The Feldip Hills :: essays research papers

The Feldip hills...a vast and unforgiving wilderness riddled with treacherous swamps, vicious wolves and the occasional brutish ogre. But the feldip hills are also home to more mundane creatures. Deep in a valley far south of the high walls of yanille and gu-tanoth there was a nomadic settlement. All tents made from ragged and stained fabrics. These tents were in a circle with a larger tent at the centre and the embers of a fire smoked in front of its doorway as a dim sun rose and an oily orange filled the valley, light filtered through thick black clouds. A great scream broke the silence in the camp from a tent close to the fire. A great and bloated ogre woman lay heaving on a bed of wolf skins a bearded man besides her trying to utter words of comfort and reassurance. The shrill cries woke the rest of the tribe and many people filled the musty tent. For hours and hours she lay in labor and the man beside he began to despair. Many more hours past and at midday began to cough blood onto the dusty floor beside her before finally letting go of life. The baby was born healthy and strong but motherless in a sad twist of fate. His father sat by the campfire one night cradling him in an oxen hide blanket beside the chief. "You see Yarnok; this is what happens when ogres and humans mix it only leads to sadness and lost lives." "Ogres and humans simply don't mix you must understand this." "Nay Giron she was not like the others she had compassion and honor." In the next valley a group of ogres were gathered around a crudely constructed camp fire, one addressed the others. "Im ungry Grot I wants some meats" "Shut up ur fat mouth you, we can all av umies wen we find wer dey av been iding." "Bu I is starvin an I cant wait tha lung, he grunted" "I sed one more peep outa u and its wulf fuud" The Ogres eyes darted and he took a swing at Grot with his oversized fist, knocking Grot down into the fire. The ca mp filled with the rank smell of burning ogre flesh and fat. They came in the night across the hill lead by Skrop. "U ther" he grunted U get the stabers and u get the suutas, we huntin humies tonight nut chompys.

