Negative Effects Of The Columbian Exchange - 1498 Words

In 1492, Christopher Columbus sailed the ocean blue. This was the very first step in starting the Columbian exchange. The Columbian exchange was the process of the New World and the Old World transferring ideas, plants, animals, culture, human populations, and manufactured goods across the Atlantic Ocean throughout the 15th and the 16th century. Even though there were many positive results out of the exchange including the finding of the Americas, new plant and animal species, and the Europeans gaining more land to grow their Old-World crops, the overall effects were negative. The Columbian exchange was not as successful as it was made out to be because there were over ten major disease outbreaks in both the Old and New world, Europeans†¦show more content†¦Although there is very few examples of diseases spreading from the New World to the Old World, that does not mean they weren’t as devastating as the Old-World diseases. Syphilis is a New World disease that was fata l and had severe symptoms. They included genital ulcers, rashes, large tumors, severe pain, dementia, and eventual death. Over time, as the disease evolved, its symptoms changed, becoming more benign and less fatal (Nunn and Qian, p.4). There are two theories of the origins of syphilis is one being the â€Å"Columbian hypothesis† and the other being the â€Å"pre-Columbian hypothesis†. The Columbian hypothesis states that the disease-causing agent Treponema pallidum originated in the New World and was spread in 1493 by Christopher Columbus and his crew who acquired it from the native people of Hispaniola through sexual contact. When men joined the military campaign in Spain they would bring back prostitutes in their camp sites which would amplify the disease throughout Europe when they returned. The pre-Columbian hypothesis states that syphilis has always been in the Old World. since no accounts of the disease were made prior to the 1490s because it could not be differ entiated from other disease with similar symptoms, it was made to believe that it was always around just not classified yet. Many human populations were decimated byShow MoreRelatedEssay on Positive and Negative Effects of the Columbian Exchange788 Words   |  4 PagesAlthough Columbuss revelation of the New World to the Old World caused deadly diseases to both hemispheres, a loss of preservation of native American culture in the New World, and the unhealthy effect of tobacco in the Old World, it made an overall positive impact in lasting terms by the introduction of religion and horses and cattle in the New World and the new agriculture advancements and alpacas. The Eastern-Western hemisphere encounter was obviously positive in the Western hemisphere becauseRead MoreThe Positive Effects Of The Columbian Exchange1051 Words   |  5 PagesThe Columbian Exchange The Columbian Exchange was the transfer of plants, animals, human populations, diseases, cultures, and ideas throughout the world. The new worlds that had been discovered were a part of this Columbian Exchange, and were exposed to many new and foreign goods as well as people. The Americas, or New World, were faced with harsh treatment from Columbus and his crew, along with the rampant spread of new diseases that took a large toll on the Native populations. The Indies were alsoRead MoreThe Positive Effects Of The Columbian Exchange1643 Words   |  7 PagesThe term â€Å"Columbian Exchange† refers to the massive transfer of life between the Afro-Eurasian and American hemispheres that was precipitated by Columbus’ voyage to the New World . It was known as the widespread interchange of plants, animals, diseases, culture, human populations and technology between Europe and the Americas. After Columbus’ arrival to the Americas, the plant, animal and bacterial life b egan to mix between the Americas, which was also referred to as the â€Å"New World† and Europe,Read MorePositive Effects Of The Columbian Exchange703 Words   |  3 Pagesthe time period known as the Columbian Exchange. Most of what the Europeans took from the Exchange was good, but some of what they brought was devastating to the people in the New World. Although, this time period was very brutal for the Native Americans, the Columbian Exchange resulted in the transmitting of new technologies, an increase in remedies and cures for diseases, and a growth in resources such as food that helped to improve life. During the Columbian Exchange there were civilizations thatRead MoreThe Cultural Impacts Of The Columbian Exchange775 Words   |  4 PagesThe Columbian Exchange By definition, the Columbian Exchange is described as the transatlantic flow of goods, people, and diseases, beginning with Christopher Columbus’s voyages and discovery of the New World in 1492. (Give Me Liberty!) This interpretation, however, does not give this event the acknowledgement it deserves, as the effects of this complex transaction made a significant impact of the modern history of the world. It completely shaped the world humans live in today, from the