The Illustrated Man Essay Example for Free

The Illustrated Man Essay Ray Bradbury wrote The Illustrated Man in 1951. The general context of that time in the USA had a powerful impact on the themes he chose to base his book on. The Second World War had seen horrific crimes against humanity, dictatorship and a change in family life which was due to both the huge number of dead fathers and the great technological development. Women started working more and more in jobs previously seen as exclusively male and appliances such as the washing machine and the vacuum cleaner cleared more time for the typical housewife. Affected and inspired by these circumstances, Bradbury wrote his 18 different stories in the book, exploring family life, technology implications and politics from extreme points of view. The stories chosen here to be discussed in a comparative and contrasting manner are The Veldt, The Rocket, Zero Hour, The Fox and the Forest and The Other Foot. The main reason for choosing these is their outstanding figurative representation and artistic input. Family life takes a new turn, as Bradbury presents in The Veldt, and it isnt positive. The father-son relationship deteriorates as we can see from their conversations. Even though the parents have done their best to fulfil all their childrens wishes, the final effect is a tense family relationship, mainly characterised by the childrens selfishness. Peter, the son, regards his father as nothing more than a sort of institution to fight against, rather than anything close to his heart. Whats wrong with Africa, Father? calling him Father, on multiple occasions after initially calling him Dad, Also, there is some verbal violence between them, as suggested I dont think youd better consider it any more, Father, I wont have any threats from my son! However, The Rocket provides a completely different picture. Although poor, all members of the family get along and support each other with respect. I go to Mars! He danced wildly. Thank you, Father!' The children are grateful for everything and love their parents. In opposition to Peter and Wendy from The Veldt, the children here are selfless. Another heavy element in Bradburys view of the future is the power of imagination. Once more, this is portrayed as evil or heavenly. In The Veldt the children end up killing their parents through the sole mean of imagination fuelled by the nursery. A similar scenario is suggested in Zero Hour where aliens abuse childrens rich potential for imagination to invade the perfectly defended Earth. A brighter story from this point of view is The Rocket, because the father uses the power of imagination and simulation to offer his children an amazing experience which would have been impossible to achieve in their materially limited reality. The technology bloom in the 1950s influenced Bradbury to magnify his vision of the future in terms of the way homes looked and worked, as well as space travel and time travel. The parents in The Veldt buy a Happy Home which does everything for them: cooks, cleans and rocks them to bed. This seems amazing at first, but they end up wishing they could leave their perfect home behind and start fresh in a regular house, Youre beginning to feel unnecessary, too, says Lydia. Bradbury uses figures of speech to represent this, emphasizing on personification of dead objects And although their beds tried very hard, the two adults couldnt be rocked to sleep for another hour, Also, it appears that children come to replace their parents with the nursery, I wish you were dead! We were, for a long while, The father realises that he and his wife havent spent enough time with their children, making them feel more attached to machinery, That sounds dreadful! Would I have to tie my own shoes instead of letting the shoe tier do it? The language Bradbury uses to describe the nursery is very effective. He uses the senses to emphasize the powerful reproduction of the African veldt, The hot straw smell of lion grass, the cool green smell of the hidden water hole, the great rusty smell of animals, the smell of dust like a red paprika in the hot air, The simile dust like a red paprika and the repetition smell give a good impression of the veldt, the heat and the strong odours in the air. Another technological vision present in Bradburys writings is space travel. In The Rocket, rich people are able to travel and live in space. This is shown as a part of their daily routine, as Bodoni watches the rockets every night and his children have rocket toys. Also, he is able to buy a ticket next day, emphasizing on the ease with which people travel in space. In The Fox and the Forest people are able to travel in the past, anywhere, Travel in Time, Inc., can costume you, put you in a crowd during the assassination of Lincoln or Caesar! This shows the extent to which Bradbury sees the technology rise. Perhaps the most horrifying element of the stories is war within the context of dictatorship and dystopia. A well-portrayed story from this point of view is The Fox and the Forest. Mexico is celebrating during WW2, Everything was good and sweet, the air was that blend of the dead and the living, of the rains and the dusts, of the incense from the church, and the brass smell of the tubas on the bandstand which pulsed out vast rhythms of La Paloma, The atmosphere in Mexico contrasts with the one in the future in the year 2155. The use of language here portrays a horrible world of war and dictatorship, A world that was like a great black ship pulling away from the shore of sanity and civilization, roaring its black horn in the night, taking two billion people with it, whether they wanted to go or not, to death, to fall over the edge of the earth and the sea into radioactive flame and madness, The repetition of the word black in black ship and black thorn signifies death, nothingness and everything evil; the simile A world [] like a great black ship pulling away from [] civilization, shows how the world has shrunk all its possibilities into a black vessel that no one can get out of. The world has lost all its spirit and joy, and all that remained was a continuous chain of destruction and manslaughter. This is a great way of representing dystopia. The political and social elements present in Bradburys The Illustrated Man reflect warnings to humanity, a potential Third World War and its imminence. In The Other Foot there is a strong reference to the racism experienced by black people during the 20th century. You remember how they hung my father on Knockwood Hill and shot my mother? Despite this, the story ends in a positive tone, reflecting Bradburys hope for the future, even in the event that most of it is destroyed. Now everythings even. We can start all over again, on the same level, Bradburys views of the future contrast on all levels, peace and war, wealth and poverty, good families and bad families. In his dark visions there is always a spark of light and in his most utopic views there is a pinch of evil.