Anarchy and Knowledge Essay

Paul Fereraband argues in his (1975) essay on science that myth, selective storytelling, and rationalized scientific technique overlap. This requires one to consider the relation between myth (or narrative) and the scientific method, specifically in indicting the latter of dabbling in the former. This method is embedded in conscience because there is a â€Å"story† behind it, one of progress, of the continuing betterment of mankind using terms that science cannot define. â€Å"Progress† and â€Å"betterment† are not scientific terms, but moral ones that lie outside the scientific mode of discourse. Science has appropriated them nevertheless. Science is based on myth, as are all modes of understanding. But the similarities of science and myth are worth discussing. There are taboo subjects in both. For a scientist to consider creationism as a serious challenge to evolutionism is to end his career. The idea is met with horror no differently than the African â€Å"common sense† style Feyeraband vaguely speaks of in his essay. They both believe they are deriving their truths from the sacred, in science’s case, the immutable laws of nature that are said to proceed from a void without cause. But even more startling, Feyerabend is concerned with the modes by which science has won its vaunted victory over religion. In Europe, science overpowered, rather than convinced, its religious rivals. Technology more than anything else â€Å"proved† science as â€Å"better† than religion. In world politics, western forms of politics and economy were imposed on the southern world, or developing world, snuffing out older methods of collecting knowledge. Is there anything of value that was crushed? Or is the story of western colonialism–that of bringing enlightenment to the natives–completely true? Feyerabend writes â€Å"there is separation between church and state, but no separation between state and science† It is merely thought to be true in itself. There is no choice involved, but this lack of choice does not derive from truth per se, but from the fact that science has the money and state power to impose itself where it will. He continues: State and science, however, work closely to-ether. Immense sums are spent on the improvement of scientific ideas. Bastard subjects such as the philosophy of science which have not a single discovery to their credit profit from the boom of the sciences. Even human relations are dealt with in a scientific manner, as is shown by education programmes, proposals for prison reform, army training, and so on. Almost all scientific subjects are compulsory subjects in our schools. While the parents of a six-year-old child can decide to have him instructed in the rudiments of Protestantism, or in the rudiments of the Jewish faith, or to omit religious instruction altogether, they do not have a similar freedom in the case of the sciences. Physics, astronomy, history must be learned. They cannot be replaced by magic, astrology, or by a study of legends. Science was never accepted by majority vote. It was imposed. It was imposed because there is a difference between science, or the collection of knowledge, and the scientific establishment, or even further, the specific method(s) of science. â€Å"Facts† and schools of thought are accepted because scientific specialists, making up the scientific establishment, agree with them. In a telling passage, our author writes: We see: facts alone are not strong enough for making us accept, or reject, scientific theories, the range they leave to thought is too wide; logic and methodology eliminate too much, they are too narrow. In between these two extremes lies the ever-changing domain of human ideas and wishes But this, while likely the case, is not part of the narrative of scientific discourse as revealed to the public. One is taught that theory derives from facts, and that facts dictate theory, hence, theory is true, it corresponds with the â€Å"facts. † But this is far from the method by which theories are sought, â€Å"proved† and, just as important, imposed on the public who is mostly willing to allow themselves to be informed from above. It is the fact that science says x that makes x true for the vast bulk of the population. Scientific theory is not based on correspondence, but on coherence. In other words, there is an agenda to which science must conform. Modern democratic politics takes everything apart; modern radical ideologies attack ever element of society; critics and writers demand strict accounting for all moral and political ideologies and movements in society, but science alone escapes their glare. It is considered merely â€Å"true,† it is untouchable. In some bizarre method of social alchemy, it partakes of the sacred, it has taken over from religion completely. Furthermore, the story that science tells the world that it and it alone are responsible for the great discoveries of the enlightenment, without in the lest giving credit to the religious and traditional forms of knowledge that have leaked into science, or the nature of alternative forms of discourse in developing theories and discoveries. Science is imperial at its root. What is more, Feyeraband, as well as many others such as Eric Voegelin and Stephen MacKnight, have delved into the connection between modern scientific theories and the Lodges of Freemasonry, secret societies such as the Lunar Society of England, and the facts of progress deriving from the ancient gnostics and neo-Platonists. These have been written out of the mythological scheme of science with the aim of garnering all the credit–and hence prestige and grant money–to themselves. The narrative of science’s victory over other forms of knowledge and method is selective. It retains what it wants, ignores the others. MacKnight has written substantially about the relation between modern science and the alchemists of Renaissance Italy such as Bruno and Ficino. These in turn, derive their ideas from Plotinus and the neo-Platonists after the time of Christ, all of which are immeasurably part of the development and eventual victory of western science over its rivals. But there is no disconnect between science and religion here, there is a rather harmonious cooperation, a cooperation not spoken of in any but the most specialized and obscure journals. The doctrine of the Enlightenment in 18th century England and France is largely responsible for this problem. These writers, Helevitus and Condorcet in France, Bacon in England, envisioned a society run exclusively by reason, the world under the guise of cause and effect, i. e. â€Å"Science. † Hence, they told a story of the gradual Enlightenment of man from the â€Å"stone age† to the Greeks, to the medievals to themselves. Each step of the development saw â€Å"myth† gradually stripped away, leaving the kernel of reason. This idea is central to the positivism of Comte and the historicism of Hegel. The problem lies in history: there is no evidence that ancient societies were â€Å"backward† in relation to the modern. The building of the pyramids, the Roman road, the Gothic, and ancient Irish and Chinese medicine all belie the fact that the â€Å"old days† were backward and myth-ridden. There is much evidence to the contrary. What has happened is that the western idea of science, through military and political indoctrination, has convinced the world that myth is evil and for the ignorant, while science–and the development of the western idea in the Enlightenment–will fulfill the greatest desires of mankind. Feyeraband writes: There was the domestication of animals, the invention of rotating agriculture, new types of plants were bred and kept pure by careful avoidance of cross fertilisation, we have chemical inventions, we have a most amazing art that can compare with the best achievements of the present. True, there were no collective excursions to the moon, but single individuals, disregarding great dangers to their soul and their sanity, rose from sphere to sphere to sphere until they finally faced God himself in all His splendour while others changed into animals and back into humans again. At all times man approached his surroundings w’ h wide open senses and a fertile intelligence, at all times he made incredible discoveries, at all times we can learn from his ideas. The Enlightenment myth can no longer hold water. History cannot be conveniently and ideologically divided into periods of ancient-medieval-modern any longer, for the ancient had as many â€Å"modern† ideas as the present, and the modern is as dogmatic as the medieval. To silence former ages in the development of science is to hurt it, and to hurt us. Works Cited Primary Source Text: http://www. marxists. org/reference/subject/philosophy/works/ge/feyerabe. htm

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The Problem Of Global Warming - 1311 Words

