week for 38 weeks of the year to ensure that they receive up to 2 years free education before reaching school age. We will write a custom essay sample on The Structure of Education from Early Years to Post-Compulsory Education or any similar topic only for you Order Now The characteristics of schools school governance. All schools are seeking to enforce expectations in terms of meeting the national curriculum. Under the National Curriculum there are four Key Stages to education: Foundation4 year olds Key Stage 15 to 7 year olds Key Stage 27 to 11 year olds Key Stage 311 to 14 year olds Key Stage 414 to 16 year olds Mainstream State Schools All children in England aged 5 to 16 are entitled to free education at a state school, most go to state schools. Nursery school: 3 to 4 year olds Reception: 4 year olds Primary: 5 to 11 year olds (Key Stage 1 2) Secondary: 11 to 16 (Key Stage 3 4) There are 4 main types of state school: Community schools, Foundation Trust schools, Voluntary aided schools, Voluntary Controlled schools. Community schools These are run owned by the local authority cover all 4 Key Stages. Foundation Trust schools Foundation schools are run by a governing body which employs the staff and sets the entrance criteria. Land and buildings are owned either by the governing body or by a charitable foundation. Trust schools are similar, but are run together with an outside body – usually a business or charity – which has formed an educational trust. Voluntary aided schools Voluntary-aided schools are religious or faith schools. Just like foundation schools, the governing body employs the staff and sets the entrance criteria. School buildings and land are usually owned by a charity, often a church. Voluntary Controlled schools Voluntary-controlled schools are a cross between community and voluntary-aided schools. The local authority employs the staff and sets the entrance criteria, like a community school, but the school land and buildings are owned by a charity, often a church, which also appoints some members of the governing body. Specialist schools State secondaries often specialise, which means they have an extra emphasis in one or two subjects. Schools can specialise in: the arts, maths and computing, business and enterprise, music, engineering, science, humanities, sports, languages, and technology. Special schools Special schools are for the education of students with special needs that addresses the students’ individual differences and needs. This could involve the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings designed to help learners with special needs achieve a higher level of success in school and community than would be available if the student were only given access to a typical classroom education. State schools with particular characteristics There are a number of schools within the state schools system with particular characteristics, some may have different admission criteria or funding arrangements but as with other state schools admissions are coordinated by the local authority. Academies Academies are independently managed schools set up by sponsors from business, faith or voluntary groups in partnership with the local authority and the government Department for Children, Schools and Families. City Technology Colleges These are urban-based, independently managed secondary schools geared towards science, technology and the world of work. They offer a range of vocational qualifications as well as GCSEs and A levels. Community and foundation special schools Pupils at a special school have usually been assessed and given a statement of special educational needs (SEN). These may include learning disabilities or physical disabilities. Some special schools are funded by the local education authority. These could be community, voluntary-aided or controlled, or foundation special schools. Some special schools are independent. Faith schools Faith schools are mostly run in the same way as other state schools. However, their faith status may be reflected in their religious education curriculum, admissions criteria ; staffing policies. Grammar schools Grammar schools select all or most of their pupils based on academic ability. Maintained boarding schools Maintained boarding schools offer free tuition, but charge fees for board ; lodging. Independent schools An independent school (also referred to as a private school, or in England as a public school) is a school that is not financed through the taxation system by local or national government and is instead funded by private sources, predominantly in the form of tuition charges, gifts and long-term charitable endowments, and so is not subject to the conditions imposed by accepting state financing. Free schools Free Schools are normally brand-new schools set up by teachers, charities, community or faith groups, universities and groups of parents where there is parental demand. They will be set up as Academies and will be funded in the same way, directly from central government. They also share with Academies a greater control over their finances, the curriculum, and teachers’ pay and conditions. Post 16 options for young people adults. There are more opportunities now than ever before when it comes to post 16 education, previously pupils aged 16 or over either left school and started employment or stayed on to continue their studies. There has been an increase in government funding of education for 14-19 year olds and in particular a focus on reducing the number of young people not in education, employment or training (NEET) post 16. Just under an estimated one million 16 to 24-year-olds (979,000 in total) are considered NEET, according to official figures published in August, of these, around 186,000 are aged 16-18. If you are aged 16 or 17 and coming towards the end of a school or college course, the â€Å"September Guarantee† means that you’ll definitely be able to continue learning. The September Guarantee Under the last Labour government the guarantee was as follows: * Full or part-time education in school, sixth form college, independent learning provider or further education (FE) college * An Apprenticeship or programme-led Apprenticeship, which must include both the training element and a job or work placement * Entry to Employment (E2E) * Employment with training to NVQ level 2 By 2013 all pupils will be required to continue in education or training to at least 17 years of age although under new governments this could change. How to cite The Structure of Education from Early Years to Post-Compulsory Education, Papers