languagesRead MoreWhat Was The Columbian Exchange? Essay1618 Words   |  7 Pagesresult of this was The Columbian Exchange in which there was a large trade of animals, plants, technology, culture, slaves, diseases, and even new religions. This exchange effected the way Europeans, Americans, Asians, and Africans lived their daily lives. The Columbian exchange was by far one of the most paramount events in the history of world technology, agriculture, culture, and ecology. In this research paper the following will b e answered: What is the Columbian Exchange? Plants and animals transportedRead Morecolumbian exchange817 Words   |  4 Pagesï » ¿ The Columbian Exchange The Columbian exchange created an enormous interchange of various political ideas, cultures, foods, diseases, animals, and people between the old world and the new world, this give and take relationship caused many changes some positive and some negative between the two areas and help redistribute resources between the two hemispheres. There were many positive things that happened as a result of the Columbian exchange. Potatoes and corn became major food sources forRead MoreAmerica Before Columbus And The Columbian Exchange1597 Words   |  7 Pagesthe fact that it was not merely the arrival of conquistadors and colonists that irrevocably changed the landscape of the Americas, but that it was also the coined term known as the â€Å"Columbian Exchange† that afforded these travelers the ability to proliferate so successfully. The basic definition of the Columbian exchange is one that defines the importation of European flora and fauna. It could also loosely represent other imports, both intended and unintended, such as tools, implements, and even diseaseRead MoreThe Age Of Exploration : John Winthrop1546 Words   |  7 Pagesquotes of the first Governor of Massachusetts, John Winthrop. The Age of Exploration ultimately had a more negative impact on the New World because of the invasion of European plantlife, the spread of disease, and the development of the Transatlantic Slave Trade The Age of Exploration contains both benefits and harms to the groups of people, animals, and land that is associated. The damaging effects of the Age of Exploration were directed, for the most part, upon the people and land of the New WorldRead MoreColumbian Exchange Dbq889 Words   |  4 PagesColumbian Exchange BBQ The Columbian Exchange was a major milestone in the diffusion of the New and Old World. In 1492, Columbus arrived in the Bahamas(2), where he first came in contact with Native Americans. There, both exchanged their cultures such as crops, animals, metals, and germs, hence the name, Colombian Exchange. This has brought about both positive and negative effects. While some negative impacts are exemplified by the near-genocide of Amerindians, the demerits are outweighed by the

Romeo and julietlove Free Essays

Romeo and Juliet written by William Shakespeare is one of the most famous love stories. Most people think it is Just about romantic love, but indeed it has many different forms of love that exists which is portrayed throughout the Shakespearian novel. The novel uses the main theme of love to push the story along and keep it going. We will write a custom essay sample on Romeo and juliet:love or any similar topic only for you Order Now Presented are variations of love including forbidden love, unrequited Love and blind love. This essay aims to analyse these three types of love chosen. Romeo and Juliet is a brilliant play about a young boy and girl, whom fall deeply in love with each other. Romeo is from the house of Montague, while Juliet is from the house of Capulet. Both families have been feuding with each other for a long time; however, despite the families feuding, Romeo and Juliet marry each other in secrecy. This is an example of forbidden love. In Romeo and Juliet the two main characters rush into love and it didn’t end up the way they planned it to. They see each other’s seen beauty and think they will live happily together, but things change throughout the tory that take a turn for the worst. Romeo gets banished from Verona making their love for each other hard making them sneak around to manage it. Juliet pretends to kill herself so Romeo would come back but Romeo goes back thinking Juliet actually killed herself, so he decides he must kill himself. Juliet wakes up and sees her love dead and decides if she cannot live with Romeo she will not live at all, and kills herself also. The first time Romeo sees Juliet he says, â€Å"Did my heart love till? / Forswear it sight! For I ne’er saw true beauty till this night† (1. 