Introduction: The only place in our galaxy that we know is inhabitable is now being destroyed by man. As humanity has revolutionized we have created many problems along the way. The main problem we are facing right now is called global warming. We have damaged many ecosystems trying to better ourselves, and we have not yet once thought about the damage we are inflicting on our mother earth. We are already beginning to see the effects of global warming. It will make little changes that will have a huge impact, and devastate many ecosystems and everything living on earth. Thesis: If we do not change our ways now, imagine what the future will have in store for the next generations to come. We will all have to pay the price for the acts†¦show more content†¦In the website called Global Climate Change it stated that â€Å"On earth, human activities are changing the natural greenhouse. Over the last century the burning of fossil fuels like coal and oil had increased the concentra tion of the atmospheric carbon dioxide† (Nasa). We don’t have to be scientist to know that global warming is happening. If we look around we can see all the damages that we are creating; but it seems like we are just covering our eyes and hoping it will go away. Point 3: Now that we are all aware global warming is happening. The effects that it is having on earth are now very noticeable. The temperatures have risen through the years, and many wonder why. In the Article Global Climate change it states that â€Å"The industrial activities that our modern civilization depends upon have raised atmospheric carbon dioxide levels from 280 parts per million to 379 parts per million in the last 150 years† (Jackson). My teacher from high school Mrs. Wagner explain to us that all the carbon, and other natural gases we release into the atmosphere will not escape into space. Therefore it will create a thick blanket covering the atmosphere and heating up the planet. That is wh y the temperature has been going up throughout the years. Rising temperatures are not the only thing happening right now. We are also seeing droughts in many areas where there use to be a lot of fresh water that would flow by. In other places we are seeing flooding

General Business Major Unit As An Academic Course

Business Major This memo contains relevant information about the general business major unit as an academic course. The memo gives a clear explanation of the historical development of the discipline as widely employed in academic. The memo also gives an in-depth analysis of the discipline and highlights it several importance alongside its relationship with other related fields of study. This memo is a suitable source of information to persons seeking greater understanding of the business major discipline and its relevance in other related fields. The memo uses credible academic sources to vividly examine the discipline and give a clear illustration of how its study is based on its meritocracy and not other over lying factors. History Before 1927, business studies were taught in early institution but there was no official record of it evolution. Nevertheless, Professor Gras started a business history program that aimed at tracing the chronologic development of history from small-scale learning to the current institutions. He was an editor of the Bulletin of the Business Historical Society since the year 1926-1953, which was later transformed in the year 1953 to the modern Business History review (86). During this period, business was learnt through the application of theories that were simple and specific to a certain situation or discipline. The major factor that contributed to the narrow nature of the early business was the motive of study. Individuals studied the fieldShow MoreRelatedThe General Business Major Unit As An Academic Course1628 Words   |  7 Pages Business Major This memo contains relevant information about the general business major unit as an academic course. The memo gives a clear explanation of the historical development of the discipline as widely employed in academic. 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Death and Dying in Hinduism and Buddhism Free Essays

Death and Dying- Customs and Rituals Hinduism and Buddhism Religious and cultural beliefs play a significant role in the processes of death and dying. These beliefs have created rituals that provide a conceptual framework for understanding the experience of death. Cultures across the world have different, unique rituals surrounding death and dying. We will write a custom essay sample on Death and Dying in Hinduism and Buddhism or any similar topic only for you Order Now This can be proven by comparing Hinduism and Buddhism. Their pre-death rituals, burial rites and concepts of afterlife are very different. Hindus and Buddhists have diverse pre-death rituals. When death is imminent, Hindus are brought home to die. They are placed in either their room or the entryway of their house with their head facing east. A lamp is lit near their head, and the person is encouraged to focus on their mantra. The Hinduism religion states that a mantra is a word repeated during mediation. Family members sing hymns, pray and read scripture for the dying person. When Buddhists are dying, it is up to their family to keep them positive. Loved ones must free themselves of disturbing emotion. It is their responsibility to help the dying person accept death as a natural and inevitable part of life. Hindus rituals are scripted, religious and self-dependant while Buddhist’s rituals are low-maintenance and mostly dependant on family members. In conclusion, Hinduism and Buddhism are very different in regards to pre-death rituals. Hinduism beliefs about the afterlife vary significantly from Buddhism beliefs. Hindus believe that humans go through a never-ending cycle of birth and death. Hindus believe in karma. Karma is â€Å"action, seen as bringing upon oneself inevitable results, good or bad, either in this life or in a reincarnation: in Hinduism one of the means of reaching Brahman† (Collins English Dictionary, Web). Buddhists believe that every soul is reborn until it has been cleansed. In Buddhism, the goal is to achieve Nirvana. Nirvana is â€Å"freedom from the endless cycle of personal reincarnations, with their consequent suffering, as a result of the extinction of individual passion, hatred, and delusion. † (Collins English Dictionary, Web). Superficially, these two rituals seem similar, but differences can be found on a deeper level. Hinduism is a never-ending cycle, while Buddhism can be escaped. The biggest difference between Hinduism and Buddhism is their burial rites. Hindu families prepare heir deceased with oil and herbs. The body is carried on a wooden frame to a publically designated cremation site where mourners chant mantras. After the body has been cremated, bits of bone and ash that remain are collected and strewn into the Holy River. Ten days after the cremation, family members offer ten pindas to the river to feed the spirit of the deceased on its travels to the next incarnation. Buddhists hold simple, solemn funerals. They believe it is unnecessary to spend a lot of money on traditional ceremonies. During the viewing, an altar is set up in front of the casket. Mourners can place offerings such as fruit, flowers and candles on the altar. Images of the Buddha and deceased person are placed in front of the altar. These religions are different because Hindus burials are elaborate and expensive, while Buddhists burials are simple, practical and inexpensive. Burial rites reveal how different Hinduism and Buddhism are. Hinduism and Buddhism have very different pre-death rituals, concepts of afterlife and burial rites. This proves that all religions have a unique set of traditions surrounding death and dying. These traditions help shape religion and create a diverse society. Bibliography Hitchcock, Susan Tyler. Geography of Religion: Where God Lives, Where Pilgrims Walk. Washington DC: National Geographic Society, 2004. Print. Berhad, Koperasi Buddhisme Malaysia. A Guide to a Proper Buddhist Funeral. Sea Park: Buddha Dharma Education Association Inc, 2000. Print. Collins English Dictionary. â€Å"Karma. † Dictionary Reference. 2009. HarperCo Publishers. March 6, 2013 http://dictionary. reference. com/browse/karma Collins English Dictionary. â€Å"Nirvana. † Dictionary Reference. 2009. HarperCo Publishers. March 6, 2013 http://dictionary. reference. com/browse/nirvana How to cite Death and Dying in Hinduism and Buddhism, Papers