Friday, May 1, 2020

Death And Maiden Essay Example For Students

Death And Maiden Essay The Polanski film Death and the Maiden is a wonderful and intelligentinterpretation of Ariel Dorfmans human rights problem play. Polanski hasproduced, in this film, an exceptional piece of direction, in which his ownpersonal, emotional input is evident. The main theme of the play is an extremelypersonal one for both playwright (and scriptwriter) and director. Both Dorfmanand Polanski have had to face and flee the horrors of dictatorship and humanrights violations: Dorfman in Chile, under General Augusto Pinochet, andPolanski in Poland under the Nazis. But despite this similarity in pastexperience, significant differences exist between the original play and thefilm. Apart from the specific techniques of lighting and composition, whosepossibilities are greatly widened in the medium of film, we see differences inboth the different emphases and implied viewpoints on the various themes thatthe play touches on and, perhaps more importantly, the way the characters areportrayed. While the ol d concept of whatever doesnt kill you makes youstronger is present in both the play and the film (particularly in thecharacterisation of Paulina), it is much more prevalent in the movie. We can seePaulinas strength from the start. As she strides confidently around the houseand violently tears off a piece of chicken, the suggestion that she is unsuitedto the domestic position which she has obviously been forced into by the sideeffects of her traumatic experience need not be made any clearer. Althoughpossessing remarkable strength in both texts, the movie shows a much stronger,almost completely masculine Paulina. This Paulina has been almost entirelydefeminized by her ordeal, physically, symbolised by the scarred breast and herdesire to adopt a child, which also serves as a glimpse of the vulnerableelement of womanhood in her character that still remains. Throughout the bout ofverbal jousting that goes on in the opening scene Paulina is able to hold herground much more firmly than she appears to do in the play. In Polanskisversion of the scene she actually manages to use her domestic role to gain powerin the argument, fiercely flinging the dinner in the bin. Weavers powerfulacting conveys the unmistakable tension associated with an incredible amount ofsuppressed anger. It is not until the following scenes, when she is finallyconfronted with the cause of that anger, however, that we see its full magnitudeand destructive potential. In the surreal, dim lighting of her bedroom Paulinais shaken by a strangely disturbing laugh upon recognising Roberto Mirandasvoice as that of her tormentor. This moment sees the birth or manifestation ofanother facet of Paulinas character, the part of Paulinas mind thatfantasized about doing to her torturers what they had done to her. This is theunbelievably unreasonable Paulina; she is a Fury, a mythical deity, theembodiment of vengeance, unsusceptible to male logic or opportunistic, careeristrationalisation. Polanski makes Paulina th row the car over the cliff-edge. Indoing this she is not only destroying a phallic symbol, and thus underminingRobertos sexuality and any claims he has on sexual dominance or superiority,she is destroying a perfect symbol of the male thirst for power and control, andthe pragmatic logic to which her need for revenge has been sacrificed, into theinfinite, chaotic abyss that defies all these principles, and unquestionablyswallows it up. In doing this she breaks the railing, civilized society hascreated to guard itself from that chaos, allowing those forces of suppressedrage to escape. Polanskis Paulina re-enters the house, a different person. Illuminated by typically horror-movie-style lighting. Her sharply focused face? lit by an almost electric blue with harsh shadows cast across it,highlighting her features ? contrasts strongly against the blurry background. Having bound Roberto, she is physically empowered by the gun (P: as soonas I drop the gun all discussion will ceaseyoull use your strength to winthe argument) to act aggressively. The gun is another phallic symbol;hence much of this aggressive behaviour takes on a sexual quality. UnlikeDorfmans play, Polanski does not try to make us accept, without a struggle,the simple truth that to victimize our tormentors is to sink to their level. Weget the general feeling that Polanski is much more sympathetic to Paulina andthe type of justice her injuries call out for. In Polanskis film adaptation,far from being driven by blind rage, Paulina is the only character that takesresponsibility for her own actions, and cares little for the self-interestedconsiderations of consequences. She has already faced the worst consequencespossible, and seems, by that experience, to have acquired a terrifyingemancipation from the restraints they can impose. While Dorfman givesGerardos logical pragmatism some cre dence, casting him as the voice ofreason, for Polanski he stands for the blissfully unaware certainty ofprinciples untested by experience. Gerardos clichà ©d maxims are theluxuries of a man who has never faced the reality of his enemys power. However, the film is not a justification of Paulinas actions, a simplerevenge fantasy. Despite the satisfaction of Paulinas brand of justice, shecant, when faced with Robertos honest confession and the fact that he toois human and has his own reasons for doing what he did, push herself to killhim. In fact I am not sure that killing him was her intention when she lead himto the cliff, she understood the almost unbearably painful truth when she firstdecided that no revenge satisfy For all the ragecontained in the film (significantly more than the play), and its portrayal ofPaulina, there is a certain helplessness to the film, and a disturbing truth inits unresolved ending. One might argue that Polanski ? in making Roberto givean overall much more genuine confession at the end of the film than Dorfmanprovides in the play ? is falling into the Hollywood trap of offering a simpleresolution to its many moral conflicts and thus making it accessible to a wideraudience. I believe this circu mstance serves a very important purpose,emphasized by its juxtaposition with the very last scene. It underlines thisimportant impotence in the films ending: the fact that despite her havingfaced her demons Paulina has been permanently changed by her ordeal. Andalthough she may have reclaimed Schubert in that she can nowsit in a concert hall and listen to the music, the music will never be able totell her the same things again. And even if Roberto is not there in person (ashe is in the final scene) he will always exist as a vague presence, aphantasmagorical shadow on her soul.