Exploring the aims of the Mercantile System

Exploring the aims of the Mercantile System Mercantilism is the main economic system, which is used within the 16th to 18th centuries. Its main goal is to increase the wealth of the country through imposing governmental regulation concerning all of the commercial interests in the nation. It was argued that national strength can be maximized through limiting the amount of imports via tariffs and raising the amount of exports. It discusses that the economic strength of every country is related mainly to the repair of positive trade balance. It aims at the idea of making every country use export techniques more than import techniques as a way to remain in an economic and political viable position. So, positive trade balance upon the mercantilist thought concludes in a way of using gold in the practice of countrys treasury (Mark Blaug). The Scottish economist Adam Smith (1723-1790) was the man who was responsible for the term mercantile system. So, mercantilism was in a contrary side of Smiths ideas of free enterprise, free trade, and the free move of people and goods. One of the main assertions of mercantilism is the national wealth that will appear through the accumulation and import of gold or any other precious metals, like silver (Paul Johnson). Being an economic system, mercantilism leads to make foreign competition and discouragement of direct foreign investment. This term supposes  that the wealth of any nation will primarily depend on the ownership of precious metals as silver and gold, but this system cannot be achieved forever, because the universal economy would be stagnant when all countries wanted to make exports without imports. After a  very short time,  a lot of people started to act against the mercantilism idea and stressed the very bad need of free trade. The continuous pressure result was found in the implementation of laissez faire economics in the 19th century (Lars Magnusson). Mercantilism, being a historical period, had been associated with the increase of a particular structure of capitalism in Europe which referred to it to be merchant capitalism. It was a doctrine developed by different economic writers in this period that call for the powerful alliance among the monarchial system and merchants. Nowadays, the mercantilism term is used to view the protectionist trade policies when combined with other governmental policies, directly or indirectly in particular industries to acquire the regional or national trade advantage. Mercantilism has associated with the nationalistic economic policies shunned by free trade and advocates that argue for minimum state interference in the international and domestic marketplace (Henry William Spiegel). The mercantile system stated different policies of nationalistic trade thought to acquire the wealth of the nation. It can be achieved via five basic elements of mercantilism, as indicated by David L. Sills: The first one is nationalism and policy start together with all possible policy directed towards the nationalism. The second element is foreign trade that should always be thought of in light of its effects on the states stock of owning precious metals. The third one is lacking domestic mines of gold or silver; the precious metals should be collected by excess the exports over the imports. The forth element is governmental trade authorities that should strive to limit imports and give encouragement to exports. The last element is the economic and political foreign policy that should be coordinated in order for the achievement of these goals (Mark Blaug). While most of them closely associated with 18th century in Europe, the mercantilism term has been used in order to refer to the aggrandizements general principle of state authority for the economic benefit of the capitalist class through controlling and manipulating trade. For example, during the colonial times it took the shape of military control on trade routes and large tariffs imposed on imported goods in general and manufactured products in particular (Lars Magnusson). The mercantilist practices rationale, upon the imperatives of colonial conquest and empire, had been reflected in the eighteenth century concepts of the profits origin and the exchange nature. While being the goal of for-profit entity, the mercantilists managed to apply this opinion to the whole nation. This is in contrary to the belief of the ideology of marketplace done by classical economists. This exchange should be done on the aspect of equivalents. Moreover, mercantilists believed that the seller can gain via the loss of the buyer. Therefore, the nation will become richer when it sells or exports more than it buys or imports. Gold or any other money sources will be amassed to benefit the state. The opinion related to the surplus or profit happened in the unequal exchange in commodities was perfectly cope with the mercantilist policy in controlling the trade terms (Paul Johnson). Mercantilism had played an important role but not a dominant role in the transition period from feudalism to the industrial capitalism. However, mercantilism did benefit greatly large merchant companies to ship home goods through trade routes maintained and protected by the country. Foreign trade was the necessary thought to be done for gold accumulation because the domestic trade cannot generate a net profit or surplus. Struggling by this view of the profits origin, merchants used exports as a necessary means of acquiring surplus profits. The merchants, such as all better policy makers, argued that using this policy would benefit in turn the whole state Henry William Spiegel). These policies in order to achieve these goals involving state subsidies of the export industries, high tariff was used to encourage home production in the prohibition on the gold sale to foreigners, the subsidization of basic industries when necessary, the control over certain kinds of capital, and the relentless gold import and the raw materials from different colonies. The most of these policies contained strict control in trade routes and the prices stabilization in state currency (Steele G. R.). Throughout the mercantilist period, the merchants had controlled the trading system, but not the production of services and goods. Before the start of industrial capitalism, the production was on the line of crafts system that embodied remnants of the very old feudal arrangement. In addition, the industrial capitalism emerged the merchants power. They would come to see them taking over or being involved in the production means that would enhance their profits through giving them the control over the labor productivity. However, the merchants cannot control the production means, as the primary concern lies on selling and buying. The policies of mercantilists encouraged the imports of raw materials that in turn can be manufactured to make different products. The finished goods can be sold and exported subsequently in high price in comparison with the original cost. So, it found its way to the treasury of the nation (Mark Blaug). The foundation of the mercantile system started with the beginnings of the capitalism in sixteenth and seventeenth century in Europe. At this time France, Spain, and some of the Low Countries as Holland and Belgium were transformed into economies in merchant-dominated. So, the modern states were emerging of being as a political complement in the merchant economy. This system indicated that it was regulated by the competitive labor market. It led to the formation of a new class of people that found them being free from feudal system to the land to be only forced to sell the labor to ensure subsistence. The emerging was also a class of manufacturing and industrial entrepreneurs recruited from the declining merchant class (Lars Magnusson). The merchant class paved the way of losing control over the new economic system to the forces of the capitalist competition when profits and price were regulated through the accumulation and production of capital. When trading was essential for the emerging of industrial capitalist system, the transactions were viewed as a sharing out in the total of selling price among the purchasers and buyers, including the merchant. The concept of mercantile idea, which trade led to the profits in the whole system, paved the way to the opinion of the classical economist that the production and reinvestment of profit was the actual source of the wealth of countries (Paul Johnson). When the general perception of the term of mercantilism being one of a very long era in the history of economic thought, the mercantilist authors were business and professional people that wrote and made known of their thoughts in a long time before economics came to be a separate academic discipline. Many representative of the mercantilist writings were English and French writers of the 17th century. These practical thinkers sought the protection, order, and stability essential for the expansion of their activities. This in turn will benefit the state. In exchange for the military protection of the trading routes, they succeeded in acquiring the monopolistic subsidization from crown when the country extends its material means for the colonization. Wealth found to both the merchant elite and the state in form of gold and different raw materials to add its value, and then exported in form of the finished goods. Mercantilists saw production to be very important because it only led to t he surplus of exports (Mark Blaug). When the merchant class had been far from cohesive, the disagreements about policy in the merchant class were different to the aims of a common goal of expanding the extent of trade surplus. The mercantilists encouraged exports, except the machinery, plant and equipment, which might help foreign competitors. They discouraged imports, except in raw materials and precious metals. The colonies, including the Americas, had served as a primary export market and the tax revenue source, military bases, and a source of silver, gold, and raw materials. The strong navy and the military war machine were vital to the maintenance and implementation of these policies (Lars Magnusson). As production became more important, the capitalists realized that in controlling production, this would be possible to decrease costs, increase productivity, and undercut the competitors by lowering prices. The line of thinking led economists like Adam Smith to oppose the idea that gold constituted wealth. In the powerful critique of mercantilists, Adam Smith had pointed out that money reflected the