Resistance in Different Types of Wires-Free-Samples for Students

Question: How the different variables affect resistance in different types of wires. Answer: Introduction The aim of this experiment is to determine how the different variables affect resistance in different types of wires. There are several discussed factors that influence the amount of electric current transmitted from one point to another using the given wire. These factors are the cross sectional area of the wire, the length of the given wire, and the nature of the metal material. This experiment seeks to address the effect of the length of a wire in transmitting current. The following wires were selected to conduct the experiment: - Nichrome wire Copper wire Contantan Eureka wire Electricity is transmitted by motion of electrons. These electrons tend to move randomly when excited at the point of power application. When power is supplied to the wire, a potential difference is created. The electrons drift from a region high concentration to that of low concentration. In so doing, current is transmitted and to ensure that there is unrestricted movement throughout the connection, atoms transfer electrical energy ans so when an electrical current conducts, one or two electrons shall possess sufficient energy to deviate away from the pull of the nucleus. This pull frees the electrons which are in a position to move randomly in a rapid motion. The electrons keep changing the direction of motion due to collision with other electrons that have been freed and the positive ions. These collisions cause resistance to the flow of current in the circuit. As a result, the width or thickness of a wire affects the amount of resistance in the flow of current within a circuit. F urther restriction on the movement of current within the circuit may result in a lot of collision and increase the resistance. The thickness of the metal wire is a controllable independent variable within the experiment. From figure 1, it can be inferred that the larger the cross sectional area of the conducting wire, the more the electrons can flow much freely. The reduced cross-sectional area results in a more compact electrons drift and greater resistance. According to ohms law, when the potential difference is held constant, the current is inversely proportional to the resistance. This is denoted as shown below, The formula above can be used to obtain the resistivity of the metal wires. The resistivity of a material is measured in ohm meter (?-m). The experiment conducts various tests to find out the ability of different metals to conduct electricity. For the experiment carried out, the tests ensure that the cross sectional area of the wires is constant throughout. The constant state is maintained even as the length of each wire is being altered. Hypothesis H1: The experiment proposes that as the length of the metal wires is elongated, the current flow will be reduced as a result of increased resistance. PROVE: The experiment further proves the hypothesis above by stating that the wire introduces more ion collisions for the duration that the wire is elongated. This in turn increases the resistance. There are more stationary ions for the negatively charged electrons to collide with because of the additional length. The resistance reduces for the electrons traveling over short wires as they encounter collisions for only a short period compared to the elongated wires. Equipment Power supply Voltmeter Ammeter Wire resistor Connecting wires or crocodile clips Procedure The components as listed above were connected as shown in figure 2. The setup was done in a room with constant temperature within one testing period to reduce possible variables. The wire resistor was held and taut out; measurement were taken from the reading. The crocodile clips were attached to the wire at the desired length. The readings were collected and repeated over the variable lengths of about 90cm to 50cm in increments of 10 centimeters per test. Five different readings were conducted per length, per wire by adjusting the strength of the power source. The current flowing through the component is measured using the ammeter that is connected in series while the voltmeter measures the voltage across the component while connected in parallel. Experimental Precaution To avoid high voltages due to safety one is required to place a fireproof mat underneath the wire resistor to avoid potential wire burnout. This is a safety risk due to the thermal energy that heats up the wire to very high temperatures that could prompt the burnout. The difference in length are adjusted according to the wire