5). Romeo without hesitating decides that he is in love with Juliet now even though he has not spoken to her at all. Which brings us into unrequited love and the ‘one sided’ love between Romeo and Rosaline. You are never positive if someone really loves you or not. All you know is that you truly love them. That is what makes unrequited love difficult for people. In Romeo and Juliet, unrequited love is present whether it was apparent or implied, we don’t know. When we are introduced to the character Romeo, he is infatuated by Rosaline which he thought was love at first sight, but she happens to not be in love with him and plans to become a nun. Romeo is in love with Rosaline while Paris falls in love with Juliet which are the most obvious examples in Romeo and Juliet. Romeo’s apparent â€Å"love† for Juliet is no different than his love for Rosaline because Romeo is in love with the idea of being in love. Although, I do believe there is an unrequited love between Juliet and her parents. In Romeo and Juliet, love and hate are Just two emotions on the same side. Both emotions are intense emotions that as Benvolio says, get the â€Å"mad blood stirring† (3. 1. 4). When the hatred is going on between the Montagues and Capulets, it finally pushes Romeo and Juliet to their tragic deaths but which their parents thought they were doing right for their children. But if they’re Just two emotions on the same side, then can this kind of passionate love even exist without hate? romeo and juliet:love By victoriacoates How to cite Romeo and juliet:love, Papers

Leszek Swirski Essay Example

Leszek Swirski Essay I will investigate the change of velocity and acceleration of a laterally moving object attached by a string and pulley to a dropped object, when the mass of the dropped object is changed.MethodApparatus** Trolley* Piece of Card* Runway* Weights* 2 Light Gates* Weights* Pulley* Computer* LogIt 9000* Insight Timing* Appropriate cablesDiagramSet up procedureThis is how I will set up the experiment:1. Set up the apparatus as above, with Light gate A at 45 cm from where the centre of the piece of card (not trolley) will start to move from, and Light gate B at 45 cm further.2. Make sure that there is enough space between the pulley and light gate B for the piece of card to go through the light gate. If not, move the starting point of the trolley back, and the light gates accordingly.3. Plug Light gate A and Light gate B into the LogIt, and plug that into the computer.4. Start up Insight Timing on the computerThen I am ready to startFair TestI will make this a fair test by limiting the key factors:- Weight of trolley I will use the same trolley every time to ensure the same weight- Distance travelled I will keep this constant by releasing the weights from the same height and releasing the trolley form the same place every time. I will also not move the light gates- Friction/Air Resistance Unfortunately, these cannot be avoided, however they will be minimal due to the equipment used, and will be relatively constant as I will not change apparatus.SafetyThere is little safety to be considered. No harmful substances are being used, neither are flames or solvents. I will need to take precautions when increasing the dropping mass, and make sure that all the weights are securely fixed. The main point would be to stop/catch the accelerated trolley before it falls off, especially at higher speeds.Execution ProcedureThis is how I will execute the procedure1. The starting point should be the centre of the piece of card. I will have 10g as the dropping weight2. I will start r ecording on Insight Timing, and let the weight drop, making the trolley and, more importantly, the piece of card move.3. I will make sure someone catches the trolley before it falls off (see safety)4. I will stop insight timing and move the trolley back to the start position5. I will then add another 10g to the weight and repeat from 2. until I have measure the velocity at a mass of 100g.I will repeat this procedure two more times, so that I have 3 repeatsTheoryThere are three points to be considered in the theory. The first is how the mass should affect the velocity. The second is how the height should affect the velocity. The third is how the mass will affect the acceleration.First let me discuss the first point. This test is based on converting gravitational potential energy into kinetic energy.Gravitational potential energy (g.p.e.) is mgh, and kinetic energy (k.e.) is 1/2mv2.If we consider the mass of the trolley to be m1, and the dropping mass to be m2, this gives us g.p.e. as m2gh, as only the dropping weight has g.p.e. The letter g is the gravitational constant, and is approximated as 9.81. The letter h is the height. Equally, k.e. is 1/2(m1+ m2)v2, as both the dropping mass and the trolley will move.By Law of Conservation of Energy, energy can neither be created nor can it be destroyed, however it can be converted from one form to another. Therefore, if the g.p.e. is not wasted in any other way (e.g. friction converting it into heat energy), it must all be converted into k.e.This means that g.p.e. = k.e., therefore:m2gh = 1/2(m1+ m2)v2If I didnt have to consider m1, this could be re-written as:v2 = 2m2ghm2This would mean that the m2s will cancel out, proving that the mass of an object has no effect on its falling speed (as confirmed by Galileo). This is not true, however, when there is a constant added to the denominator. This makes the formula:v2 = 2m2ghm1 + m2This does not allow for the masses to