wealth produced while expressing the value of goods and services that offered in the marketplace. Moreover, struggles among merchants in trade monopolies and prices made conflict to all the detriment concerned. Many criticisms of mercantilism had culminated in a devastating critique that is known as the specie flow mechanism. The Scottish philosopher and political economist called David Hume (1711-1776) had pointed out that the very success of a nations mercantilist policies will set in motion forces, which would tend to reverse trade surplus, through the normal operation in markets. All owing in the money free flow, at this time especially gold, it was discussed that would tend to result in balance of trade equilibrium (Lars Magnusson). While the specie-flow mechanism of Hume is the most known critique of the mercantilist thought, his opposition to mercantilist thinking started as early as the late 17th century. The main idea was that the success of mercantilist policies will trigger unintended consequences. So, the positive trade balance refers to money positive net flow, because a lot of money is coming in rather than going out. This situation would evolve where too much amounts of money is chasing few goods, where the system is operating in full capacity, money is not hoarded but kept in circulation. The only logical effect is to raise prices. As opposed to the countries mercantilist surplus, money is flowing out that result in the fall of prices. The deficit countries will become more competitive in time. Trade will shift their thinking resulting in trade equilibrium. That doctrine will later become known as the quantity theory of money (Mark Blaug). In light of historical influence, mercantilist policy expanded the decrease of the feudal economy and the system of guild crafts of production. The state policy and merchant system complemented each other. The main objective was to indicate growth of foreign trade while encouraging the inflow of the precious metals and the raw materials to which the value could be added for exports. So, mercantilism served to rapid the transition of Europe from the land-based economy to the monetary economy. Though pure mercantilism is considered a dead economic issue, but vestiges of it remain (Henry William Spiegel). Mercantilism, in the seventeenth and eighteenth centuries, many European countries believed that the world wealth was finite and limited. Whatever one of the countries gained, the another one lost. In order to ensure their own share, those countries issued an economic policy calling it mercantilism. Because England had followed mercantilism, this policy affected profoundly the American colonies in the years that precede independence. The cornerstone of mercantilism is that the country supply of silver and gold reflected its wealth and its economic strength. In addition, the gold enabled countries to acquire military arms. The Countries worked in many ways to raise their silver and gold stores, but the foreign trade became the basic avenue. When exporting more goods than imported, the mercantile countries could demand the difference in gold which is the principal international currency of those times (Lars Magnusson). The trading countries such as England saw their colonies to be useful players in the mercantile game. It looked to its colonies for getting raw materials that could be obtained at low cost. So, colonies became markets for the English exports. By mercantilism, England had forged the early weaknesses and strengths of the young American economy. Starting from the first of the Navigation Acts in 1660, the laws passed during the 17th and 18th centuries tightened England control of the American trade and economy. For example, when requiring the colonies to trade through the British Empire, England had limited any trade competition might be presented by its colonies. The laws against manufacturing also forced the colonies to import manufactured goods from the mother country. The products manufactured were routed within England, and shipping was only limited to English or colonial carriers (Steele, G. R.). Mercantilism is economic nationalism for the purpose of building a wealthy and powerful state. Being an economic system, mercantilism leads to make foreign competition and discouragement of direct foreign investment. This term supposes  that the wealth of any nation will primarily depend on the ownership of precious metals as silver and gold, but this system cannot be achieved forever, because the universal economy would be stagnant when all countries wanted to make exports without imports. After a  very short time,  a lot of people started to act against the mercantilism idea and stressed the very bad need of free trade. The continuous pressure result was found in the implementation of laissez faire economics in the  19th century (Lars Magnusson). The most important economic rationale for mercantilism in the 16th century was the consolidation of the centers of regional power of the feudal era through large competitive nation-states. Other contributing factors were in the establishment of colonies out of Europe, the growth of commerce and industry in Europe relative to agriculture, and the increase in the breadth and volume of trade, and the increase in using metallic monetary systems, particularly silver and gold, relative to barter transactions. Within the mercantilist period, the military conflict among states was both more extensive and more frequent than at any time in history. The navies and armies of the main protagonists were not temporary forces raised to specify a specific threat or objective, but they were professional forces. The primary economic objective of the government was to command sufficient quantity of the hard currency to support the military that would deter attacks by other countries and help its own ter ritorial expansion. The policies took so many forms. Governments may provide capital to new industries, exempt new industries from guild rules and taxes, establish monopolies over local and colonial markets, and grant titles and pensions to successful producers. In trade policy the government assisted local industry by imposing tariffs, quotas, and prohibitions on imports of goods that competed with local manufacturers. Governments also prohibited the export of tools and capital equipment and the emigration of skilled labor that would allow foreign countries, and even the colonies of the home country, to compete in the production of manufactured goods. At the same time, diplomats encouraged foreign manufacturers to move to the diplomats own countries (Lars Magnusson). Shipping was particularly important during the mercantile period. With the growth of colonies and the shipment of gold from the New World into Spain and Portugal, control of the oceans was considered vitally important to national power. Because ships could be used for merchant or military purposes, the governments of the era developed strong merchant marines. In France Jean-Baptiste Colbert, the minister of finance under Louis XIV from 1661 to 1683, increased port duties on foreign vessels entering French ports and provided bounties to French shipbuilders (Steele, G. R.). In England the Navigation Laws of 1650 and 1651 prohibited foreign vessels from engaging in coastal trade in England and required that all goods imported from the continent of Europe be carried on either an English vessel or a vessel registered in the country of origin of the goods. Finally, all trade between England and her colonies had to be carried in either English or colonial vessels. The Staple Act of 1663 extended the Navigation Act by requiring that all colonial exports to Europe be landed through an English port before being reexported to Europe. Navigation policies by France, England, and other powers were directed primarily against the Dutch, who dominated commercial marine activity in the sixteenth and seventeenth centuries (Steele, G. R.). During the mercantilist era it was often suggested, if not actually believed, that the principal benefit of foreign trade was the importation of gold and silver. According to this view the benefits to one nation were matched by costs to the other countries that exported gold and silver, and there were no net gains from trade. For countries almost constantly on the verge of war, draining one another of valuable silver and gold was thought to be almost as desirable as the direct benefits of trade (Geoffrey Parker). Adam Smith refuted the idea that the wealth of a nation is measured by the size of the treasury in his famous treatise, The Wealth of Countries, a book rightly considered to be the foundation of modern economic theory. Smith made a number of important criticisms of mercantilist made a number of important criticisms of mercantilist doctrine. First, he demonstrated that trade, when freely initiated, benefits both parties. In modern jargon it is a positive-sum game. Second, he argued that specialization in production allows for economies of scale, which improves efficiency and growth. Finally, Smith argued that the collusive relationship between government and industry was harmful to the general population. While the mercantilist policies were designed to benefit the government and the commercial class, the doctrines of laissez-faire, or free markets, which originated with Smith, interpreted economic welfare in a far wider sense of encompassing the entire population (Lars Magnusson). While The Wealth of Nations is generally considered to mark the end of the mercantilist era, the laissez-faire doctrines of free-market economics also reflect a general disenchantment with the imperialist policies of nation states. The Napoleonic Wars in Europe and the Revolutionary War in the United States heralded the end of the period of military confrontation in Europe and the mercantilist policies that supported it. Despite these policies and the wars that they are associated with, the mercantilist period was one of generally rapid growth, particularly in England. This is partly because the governments were not very effective in enforcing the policies that they espoused. While the government could prohibit imports, for example, it lacked the resources to stop the smuggling that the prohibition would create. In addition, the variety of new products that were created during the industrial revolution made it difficult to enforce the industrial policies that were associated with mercantilist doctrine. By 1860 England had removed the last vestiges of the mercantile era. Industrial regulations, monopolies, and tariffs were abolished, and