malleability either to the positive or to the negative. Results and Observation The following are the 5 test results obtained from the experiment when the length of the wire resistor was varied based on the length. The table shows the average resistances for each length per wire using gradients obtained by the line of best fit. Average Resistance (ohms ) Wires (20swg) 90cm 80cm 70cm 60cm 50cm Copper 0.0312 0.0346 0.0235 0.0364 0.0206 Nichrome 2.1692 1.7462 1.5461 1.4344 1.147 Constantan 0.777 0.5908 0.5596 0.4823 0.3841 The following graph was plotted to show the relationship among the different materials used in the tests and their resistance as the lengths were increased. The graphs were plotted for the voltage against the current. Using ohms law, one can obtain the resistances. The line of best fit techniques are implemented to obtain a steady line for each material. The gradient of the resulting line shows the average resistance. The line of best fit is used rather than the exact averages as it eliminates the severity of the impact of anomalies and allows for trends to become more pronounced. The difference in length for each wire used in the experiment was determined by its malleability and our ability to get it as straight as possible. Copper wire +/- 1 cm Nichrome wire +/- 2cm Constantan Eureka Wire +/- 0.5 cm The graph is as displayed below Discussion The results show trends and answers regarding the research question, however the experiment suffered from various aspects that were problematic. These complications were a common issue among the copper wire and reflect on the results it provided. The first issue was the power source, which would not give out the proper voltage and wouldnt provide a constant current. We tried to adjust this by adding an adjustable resistor rheostat that did not work due to mechanical error. Another equipment issue was the alligator clips unable to attach to instruments securely. These caused the circuit to dropout often and/or give unstable results. Generated thermal heat energy was also another problem to the outcome due to its effect on the resistance of the wire. This is because of the increase of its temperature, causing the atoms to vibrate with more energy and therefore more vigorously, hence making the electrons flowing through the electric circuit more likely to collide with one of the atoms, so therefore increasing resistance. This is believed to be the main issue for the copper wire as it heated up extremely quick relating to its non-linear results with no clear trends or patterns. Disregarding the copper wire the graph in figure 4, a trend is evidently displayed that as the length increases so does the resistance. This directly supports the hypothesis that was stated earlier. This demonstrates that at a reduced wire length it is for the current to flow though under less resistance and inverse for greater lengths. To find the resistivity and/or conductivity of the wires use the formula R = L/A derived from the resistance formula R=V/I. Resistance , resistivity (), cross- sectional area (A) and length (L). Manipulate formula so that: The gradient (m) from y=mx+c is: Derive formula to solve for : Where resistivity () 1/conductivity () Refer to Appendix 2 for correct graphs where length is in metres Copper Wire m= 0.0194 from Figure 5 =0.0194 x 0.0006567 = m Nichrome Wire m = 2.3562 from figure 6 =2.3562 x 0.0006567 = m Constantan Eureka Wire m= 0.8943 from Figure 7 =0.8943 x 0.0006567 = The potential difference across a component and its resistance determines the current that passes through. This is presented as Potential Difference = Current x Resistance. To ameliorate future recordings alterations can be made to the design and method of the experiment. Any heating effects of the current must be controlled and kept at a constant temperature. The wires can be firm and stretched out so that it is straight in turn reducing the number of bends and distortions to help give more precise wire measurements and final results. Concusion In a nutshell, the hypothesis was confirmed to hold as demonstrated in the results and in the analysis section. The results show a trend confirming an increase in the resistance to the flow of current. The trend was evident in all the materials used in the experiment as shown in the graphical illustration under the results and observation section. The ohms law holds and is used to determine the relationship between the length of a wire and its resistivity. Referneces https://www.qcaa.qld.edu.au/downloads/senior/snr_physics_07_eei_electricity.pdf https://www.markedbyteachers.com/gcse/science/resistance-in-a-wire-13.html