Saturday, March 21, 2020

Jewish Societies Essays - Semitic Peoples, Napoleon, Jews

Jewish Societies Until the late 18th century, The Jewish societies all over the world were treated unfairly. Hatred and discrimination were used against because of their religious practices. Jews who live in predominately Christian or Muslim territories were forced to covert to the religion of that area. If Jews did not obey their, then they we either ordered to leave or they would be persecuted. Before the French Revolution, Jewish, culture and beliefs were not accepted in most European nations. Jews did not even have rights and were not treated equal. The French Revolution was one that had a great effect on Jews, because over a period of time Jews who resided in France were treated as equals, and gained rights and freedoms. Like many other European nation, it was hard to accept Jew as equal citizens. In the "Declaration of the Rights of Man and of Citizen," extended rights to every Frenchmen except Jews in 1789. It took until 1791 to consider Jews as Frenchmen. This caused many fellow countrymen to raise questions such as, "are all Jews considered equal?" or "are Jews allow to marry Christian or other fellow Frenchmen?" Napoleon answered these questions by stating that as long as Jewish religion and practices do not interfere with their government or state life, that they were free to act as any French citizen would. Jews were allowed to study their religion and to integrate into society instead of being excluded. Even though they gain citizenship and freedom, Jews were also restricted to do certain things. In the "Infamous Decree", Napoleon put many restrictions on a predominately Jewish business, money lending. Napoleon used this as a political advantage. It seemed that imposed these restriction as a way to compromise with French society, and given them an upper hand, instead of leaving them in debt to Jews. The French Revolution had a great effect on Jewish life. It did not grant the Jewish society as whole freedom, but gave Jewish individual's citizenship in France. Prior to the French Revolution, many Jews were being sent away or persecuted. France allowed them to be apart of a nation instead of being that nation problem. Like any group of diverse people, I think that Jews had mixed feeling on Napoleon. The Majority of Jews in France appreciated him for granting them freedom and citizenship. There were many others who wanted a little bit more than what he had offered such a Jews with political influence. Overall, the Jews needed Neapolitan, and that they need him. They needed protection, citizenship, and to be included into a society, which would, let them practice their faith. He wanted a bigger and stronger French nation.