cancel out, therefore the velocity (of both) must dep end also on the falling mass.The second point to consider is the height. Due to the setup, the vertical drop will be converted into both vertical and horizontal movement. This means that the height can be represented on the horizontal as the movement of the trolley. Since the speed is measured as the average speed of the card as it moves, the starting point should be the centre of the piece of card.The two light gates are therefore at 45 cm and 90 cm. This means that in the formula, h will be 0.45 and 0.9 (as h is measured in metres).I should also consider the effect the height will have on the velocity. The formula is:v2 = 2m2ghm1 + m2Since the h is in the numerator, it must directly and positively influence the velocity, i.e. as it increases, so will the velocity.As for the third point, acceleration, a different formula is needed. In this instance, it is:v2 = v02 + 2axv0 is the starting velocity and v is the final velocity (at light gate B). a is the acceleration and x is the dist ance moved. In this case, as light gate B is 90 cm from the starting point, x = 0.9. Also, since the trolley is not moving at the start, v0 is 0As we want to know the acceleration and v0 is 0, this can be rearranged and simplified as:a = v22hSince we know v2 to be:2m2ghm1 + m2we can replace the v2 in the acceleration formula to conform. Also After some simplifying, this becomes:a = m2g I(m1 + m2)Therefore, as the mass increases, so will the acceleration.PredictionThere are really two predictions to be made. One is on the subject of velocity, the other on acceleration.For velocity, I predict that as the dropping mass will increase, so the velocity will also increase. I predict that there will be a linear relationship between v2 and m2, therefore, I predict that the relationship between v and m2 will have to be parabolic, on its side. I also predict that, due to the height being lower at light gate A than B, the velocity will be higher at B than A. I predict the graph to look like thi s:For acceleration, I predict that dropping mass will increase, so the acceleration will also increase. Since m2 is in both the numerator and denominator, I predict that the graph will be hyperbolic, on its side. This is because, as the m2s increase, the effect of the added m1 will decrease, almost to a point where it is relatively insignificant, as m2 is so large. This would mean that the m2s increase to a theoretical point where m1 is irrelevant, and they cancel out, making the acceleration stay the same, as g (9.81). This would make the graph hyperbolic with the asymptote as 9.81:A AnalysingResultsRepeat 1Repeat 2MassVelocity AVelocity BTimeAccelerationMassVelocity AVelocity BTimeAccelerationkgm/sm/ssm/s/skgm/sm/ssm/s/s0.000.000.000.000.000.000.000.000.000.000.010.270.381.350.080.010.270.381.360.080.020.450.650.800.260.020.470.670.770.250.030.580.830.620.400.030.600.860.610.430.040.690.960.520.520.040.701.000.520.590.050.771.030.470.540.050.761.120.470.770.060.841.170.430.760.06 0.801.210.440.910.070.911.190.400.690.070.911.320.401.040.080.971.380.371.100.080.971.410.371.190.091.011.470.361.300.091.021.460.361.220.101.021.480.351.290.101.111.530.341.23Repeat 3MassVelocity AVelocity BTimeAccelerationkgm/sm/ssm/s/s0.000.000.000.000.000.010.310.461.200.130.020.480.720.770.310.030.600.900.610.480.040.701.040.530.650.050.781.150.480.770.060.841.230.440.880.070.911.370.411.110.080.961.420.391.170.091.021.500.371.310.101.071.590.351.49From these results I can work out an average set of results:MassVelocity AVelocity BTimeAccelerationkgm/sm/ssm/s/s0.000.000.000.000.000.010.280.411.300.100.020.470.680.780.270.030.590.860.610.440.040.701.000.520.580.050.771.100.470.690.060.831.200.440.850.070.911.290.400.950.080.971.400.381.150.091.021.480.361.280.101.071.530.351.34AnalysisThere are several pieces of information that can be extracted from the above table. The first two are the changes in Velocity at points A and B when the mass increases. The second is the change in acceleration as the mass increases. Also these values can be compared to the theoretical to show how outside factors (like friction) have affected the results.The first that I will look at is the two velocities.Here, I have put on a graph the two points velocities against the changing mass. As you can see, the velocities both increase with the mass, however they increase less every time.Also, it shows how the velocity at B, further on (therefore at a higher height) is larger than the velocity at A (at a smaller height).Theory backs both these remarks. Firstly, I shall consider the heights influence. The formula for the velocity (squared) is:v2 = 2m2ghm1 + m2As h increases, its position makes it increase the amount in the numerator, therefore directly increasing the velocity. Therefore, as Bs height is larger than As, the velocity at B will always be higher that A. A notable exception is when m2 = 0, as then the height will have no effect as the numerator, and therefore velocity will have to equal 0.Secondly, I shall consider the influence of the