emigration and machinery exports were freed. In large part because of her free trade policies, England became the dominant economic power in Europe. Englands success as a manufacturing and financial power, coupled with the United States as an emerging agricultural pow erhouse, led to the resumption of protectionist pressures in Europe and the arms race between Germany, France, and England, which ultimately resulted in World War I (Geoffrey Parker). Protectionism remained important in the interwar period. World War I had destroyed the international monetary system based upon the gold standard. After the war manipulation of the exchange rate was added to the governments list of trade weapons. A country could simultaneously lower the international prices of its exports and increase the local currency price of its imports by devaluing its currency against the currencies of its trading partners. This competitive devaluation was practiced by many countries during the Great Depression of the thirties and led to a sharp reduction in world trade (Steele, G. R.). A number of factors led to the reemergence of mercantilist policies after World War II. The Great Depression created doubts about the efficacy and stability of free-market economies, and an emerging body of economic thought ranging from Keynesian countercyclical policies to Marxist centrally planned systems created a new role for governments in the control of economic affairs. In addition, the wartime partnership between government and industry in the United States created a relationship-the military-industrial complex, in Eisenhowers words-that also encouraged activist government policies. In Europe the shortage of dollars after the war induced governments to restrict imports and negotiate bilateral trading agreements to economize on scarce foreign exchange resources. These policies severely restricted the volume of intra-Europe trade and impeded the recovery process in Europe in the immediate postwar period (Geoffrey Parker). The economic strength of the United States, however, provided the stability that permitted the world to emerge out of the postwar chaos into a new era of prosperity and growth. The Marshall Plan provided American resources that overcame the most acute dollar shortages. The Bretton Woods agreement established a new system of relatively stable exchange rates that encouraged the free flow of goods and capital. Finally, the signing of GATT (General Agreement on Tariffs and Trade) in 1947 marked the official recognition of the need to establish an international order of multilateral free trade (Lars Magnusson). The mercantilist era has passed. Modern economists accept Adam Smiths insight that free trade leads to international specialization of labor and, usually, to greater economic well-being for all countries. But some mercantilist policies continue to exist. Indeed, the surge of protectionist sentiment that began with the oil crisis in the midseventies and expanded with the global recession of the early eighties has led some economists to label the modern pro-export, anti-import attitude as neomercantilism. (Steele, G. R.) Although several rounds of multilateral trade negotiations have succeeded in reducing tariffs on most industrial goods to less than 5 percent, trade in agricultural goods remains heavily protected though tariffs or subsidies in Europe, Japan, and the United States. Countries have also responded to GATT by erecting different nontariff barriers to trade. The Long Term Arrangement on Cotton Textiles (1962) was the first major departure from the key GATT rule of nondiscrimination. Discriminatory nontariff barriers are typically used by industrialized countries to protect mature industries from competition from Japan and newly industrialized countries like Brazil, Korea, and Taiwan. These nontariff barriers include voluntary export restraints, orderly marketing arrangements, health and safety codes, and licensing requirements. And the U.S. Jones Act, which prohibits shipment of goods between U.S. ports on foreign ships, is the modern counterpart of Englands Navigation Laws (Lars Magnusson ). Modern mercantilist practices arise from the same source as the mercantilist policies in the sixteenth to the eighteenth century. Groups with political power use that power to secure government intervention to protect their interests, while claiming to seek benefits for the nation as a whole. Of the false tenants of mercantilism that remain today, the most pernicious is the idea that imports reduce domestic employment. This argument is most often made by American automobile manufacturers in their claim for protection against Japanese imports. But the revenue that the exporter receives must be ultimately spent on American exports, either immediately or subsequently when American investments are liquidated. Another mercantilist view that persists today is that a current account deficit is bad. When a country runs a current account deficit, it is borrowing capital from the rest of the world in order to purchase more goods and services than it sells. But this policy promotes economic wea lth if the return on the capital borrowed exceeds the cost of borrowing. Many developing countries with high internal returns on capital have run current account deficits for extremely long periods, while enjoying rapid growth and solvency (Geoffrey Parker).

Body Image Research Paper

Body Image Research Paper Chris Browns Body Image has been a struggle women have been faced with for decades. Recently the fad has changed. Women have been drilled with media and the states of mind that only size zero women are beautiful. With the constant reminder of the skinny fad by models, actresses and other women famous in media women are reinforced of the worlds narrow view of beauty. This desire to be thin has driven many women to do drastic things to their body. There are many shocking statistics showing the amount of women in the world have done something negative to their bodies because they were not happy with them. Body Image has played a huge role in womens lives and has changed through out time, causing women to have low self-esteem, which in some cases develops into eating and health disorders. Through out time societys definition of beauty has changed drastically. In the early 1900s women were praised for having voluptuous bodies; wide hips and large breasts were considered sexy. In 2008 that changed radically adult women were weighing between 90 and 110 pounds; a very unhealthy weight for a full-grown woman. What the worldviews as a beautiful woman is absolutely no body figure, basically the skin and bones look. This thin obsession began as early as the 1800s. In 1840 Doctor Sylvester Graham announced that a diet was the keys of health(Wolchover 2012). Once women started realizing that others were starting to lose weight because of this fad every one else wanted to get in on it. Within the years of 1890 and 1920 womens average body weight went from a voluptuous weight to where fat is pronounced gross by American society. Women have been faced with this issue only in recent years and the struggle to be at peace with their own body has become worse and worse. In previous ag es women did not obsess about every calorie they eat and how much time they spend at the gym. The only mindset they had was to make their family and husbands happy. It all started when dressmakers and seamstresses starting making the average dress size a lot smaller. Women who did not fit into these smaller sizes started to find themselves at less worth and began obsessing over their weight and waistline (Wolchover, 2012). Another factor in the change of womens body figure had to do with the industrial revolution. When dress sizes started becoming standard sizes women became more aware of their size. Starting during the time of the revolution dresses started coming in specific sizes: Small, Medium and Large opposed to dresses coming in number sizes according to the height and width of a womans body. Also America was urbanizing around that time. That meant second-class women had more access to different varieties of food. Slowly this caused the average American to become overweight. In the early 1920s the calorie was discovered. Along with that came the act of counting them as well as fats, proteins, vitamins and minerals. Soon after this discovery American started doing anything they could to start lose weight and burn calories. Soon after America discovered the act of dieting the weight scale was invented to put the final touches on Americans realizing their body mass. Due to this, in the late 1920s, dieting and counting calories became a daily routine in the lives of Americans (Wolchover, 2012). Another contributing factor to the change in beauty was the famous Twiggy. In her times the requirements in becoming a model were not as ridiculous and degrading as they are now. Twiggy was the ideal British model. She was thin, with gorgeous round eyes, long eyelashes, and most importantly her thin body figure. Twiggy is often the blame of the favoring in extremely thin model and appearances. Due to her naturally tiny frame and her great success as a model models in following generations often admire her. Her body figure set the standards for models to be in order to be successful. Even women who are not models are thriving to have a body like Twiggy. She was definitely an icon and narrowed the worlds view of beauty (Examiner.com). Body Image and self-esteem issues are most common among teenage girls but it has occurred in all ages. The reason teenage girls are the biggest target for these issues is because they are the ones who get most caught up in modern media. Among many teenagers the desire to be model thin has driven them to go to extreme measures to obtain that image. Studies have shown that recent T.V. shows have focused on body figure and have been changing the self-esteem of girls as young as 5 (Hueback, 2006). Girls of this new generation are bombarded with images in media of celebrities and models that have this ridiculously thin figure, they feel they need to be the same to be beautiful and have the Hollywood Shape. Teens now feel like they have to live up to the American standards of what they should look like. Young girls look to these anorexic models and celebrities as role models because they appear to be happy with themselves and girls feel like they need to have the paper-thin look to be happ y as well. Mothers also play a huge part in girls body image hundred percent of girls look to their mom as their role model and too often moms obsess over