Thursday, March 5, 2020

Ideal Gas vs. Non-Ideal Gas Example Problem

Ideal Gas vs. Non Problem This example problem demonstrates how to calculate the pressure of a gas system using the ideal gas law and the van der Waals equation. It also demonstrates the difference between an ideal gas and a non-ideal gas. Van der Waals EquationProblem Calculate the pressure exerted by 0.3000 mol of helium in a 0.2000 L container at -25  °C usinga. ideal gas lawb. van der Waals equationWhat is the difference between the non-ideal and ideal gases?Given:aHe 0.0341 atm ·L2/mol2bHe 0.0237 L ·mol How to Solve the Problem Part 1: Ideal Gas LawThe ideal gas law is expressed by the formula:PV nRTwhereP pressureV volumen number of moles of gasR ideal gas constant 0.08206 L ·atm/mol ·KT absolute temperatureFind absolute temperatureT  °C 273.15T -25 273.15T 248.15 KFind the pressurePV nRTP nRT/VP (0.3000 mol)(0.08206 L ·atm/mol ·K)(248.15)/0.2000 LPideal 30.55 atmPart 2: Van der Waals EquationVan der Waals equation is expressed by the formulaP a(n/V)2 nRT/(V-nb)whereP pressureV volumen number of moles of gasa attraction between individual gas particlesb average volume of individual gas particlesR ideal gas constant 0.08206 L ·atm/mol ·KT absolute temperatureSolve for pressureP nRT/(V-nb) - a(n/V)2To make the math easier to follow, the equation will be broken into two parts whereP X - YwhereX nRT/(V-nb)Y a(n/V)2X P nRT/(V-nb)X (0.3000 mol)(0.08206 L ·atm/mol ·K)(248.15)/[0.2000 L - (0.3000 mol)(0.0237 L/mol)]X 6.109 L ·atm/(0.2000 L - .007 L)X 6.109 L ·atm/0.19 LX 32.152 atmY a(n/V)2Y 0.0341 atm ·L2/mol2 x [0.3000 mol/0.2000 L]2Y 0.0341 atm ·L2/mol2 x (1.5 mol/L)2Y 0.0341 atm ·L2/mol2 x 2.25 mol2/L2Y 0.077 atmRecombine to find pressureP X - YP 32.152 atm - 0.077 atmPnon-ideal 32.075 atmPart 3 - Find the difference between ideal and non-ideal conditionsPnon-ideal - Pideal 32.152 atm - 30.55 atmPnon-ideal - Pideal 1.602 atmAnswer:The pressure for the ideal gas is 30.55 atm and the pressure for van der Waals equation of the non-ideal gas was 32.152 atm. The non-ideal gas had a greater pressure by 1.602 atm. Ideal vs Non-Ideal Gases An ideal gas is one in which the molecules dont interact with each other and dont take up any space. In an ideal world, collisions between gas molecules are completely elastic. All gases in the real world have molecules with diameters and which interact with each other, so theres always a bit of error involved in using any form of the Ideal Gas Law and van der Waals equation. However, noble gases act much like ideal gases because they dont participate in chemical reactions with other gases. Helium, in particular, acts like an ideal gas because each atom is so tiny. Other gases behave much like ideal gases when they are at low pressures and temperatures. Low pressure means few interactions between gas molecules occur. Low temperature means the gas molecules have less kinetic energy, so they dont move around as much to interact with each other or their container.

Tuesday, February 18, 2020

Literary Analysis Essay Example | Topics and Well Written Essays - 750 words - 3

Literary Analysis - Essay Example To be educated is to be well informed. Education assumes that it is a lifetime development not only in sixteen years of training, but also throughout an individual’s life. Therefore, this paper seeks to highlight different characteristics of education basing on Jon Spayde’s definitions. It also reviews his book on education and training. To be educated involves being well acquainted with what is learnt. This normally takes place and is developed throughout the networks we make in the world. A strong education, according to Spayed, is one that is acquired through the best combination we can make in school, online exploration, poetry classes and salon (Spayde, 1998, p.66). Education should also entail learning and exploring ideas and skills outside classroom. To be educated hence involves to be equated with a preparation for competitiveness. Multiculturalists believe education has become a battle line. Therefore, it is through education and being educated where we duke ou t frequently with the angry neo-traditionalists. To be educated is to be adequately prepared for the contemporary world and the ever-advancing knowledge and science and technology (Spayde, 1998, p.67). Spayde believes firmly that not all the classical American generation have doubt about the education matters. There are two types of education and these include formal and informal forms of education. Formal education is the inner core of being educated. It was a serious boundary between those we consider well educated and the least educated. Talking about being educated, therefore, involves class. Class has brought into existence superiority and power in the modern society. Jon Spayde, in his book, expresses different definitions and ideas people hold on education. Spayde asserts that education consists of life experiences. People have to discover equilibrium between a self-learning and an academic education. Spayde advocates for education that comprises of virtue such as integrity, co-operation and responsibility (Spayde, 1998, p.57). A school education may not prepare an individual for the real world, but self-education ensures. Nevertheless, John Spayde feels that a school education has particular worth. He also explains that class and education are about power. Spayed claims, in his book, that education must be both life and academic experiences (Spayde, 1998, p.67). This idea is strongly supported by his colleagues who also assert that a definite focus should be put on education. His answers, therefore, fulfil all his implicit promises. He believes that technology runs the modern world and that everybody should embrace technology. Additionally, Spayde asserts that technical training will soon become out-dated anyway. Miles Harvey, a journalist, believes that debates on teaching are downhearted to a time concern. Learning is time consuming and that is why most people are only interested in learning and focusing on particular academic disciplines. According to Elizabeth Sutton Lawrence, the self-education goes as early as during the Greek times. The vision and goals of California state university Monterey Bay is being academic community plural model where all respect one another during the learning process for a mutual benefit (Spayde, 1998, p.68) This was known as in-the-street education where the early Greek education was brought largely from the experiences in the market places. Socrates met and dared his students in the