dropping mass. In the formula, removing the influence of the m1 would make the m2s cancel out and make the velocity the same. However, this is not so. Since the denominator involves an addition, and the numerator does not, this mean that the velocity must increase as the mass increases.As to why the graph curves, it would be easier to consider a simpler fraction, namely:x Ix+1When x = 1, the fraction is 1/2. When x = 2, the fraction is 2/3. The difference between these is 1/6. When x = 3, the fraction is 3/4. The difference between the last two is now 1/12; half of what it was before. When x = 4, the fraction is 4/5. Now, the difference between the last two is 1/20; again, nearly half. If the fraction was plotted on a graph, this downwards trend in differences would make the line curved, as it would increase less every time.This does not change with multipliers, neither in the nominator nor denominator, as they only ch ange the scale, not the shape, neither does it change when the added constant is changed. This means that the same rule applies to the formula for velocity.As for comparing this graph to the prediction, the easies way would be an overlay of the two:This shows the prediction and real graph, both scaled to fit each other. The lines from the prediction are not exactly the same as in the prediction, as I have scaled them to fit the graph. As you can see, they follow each other nearly exactly. This, coupled with the fact that my theory agreed with the graph of the results, means that my prediction must have been correct.The second graph that I will look at is the accelerationIn this graph, the trend is not so apparent. Only one definitive piece of information can be derived from this graph: that the acceleration increases as the mass increases.Before I consider the shape of the graph, I will first explain the above point. The formula for acceleration against mass is:a = m2g I(m1 + m2)As I have described in my analysis of the velocity graph, this means that as m2 increases, a must also increase. However, the fact that this increase should be smaller every time is not so apparent. To explain this, I will look at the theoretical graph on the same scale:This graph, save for a few anomalies in the actual graph, is exactly the same. Therefore there are two options: the theoretical graph is incorrect or the graph is incorrectly drawn.My suspicion is that it is the latter. I believe that the graph will turn, however not yet, i.e. that the scale is too small. If I do the graph again, with the mass going not up to 0.10 but to 1.00, the graph looks like this:The graph now does indeed curve, as I had predicted. I believe therefore that had I continued the experiment up to a dropping mass of 1 kg instead of 0.1 kg, my actual graph would also curve. This, however, only speculation, and there is no way to tell without actually doing this. I can therefore only conclude that the ac celeration increases as the mass increases. This does, conform with my prediction, however it does not prove that the graph would be hyperbolic with the asymptote at 9.81, as the graph does not go that far.E EvaluatingStandard DeviationMassVelocity AVelocity BTimeAccelerationkgm/sm/ssm/s/s0.000.000.000.000.000.010.020.050.090.030.020.020.040.020.030.030.010.040.010.040.040.010.040.010.070.050.010.060.010.140.060.020.030.010.080.070.000.090.010.230.080.010.020.010.050.090.010.020.010.050.100.050.060.010.14In this experiment, a very fair result could be achieved due to the three repeats. In fact, as this table shows, the standard deviation was never higher than 0.23, and only three times exceeding 0.10. Obviously, this could be further improved by adding more repeats.Another way to improve the results would be to better standardise the place form which the trolley was released, as on the day this was only roughly estimated, leading to anomalies. Also, although this would be only theo retical, it would have been better to decrease the friction in the wheels, runway, and pulley and even air resistance. Factors such as these lead to energy losses reaching 54%.Energy Statistics at AMassEnergykgInput (J)Output (J)Loss (%)0.000.000.00N/A0.010.040.0254%0.020.090.0636%0.030.130.0930%0.040.180.1326%0.050.220.1626%0.060.260.1928%0.070.310.2424%0.080.350.2723%0.090.400.3023%0.100.440.3423%Energy Statistics at BMassEnergykgInput (J)Output (J)Loss (%)0.000.000.00N/A0.010.090.0452%0.020.180.1232%0.030.260.2025%0.040.350.2724%0.050.440.3325%0.060.530.4123%0.070.620.4823%0.080.710.5719%0.090.790.6419%0.100.880.7120%The input in these energy losses has been calculated as the theoretical input of the appropriate mass over the appropriate distance, namely:Input = mghThe output has been calculated as:Output = v2(m1+m2)2The loss percentage has been calculated as:Loss % = Input-OutputInputObviously, at a mass of 0, input and output are 0, and therefore the loss is not calculable, as it would include division by 0.These tables show that friction and air resistance created a very large margin of error for the experiment, especially at lower masses. The real