their weight so their daughters follow in their footsteps. Girls who grow up with brothers and dads who have a preference for thinner women are also victims of this issue. There is an overwhelming percentage of young girls who wear body hugging, midriff baring clothes that are envied by the girls who cant ant those girls are the ones who view themselves as ugly. The ones who wear the tight clothes are the ones who are viewed by the biased society as beautiful. A research in 2010 showed that 59% of girls are unhappy with their bodies. The average size that is desired by the 59% of Americans is 13-19% below healthy weight (Wolf, 2012). Media exposure has made the average young woman put appearance and physical appearance at the center of their mindset. It has made young women have a limited constrain on femininity. In the American m ind thinness is now not only about physical appearance but success, self-control and higher socioeconomic status. Women acquire success through having the body they want because it requires work in the gym and eating right to acquire it. It symbolizes self-control because certain foods that are not healthy and being lazy and skipping the day at the gym is tempting but it shows that they can make it through those temptations to obtain the body the desire. Even young girls are obsessing over every calorie intake they consume and this issue is starting in girls as young as nine. That is one motivation for a good body weight. Low self-esteem among teenage girls has led to early sexual activity, substance abuse, and eating disorders and in some extreme cases suicide. 64% of all teens in America are unhappy with their physical appearance and weight. The average height and weight for an American woman is 54 and 140 pounds and the height and weight for an average model is 511 and 117 pounds . Self-Esteem is how much a person likes them selves and how they recognize and appreciate their individual character, qualities, skills, and accomplishments. Like body image, self-esteem is also base on how other people look at someone as a person. Good self-esteem helps keep a positive outlook on life and appreciate the person they are. Women who are thin are often associated with strong, beautiful, independent, hard-working women and on the other hand women who are not are often associated with lazy, sloppy, weak women. More then usual thats not the case. Some women are too busy to go to they gym everyday. Single moms for example are busy taking care of their kids and keeping them on track to worry about their own weight. In other cases women are content with their own body and dont worry or care about what other people think and that is a perfect example of a strong woman. Often body image is how others think of them as a person not only physically. When girls develop low self-esteem because of their weight and physical appearance, often these occurrences lead to eating and health disorders. This issue can also lead to other problems now common amongst teens, such as pressure into having early sexual activity. One out of every college student will develop an eating disorder before they graduate (Wolf, 2012). In this desperate attempt to be skinny women often drive themselves to depression and helplessness. The thought of dieting and exercising religiously has become a daily part of a womans life. A woman discontent with her body is the lead cause of women developing eating disorders. The main factor of eating disorders sparks from low self-esteem. Which also leads to substance abuse among teens. The factors that lead to teen substance abuse are teens thinking they are not cool enough because they are not as skinny as the popular girls so they think if they drink and abuse drugs they will be able to fit in with the others. Studie s have shown that most of the girls that are diagnosed with eating or health disorders and low self-esteem are the ones who are exposed to media and the images of models and celebrities than opposed to ones who are not. This occurs within teens before college level (Wolchover, 2012). Americans on average spend more then 40 billion dollars a year on dieting and exercise products. In an average lifetime 50,000 people will die because of eating or health disorders based on body images (Wolf, 2012). Many young girls are judged and even bullied about their weight if they dont love up to certain standards. This judgment has lead to serious eating disorders among teens in America now. In some extreme cases it once of the main causes of suicide in American teens. Too often girls are obsessing over the fact to be at peace with their body and young girls even starting at the age of nine are going crazy over losing weight. Girls need to know that no matter what shape or size or color of their skin it does not matter because every single one of them is beautiful. In the bible Ecclesiastes 3:11 God says He has created everything beautiful in its way. No ones word can go against the word of God. Everyone who feels insecure needs to read that verse and realize no matter what anyone says it should not have any affect on them because GOD has made nothing that isnt beautiful and that is literally all that matters. Anyone who is putting up with bullies, anything they say should go in one ear a nd out the other. In recent years it is more common among humans to give criticism in a negative way towards other people. It has become a normal part of American life. Even among friends put-downs are normal conversation but sometimes it goes too far and the person on the other end takes it heart. Some become more offended then intended. For example when a group of girls are friends and one of the girls are bigger then the others in the group that one was insecure. Her insecurity would lead to self-harm in some cases that would cause them to go to extremes to feel like they fit in with their friends. This case has occurred more then it used to (JournalOfHealthPsychology). Another insecurity that body image creates is depression. When girls are unhappy with what they see in the mirror it causes them to beat themselves up. Depressive symtomatology is one of the major affects caused by eating disorders. Girls torture themselves mentally by hating what they see in the mirror and hating themselves for what they see. Even a girl who is a size two will think she looks like a size eight and then wants to lose weight. People who work for big modeling agencies and works of that nature have stated Being a size two is the new size eight (Wolf, 2012). Food restriction has been associated with vulnerability (JournalOfHealthPsychology). Too often girls are often too harsh on themselves. They spend so much time judging themselves then actually going out and trying to change that. So many teenage girls are embarrassed or insecure about their bodies. Too often then not they are the ones beating them selves up for being a size 8 rather then being a size 2. Some of the time teenage girls are their own worst enemy. They put thoughts in their heads that they are not worth anything because their not model thin. Another contributing factor to the body image crisis among American women is caused by the fashion industry (Anthony 2012). Each year during Fashion Week designers exhibit their designs through out a series of fashion shows. Each year the upcoming trends are displayed on skinner models then the years before. The usual waistline for the average American woman used to be a healthy fourteen now it shrunk dramatically to a size four. The ideal body image is presented to girls at a very young age. It can tart by what they choose to watch on television and how the girls look that act in them. Another obsession girls are faced with is always looking perfect. They see models in magazines whose facial features are perfect and they want to look like them. Models that have their faces airbrushed and made to look perfect. A lot of models that appear in magazines and advertisement have their faces and morphed to look a specific way that the director wants them to look. A model for Ralph Lauren was a size four and because of her weight problem and was fired. There is a positive way for women to lose weight. Women think by starving them selves they will reach the weight they want. It is a fact that eating healthy is better for you then not eating anything at all. Eating a donut for breakfast is healthier then not eating anything at all. Eating breakfast is the most important meal because it gets your metabolism going for their day. The most effective way to lose weight is to eat foods that are healthy for you and exercise daily. Women dont always realize that there is a positive way to get rid of un wanted body fat. There are also treatments that speed up the process of losing weight. Women need to realize that starving themselves is not the only way to lose weight and there are other options to get rid of un-wanted body fat (Anthony, 2012). Body image has been womens struggle through out all of history. Most recently the struggle has been more outrageous. Women have been drilled with image of the media that the only way to feel beautiful is too be extremely and unhealthily skinny. The media has put the images in the average womans head by actresses, models, and other celebrities that have the extremely skinny look and appear perfect and happy. The obsession to be skinny has driven women to many drastic things to their bodies. Women have gone to extreme measures to obtain this thin appearance. Only they think beauty is only the Medias narrow opinion of it. Body image has played a huge role in the lives of women through out the years and with time, has changes, also causing women to have low self esteem issues and in some cases obtaining eating and health issues (Anthony 2012). Body image is how girls see themselves and their self worth. Poor body image can lead to an unhealthy life style. Girls even at the young age of five can start facing insecurities about their body. The standards of how society views women as beautiful have changed through out the years. These problems often evolve from people picking on them and being blasted by the media that only woman who are a size two are considered beautiful. These issues cause depression and eating disorders among women and some extreme cases the criticism and self-hatred lead to suicide. The media is mostly to blame for these problems and what they say and portray beauty as. Body image has changed and played a role in womens lives through out history, which has cause women to have low self-esteem, and in some cases leads to eating and health disorders.