and theoretical lines are compared on the next two graphs, of the velocity at A and at B, respectively. The frication and air resistance factor would explain the difference in scale, but similarity of the lines, which would other wise have to be explained with very coincidental anomalies.It is difficult to identify anomalies on a curved graph, however, as the graph shows, the real lines quite closely follows the theoretical lines, apart from the aforementioned difference in scale. On the first graph, there is one slight bump, which could be described as anomalous, at 0.06 kg, and a slightly smaller curve than predicted at 0.01 kg, however these are the worst examples of anomalies on the graph, and are minute. On the second graph, again there is a slightly smaller curve than predicted at 0.01 kg, there is again a small bump, this time at 0.07 kg, and the point is a bit lower than it should at 0.10 kg, however again the anomalies are minute.Much worse anomalies come on the graph of acceleration. Problems due to friction and air resistance are obviously present, as the real graph is below the theoretical graph; however the real line is also, for lack of a better word, wobbly. The unsteadiness of the line makes it difficult to identify which points are actually anomalous, however by drawing a straight line of best fit (also shown), I approximate these to be at 0.01, 0.08, 0.09 kg.The increased size of the anomalies may be due to the fact that the acceleration is calculated by using three measurements, velocity at A, velocity at B and the time, all of which can have slight mistakes which add up.If factors such as friction and air resistance could not be eliminated, it might have been beneficial to measure them instead, and adjust the final results accordingly. Therefore, as further work, it w ould have been helpful to find out the co-efficient of friction of the runway, i.e. find the force needed to move the trolley (measured using a Newton meter, by pulling the trolley along the runway) and divide this by the force exerted upon the trolley by the runway (this being its weight, 0.5 kg, multiplied by the gravitational constant, 9.81, making it 4.905 N). Air resistance could also be mesaured, by Stokes law which says that air resistance force is proportional to density of the air times the cross sectional area of the object times the square of the velocity of the object.Investigation on converting Gravitational Potential energy into horizontal and vertical Kinetic Energy

Spectroscopy Definition and Difference vs Spectrometry

Spectroscopy Definition and Difference vs Spectrometry Spectroscopy is the analysis of the interaction between matter and any portion of the electromagnetic spectrum. Traditionally, spectroscopy involved the visible spectrum of light, but X-ray, gamma, and UV spectroscopy also are valuable analytical techniques. Spectroscopy can involve any interaction between light and matter, including absorption, emission, scattering, etc. Data obtained from spectroscopy is usually presented as a spectrum (plural: spectra) that is a plot of the factor being measured as a function of either frequency or wavelength. Emission spectra and absorption spectra are common examples. How Spectroscopy Works When a beam of electromagnetic radiation passes through a sample, the photons interact with the sample. They may be absorbed, reflected, refracted, etc. Absorbed radiation affects the electrons and chemical bonds in a sample. In some cases, the absorbed radiation leads to the emission of lower-energy photons. Spectroscopy looks at how the incident radiation affects the sample. Emitted and absorbed spectra can be used to gain information about the material. Because the interaction depends on the wavelength of radiation, there are many different types of spectroscopy. Spectroscopy Versus Spectrometry In practice, the terms spectroscopy and spectrometry are used interchangeably (except for mass spectrometry), but the two words dont mean exactly the same thing. Spectroscopy comes from the Latin word specere, meaning to look at, and the Greek word skopia, meaning to see. The ending of spectrometry comes from the Greek word metria, meaning to measure. Spectroscopy studies the electromagnetic radiation produced by a system or the interaction between the system and light, usually in a nondestructive manner. Spectrometry is the measurement of electromagnetic radiation to obtain information about a system. In other words, spectrometry can be considered a method of studying spectra. Examples of spectrometry include mass spectrometry, Rutherford scattering spectrometry, ion mobility spectrometry, and neutron triple-axis spectrometry. The spectra produced by spectrometry arent necessarily intensity versus frequency or wavelength. For example, a mass spectrometry spectrum plots intensity versus particle mass. Another common term is spectrography, which refers to methods of experimental spectroscopy. Both spectroscopy and spectrography refer to radiation intensity versus wavelength or frequency. Devices used to take spectral