Abortion By RU486 :: Argumentative Persuasive Topics

Dangers inherent in this method of abortion are evident in precautions used in other countries, for example France. The Food and Drug Administration based its 1996 finding that drug-induced abortion using mifepristone and misoprostol ("M/M") was "safe and effective" on results involving a subgroup of women (1,681) in French trials. M/M abortions in France are performed at government-operated hospitals and clinics, typically with or adjacent to emergency room facilities. Women are screened for numerous medical conditions that rule out use of the two drugs. Ultrasound is used to determine gestational age and to rule out tubal pregnancy. After women are given prostaglandin (e.g., misoprostol), they are monitored on site for approximately four hours so that allergic reactions, cardiopulmonary "events," hemorrhaging and the like can be treated promptly before they become life-threatening. A 1990 directive jointly signed by the French Republic's Director General of Health, Director of Hospitals and Director of Pharmacy and Medication, states that whenever prostaglandins are given "in association with RU 486" the "following technical conditions ... are indispensable and are to be followed: ... b) The doctor must ensure that diagnostic instruments and machines are close by, such as electrocardiogram equipment and particularly resuscitative cardiopulmonary equipment (including nitrous oxide and injectable calcium antagonists and a fibrillator). ... c) [C]linical observations and blood-pressure readings every half hour are indispensable for several hours following the administration of these drugs. d) Whenever there is ches t pain, an electrocardiogram should be taken on the suspicion of rhythm troubles and in case of significant lowering of blood pressure" ("Letter"). In Sweden, women are "supervised by the midwife for 4 to 6 hours at the outpatient clinic" (Bygdeman). In China "the emphasis on close medical supervision is well accepted. ... It is stressed that misoprostol should be taken in the clinic and followed by several hours of observation" (Wu). The long observation is one reason that staffs in some large hospitals in China are growing reluctant to prescribe the drug combination: "The number of medical abortions has decreased recently in some of the large hospitals. The staffs were too busy to handle the procedure (more counseling, more visits, and observation), and they also have to manage the referred cases with serious side effects and complications" (Wu 199). Searle, which manufactures misoprostol under the brand name Cytotec, has consistently opposed the use of Cytotec for labor induction and for

A Logical and Unemotional Justification of Capital Punishment :: Argumentative Persuasive Argument Essays

A Logical and Unemotional Justification of Capital Punishment Just as the Pied Piper of Hamlin was paid to destroy the rat population, the state prisons are being forced to perform a similar action with what is an overflow of vermin. Taking either a "pro" or an "anti" stance is not something to be done lightly. Most people decide which side they are to take based on purely emotional reasons. Those who support capital punishment do so based on a hatred of the crimes committed, and a fear of similar crimes happening to them. This is not the way to reach a logical decision. Others abhor violence, and feel that two wrongs, namely murder and execution, do not make a right. (although in science, the language of logic, two negatives do make a positive.) Morality, fear, hatred, and ignorance often play a large part in important decisions, dooming society to enforce ridiculous laws, and leaving itself susceptible to rotting from the inside, out. First and foremost, it is important to put our version of capital punishment in an accurate, historical context. Since that dawn of civilization, through the laws of Moses, and the laws of Hammurabi, what you did, was done to you. The advancement of civilization is peppered with this same prevalent idea of reciprocity. To argue against these historic beliefs is to argue against the growth and development inherent in history. If at anytime this law of reciprocation had been ignored, chaos would have been re-introduced into society, creating a premature, and quick, decadence. In comparison, our law of capital punishment is a cake-walk. We do not hack off your hand when we think you take an apple. We do not burn out your eyes when you lust after another man's wife. We do not cut your tongue out and feed it to the lions if you verbalize the name of God. We offer you a trial by your peers, in which you must be proven without a doubt to be guilty. Then, you are locked in a penitentiary, where you can easily be granted an appeal. You exist incarcerated usually for many years, until your appeals have been defeated, the proof against you has been confirmed, and your crimes against humanity are of such a heinous nature that you have condemned yourself to a painless, quick, and easy death.

Nickel Base Super Alloys For Aerospace Materials Engineering Essay

A ace metal, high public presentation metal is an metal which exhibits first-class mechanical strength and weirdo opposition and besides have good corrosion and oxidization opposition. Super metal typical have a matrix with face centered three-dimensional crystal construction. A Ace metal base debasing component is nickel, Co, or nickel-iron. In Earlier 1950 ‘s unstained steel is used as a ace metal. Super metal growing that has quickly improved both on chemical and processing of that which led to rapid growing in aerospace, industrial gas turbine and marine turbine industry. In which nickel base ace metal are used in the readying of the turbine blades which can defy long clip at the elevated temperatures for the betterment of the public presentation of the turbine. Desirable features of high temperature ace metals: 1. Nickel basal metal should hold ability to defy lading at an operating temperatures near to the thaw point. 2. It has significant opposition to mechanical debasement over the drawn-out period of clip ( immune to crawl ) . 3. It should digest terrible runing environments ( immune to corrosive atmosphere ) .Chemical composing and Microstructure of Nickel base super alloys.Earlier Ni-based ace metal was derived from metals incorporating add-ons of chromium, copper, carbon monoxide and fe.With belongingss superior to that of chromium steel steels as these individual stage Ni-base metal exhibits good high temperature strength and corrosion opposition. As rigorous demands of the quickly developing aerospace industry. To better the above desirable features of the ace alloys aluminium add-ons to be added to individual stage nickel base super alloys to bring forth two stage microstructure to organize ordered ?1 matrix distributed within a broken ? matrix. In the stage diagram as the Al degrees typically at about 18 atomic % and staying 70-80 % as Ni. As the big emphasiss are required for the disruption of the ?1precipitates to boot shearing of the precipitates the ordination of the ?1 precipitates requires the formation of the anti stage boundary. As the big emphasis required for orowan obeisance and the shearing of the precipitates. So, these cubelike crystals of the secondary stage are highly effectual in suppressing the mobility of the disruptions. And besides improves the weirdo belongingss at the temperatures from 700-10000c.As the high temperature belongingss of Ni-base super metals are: Ni has a face centered three-dimensional crystal construction with high thaw temperature which makes it malleable and tough.Ni is stable in Fcc crystal construction from room temperature to its runing point. so there is no stage alteration and diffusion rates in Ni are low which improves microstructure stableness at elevated temperatures. As the misfit between the ? and ?1 precipitates will alter the microstructure under the influence of th e emphasis as this is controlled by changing the chemical composings and treating conditions. As in the Ni base ? – ?1 precipitates the strength and weirdo opposition has been increased by developing some technology solutions to get the better of the restrictions. The major debasing elements that should be added to Ni base metals are Al, Ni, Ti and Nb as the add-on of these tend to divider of preferentially to intermetallic ?1 precipitates. Co add-on provides solid solution beef uping but is chiefly added to modify the ?1 solvus temperatures. And other debasing add-ons are Re, W, Mo, V, Cr and Pt group metals are added to beef up to both solid ? and ?1 precipitates at elevated temperatures. As the Al and Cr both are added to beef up the Ni-base metals but depending upon the belongingss required should be added for one peculiar set of belongingss. The minor debasing elements such as B, C, Zr and Hf, were added ensuing in the formation of the carbides and on occasion borides at the grain boundary. As the C atoms exhibit high affinity for the elements such as Hf, Zr, Ta and Ti, Nb, tungsten, Mo, V and Cr, the bulk of carbides in Ni-base metal is metal atom carbides may precipitate from liquid during hardening. As the carbides may impact the weariness belongingss of the stuff the presence of the distinct carbide at the grain boundary inhibits the sliding and harm during the weirdo.Creep behavior of Ni-based metals:Creep is the distortion under the influence of emphasiss at elevated temperature. Creep is the clip dependent, inelastic and irrerecoverable distortion. Creep is more terrible in stuffs subjected to heat for a long periods. As creep ever increases with temperature. The rate of distortion of the stuff depends upon the stuff belongingss, clip, temperature and applied emphasis. See the blades of the turbines as the weirdo of the blade is to reach the shell, ensuing in the failure of the blade. Creep does non happen all of a sudden like brickle stuffs as it is a clip dependent distortion. The phases of the weirdo are in the primary phase strain rate is comparatively high, but slows with increasing strain this is due to work hardening, in the secondary phase the strain rate finally reaches minimal and becomes changeless and in the concluding phase strain additions quickly because of the necking phenomena. General creep equations: d?/dt = C?m/db e-q/kt Where ? is the weirdo strain, C is changeless dependant on the stuff, ? is the applied emphasis, m and B are the advocates depend on weirdo is the grain size, K is Boltzmann ‘s invariable. There are 3 types of weirdo:Dislocation weirdo:Dislocation weirdo of the stuff is the motion of the disruptions through the crystal lattice. It causes fictile distortion of the single crystals at the terminal of the stuff. d?/dt = A?ne-q/ktNabarro-herring weirdo:Nabarro-herring weirdo is a signifier of diffusion weirdo in which atoms migrate within the grain boundary to stretch grain along the emphasis axis. At higher temperatures the diffusivity additions due to the direct temperature dependance of the equation, the addition in the vacancy through defect formation, an addition in the mean energy of the atoms in the stuff.Coble weirdo:Coble weirdo is besides one of the diffusion controlled weirdo as the atoms diffuse along the grain boundary which produces a net flow of the stuff and a sliding of the grain boundaries.Defects in crystals:a – interstitial dross atom in the crystal lattice b – Edge disruption in the crystal c – Self interstitial atom of the stuff d – Vacancy in the lattice construction e – Precipitate of dross atoms f – Vacancy disruption of the cringle g – Interstitial disruption in the cringle h – Substitution dross atom in the stuffDislocations:Dislocation is a 1-D defect as the lattice is merely disturbed along the disruption line. The disruption of the crystal may be generated due to some vacancies, point defects, interstitial drosss in the crystal lattice.Edge Dislocation:The motion of the disruption moves the crystal from one side relation to the other. In the figure below the left figure shows the shutting of the disruption crystal. And the right figure shows same concatenation of base vectors in a perfect mention lattice and the circuit does non shut the vector which closes the circuit is called Burgers vector which represents the disruption of the crystal.Screw disruption:The atomic representation of the screw disruption is complicated and still Burgers vector is possible to stand for the disruption. If we move on the circuit of the disruption it will travel in a handbill like a prison guard. So, this is called as prison guard disruption as the Burgers vector does non alterations in both the disruptions but there is a alteration in the mark convention depending upon the clockwise and anti clock rotary motion of the vectors along the circuit.Defects in the gamma premier stage:The defects in the gamma premier stage undergo 3 types of defects they are 1. Planar defects 2. Line defects 3. Point defects As the defects the Ni and Al atoms, when bonded together an interface boundary known as the anti-phase boundary offprints Ni-Ni and Al-Al bonds as the figure of Ni-Al bonds near the APB is well reduced. In the line defects the stage dissociate into partial disruptions. In the point defects as the compositional scope of Al is 23 to 27 % .Thus, merely little divergences causes the point defects.Strengthening in nickel base metals:The mechanical belongingss of the Ni based alloys depend on the province of microstructure, chemical composing and processing conditions. As the disruptions of the stuff is reduced by some beef uping mechanisms to increase the hardness and strength. Work hardening: Solid solution strengthening/alloying: In this mechanism the solute atoms of one component are added to another, ensuing in either significant or interstitial point defects. The solute atoms cause lattice deformations that impede disruption gesture. The emphasis required to travel disruptions in the stuff is: ? = Gbc1/2?3/2 Where degree Celsius is the solute concentration and ? is