measurements include spectrometers, spectrophotometers, spectral analyzers, and spectrographs. Uses Spectroscopy can be used to identify the nature of compounds in a sample. It is used to monitor the progress of chemical processes and to assess the purity of products. It can also be used to measure the effect of electromagnetic radiation on a sample. In some cases, this can be used to determine the intensity or duration of exposure to the radiation source. Classifications There are multiple ways to classify types of spectroscopy. The techniques may be grouped according to the type of radiative energy (e.g., electromagnetic radiation, acoustic pressure waves, particles such as electrons), the type of material being studied (e.g., atoms, crystals, molecules, atomic nuclei), the interaction between the material and the energy (e.g., emission, absorption, elastic scattering), or specific applications (e.g., Fourier transform spectroscopy, circular dichroism spectroscopy).

How to Write a Creative Assignment

How to Write a Creative Assignment Writing Effective Assignments Research has shown that the more detailed a writing assignment is, the better the student papers are in response to that assignment. Often it is necessary to make explicit for students the process or steps necessary to complete the assignment because many students tend to treat assignments as though they were step-by-step instructions. Instructors can use that tendency to help students write more effective papers. For example, explicit descriptions of assignments on the syllabus or on an assignment sheet tend to produce the best results. Such assignment sheets should detail the kind of writing expected, the scope of acceptable subject matter, the length requirements, formatting requirements, documentation format, the amount and type of research expected (if any), the writers role, and deadlines for the first draft and its revision. Providing questions or needed data in the assignment helps students get started. For instance, some questions can suggest a mode of organization to the students. Other questions might suggest a procedure to follow. The questions posed should require that students assert a thesis. The following areas should help you create effective writing assignments. Examining Your Goals for the Assignment How exactly does this assignment fit with the objectives of your course? Should this assignment relate only to the class and the texts for the class, or should it also relate to the real world? What do you want the students to learn or experience from this writing assignment? Should this assignment be an individual or a collaborative effort? What do you want students to show you in this assignment? To demonstrate mastery of concepts or texts? To demonstrate logical and critical thinking? To develop an original idea? To learn and demonstrate the procedures, practices, and tools of your field of study? Defining the Writing Task Is the assignment sequenced so that students write a draft, receive feedback (from you, fellow students, or staff members at the Writing and Communication Center), and then revise it? Does the assignment include so many sub-questions that students will be confused about the major issue they should examine? Can you give more guidance about what the papers main focus should be? Can you reduce the number of sub-questions? What is the purpose of the assignment (e.g., review knowledge already learned, find additional information, synthesize research, examine a new hypothesis)? What is the required form (e.g., expository essay, lab report, memo, business report)? What mode is required for the assignment (e.g., description, narration, analysis, persuasion)? Defining the Audience for the Paper Can you define a hypothetical audience to help students determine which concepts to define and explain? When students write only to the instructor, they may assume that little, if anything, requires explanation. Defining the whole class as the intended audience will clarify this issue for students. What is the probable attitude of the intended readers toward the topic itself? toward the student writers thesis? toward the student writer? What is the probable educational and economic background of the intended readers? Defining the Writers Role Can you make explicit what persona you wish the students to assume? For example, a very effective role for student writers is that of a professional in training who uses the assumptions, the perspective, and the conceptual tools of the discipline. Defining Your Evaluative Criteria If possible, explain the relative weight in grading assigned to the quality of writing and the assignments content: organization focus critical thinking original thinking use of research logic appropriate mode of structure and analysis (e.g., comparison, argument) format correct use of sources grammar and mechanics professional tone correct use of course-specific concepts and terms the depth of coverage professionals are ready to help you at any stage of the writing process. Feel free to place your request here!

The Impact of Evolving Technologies Assignment Example | Topics and Well Written Essays - 250 words

The Impact of Evolving Technologies - Assignment Example In addition, there is production of high-quality animations thereby improving the standards of animations. The costs of animation film production have been reduced by letting the computer carry out most of the technical aspects that would have otherwise been done by other people. Tasks such as preparation of miniatures and the use of other actors have been eliminated (Wright, 2013). For example, CGI has greatly contributed to the success of the animation Shrek. For example, the appearance of the diverse characters in the film was enhanced by CGI. The number of characters varied from normal-looking ones to weird-looking characters that are not normally seen in other films. The antics of the donkey have been greatly influenced by computer-generated imagery (Shrek, n.d.). The animation also appears bright and colorful due to the intricate balance of color, light and texture (Scaramozzino, 2010). That has been made possible with CGI. Without the advancement of CGI, such an animation may not have made the impact it did by appealing to large

Changes in theoretical paradigms have predominantly been driven by Coursework

Changes in theoretical paradigms have predominantly been driven by black swan events rather than resulting from proven paradigm - Coursework Example In the world of finance, these events are those that effect dramatic market movements, such as, for instance, the 2001 terrorist attacks, as well as the 2007 financial crisis, which both drove the markets dramatically lower. The recommended financial strategies to accommodate large market failures precipitated by black swan events are, of course, centered on allocating a small percentage of a total portfolio towards investment instruments that are to spike when the markets crash, while keeping the large share of the portfolio in the safest, black swan-proof, investment vehicles. This is part of a broader strategy aimed at spreading the risk among a greater number of vehicles for investment. One can say that these investing strategies may be an offshoot of an economic theoretical paradigm that may not be superior, but is conditioned by the painful experience of previous black swan events. The paper explores the dynamics of shifts in theoretical paradigm springing from black swan event s (Kim 2010; Bloch 2013; Sood 2013). II. Discussion A history of tectonic changes in macroeconomic paradigms can be summarized as tales of existing economic thinking, such as classical economics and fundamental supply and demand models being upended by black swan events, such as the Great Depression in the case of classical economics. ... During the Depression this amounted to heavy spending by the US government to get the economy out of its hole. One can argue from this that the new paradigm is adopted not because it is necessarily superior, but because it adequately addressed the black swan event of the Depression, and showed good results in spurring the economy back on a track to growth. This new paradigm fixed demand, but was not particularly suited for instance to the black swan event of stagflation, where the economy was stagnant even as inflation spiked. The problem in this latter black swan event was that supply fell, leading to spikes in the prices of fuel and of food. This black swan event then led to a shift in paradigm back to classical economics, with Milton Friedman arguing that market forces are the best determinants of market efficiency, and are best left to their own devices, with the emphasis this time not on demand, as in Keynes, but on supply-side economics. Here then, from two successive black swa n events, is proof that changes in economic paradigms are not necessarily driven by the shift to superior paradigms, but rather are borne out of the need to correct the imbalances and inherent problems in economic policies that were made evident by the black swan events. In these two examples it can be argued that classical economics and the efficiency of market forces is the superior paradigm, but as a result of the Great Depression it was junked in favor of Keynes, only to be re-adopted, tweaked, after the stagflation crisis in the 1970’s (Sood 2013; Bloch 2013). On the other hand, fast-forward to 2007-2008, the global financial crisis again put into question the validity of the Friedman model, given that the