the strain on the stuff caused by solutePrecipitation Hardening:In most metals, 2nd stage can be precipitated from matrix in solid province. The atoms that compose the 2nd stage precipitates act as traping points in a similar mode to solutes. The disruptions in a stuff can interact with the precipitate atoms in one of two ways. If the precipitate atoms are little, the disruptions would cut through them. If larger precipitate atoms, looping or obeisance of the disruptions would happen. For atom looping/bowing ? = Gb/L-2r For atom film editing ? = r/bLGrain boundary strengthening:In metals grain size has enormous influence on the mechanical belongingss. Because grains normally have changing crystallographic orientations, grain boundary arises. The emphasis required to travel a disruption from one grain to another in order to plastically deform a stuff depends on the grain size. The mean figure of disruptions per grain lessenings with mean grain size.Processing of individual crystal Nickel based metals:Hardening theory:Equations for growing:Hardening is a physical alteration from liquid province to solid province of the stuff. As the heat transportation from the system to the milieus. In general, the composing of solid should be different from that of the liquid with an impure stuff will besides necessitate conveyance of solute. The regulating equations for the diffusion of heat and solute is I = S for solid and L for liquid, Ci =solute concentration in stage I, Ti = temperature in stage I, Di= solute diffusion coefficient in stage I, ? = Thermal diffusion coefficient, At the interface between solid and liquid Ts1 = TL1 = TI TI = Temperature of solid/liquid interface. CsI = kCL1 K = distribution coefficientSolute under chilling:This is the equation under chilling due to the presence of the solute in the stuff. The composing of the liquid at the interface, CL1 will in general will be different from the majority composing. If the stuff is pure ( ?Ts = 0 )Curvature under chilling, ?T?T? = ?â€Å" ( 1/R1+1/R2 ) â€Å" = Gibbs Thomson coefficient. R1, R2 = rule radii of curvature As the Gibbs Thomson consequence arise due to the extra energy associated with the formation of a solid/liquid interface.Kinetic under chilling ?Tk:Growth of stage is a non equilibrium procedure during the procedure atoms gain energy between liquid and solid and a net transportation of atom will merely happen. As the drive force through the under chilling is known as kinetic under chilling.Interface construction:The interface construction is dependent on the solid/liquid interface bonding. The growing of the interface may be of two types.1. Faceted growing:In faceted growing the crystals are bonded by angular surfaces turning to crystallographic plane. As the substances exhibit complex crystal construction and way bonding.2. Non-Faceted growing:There is similarity between constructions, denseness and bonding in the solid and liquid interface. The dynamicss is independent of crystal orientation and the interface between the two stages will be more gradual and it becomes automatically unsmooth.Hardening of pure stuffs:For pure stuffs the above solute equations are non important. As in the under chilling for the pure stuffs ?Ts = 0.There stableness of the solid/liquid interface for pure stuffs will be dependent on the conditions of growing. There are two methods1. Columnar ( or ) directional hardening:In the directional hardening heat is extracted through the solid in the opposite way to the growing way.2. Equiaxed hardening:The heat extracted through the under cooled liquid into which the free crystals are turning. As the disturbance in the hardening forms spherical interface. Heat rejected is more the spherical interface will ever be unstable.Hardening of Binary metals:Directional hardening of binary metals for two-dimensional interface:The growing produced by easy traveling liquid specimen from a furnace. It is known as directional hardening. For two-dimensional interface, ?Tr =0 and the equilibrium at the interface ?Tk =0.Therfore the under chilling and compos ings at the interface will be given equilibrium. For the hardening of the metal three instances are to be considered. A Typical stage diagram of a two component metal.1. Complete commixture in liquid, none in solid:This is practically merely possible when either the specimen length is really little or if a convective commixture in the liquid. The solute rejected by each little volume of the solid to organize distributed equally throughout the staying liquid.2. No convection diffusion in liquid, none in solid:This state of affairs occurs in thin specimen, gravitation stabilised or infinite experiment. Hardening begins with an initial transient during which an enriched solute boundary bed builds up in front of the solid/liquid interface.3. Partial commixture by convection in liquid:In this method presume a dead boundary bed of width in front of the solid/liquid interface in which conveyance occurs by diffusion merely. Outside this bed there is a complete commixture in the liquid.Columnar and Equiaxed grain construction:Equiaxed grain construction: The heat is extracted through the under chilling liqui d. The temperature at the tip of the dendrite is negative. This is besides known as stray growing or unconstrained growing. The commanding parametric quantity for the growing speed is merely the under chilling Columnar grain construction: The heat is extracted through the solid in the opposite way to the growing way. The temperature at the tip of the dendrites is positive. It has constrained growing because the speed is fixed.Investing casting for individual crystal turbine blades:Investing casting is besides known as low wax casting. This procedure is one of the oldest fabrication procedures. It can be used to do the parts that can non be produced by normal fabricating technique such as turbine blades and high temperature aerospace stuffs. The cast is made up of form utilizing wax or some other stuff that can be melted off. This wax form is dipped in the furnace lining slurry, which coats the wax. This is dried and the procedure of dunking in the slurry and drying is repeated until a robust thickness is achieved. After the full form is placed in the oven and the wax is melted off. The stuff used for the slurry dwelling of binder and a mixture of aluminum oxide, ziricon and silicon oxide followed by stuccoing. The mold therefore produced can be used straight for the light casting. A conventional diagram of investing casting procedure Grain boundary picker:Growth of individual crystal metal utilizing grain picker:The blades of individual grain construction is achieved by directional hardening combined with a coiling grain picker with cylindrical base seed as in projecting metalworkss, the block is placed at the underside of the mold. The mold is withdrawn from the furnace to turn the blade. Several grains nucleated with the starter block can turn into a coiling transition manner and most of them will be eliminated and merely one grain survives during the growing. If the hardening in the organic structure starts from a individual crystal. As the grain orientation optimisation and a coiling grain picker easing dendrite ramification to guarantee that merely individual grain finally survives at the top of the seedDirectional hardening in investing casting:In the directional hardening to turn columnar grains the heat should be extracted through the solid, in the opposite way to the growing way. For Ni-base metals, the most rapid dendrite growing way is selected as the long axis for the blades.

Life Affirming Teaching

How can we as a people introduce a life affirming way of teaching? A liberating and human freedom approach. I will attempt to show you that is can be a more excellent way of teaching. Through liberation, accountability, creativity, critical consciousness a nd human freedom. In the Webster's dictionary it says that â€Å"Life -Affirming means to indicating that life is value: positive and optimistic. And Albert Einstein has been quoted as saying, â€Å"The important thing is not to stop questioning. Curiosity has its ow n reason for existing. One cannot help but be in awe when he contemplates the mysteries of eternity, of life, of the marvelous structure of reality.   It is enough if one tries merely to comprehend a little of this mystery every day.† (â€Å"NOVA|Einstein Quotes| PBS† 2018) It is said that â€Å"Liberation is a praxis; the action and reflection of men and women upon their world in order to transform it† (Freire,79). Learning can bring a liberating experience for a student. It can open up one's imagination to recognize th at they, the student, as they learn, can teach also. In Paulo Freire's book â€Å"Pedagogy of the Oppressed† it is mentioned that the way that we have been taught is more of the banking system. It has a narrating â€Å"subject† which is the teacher and the â€Å"object† which is the student. The teachers task is to â€Å"fill† the students with the content of the teacher's â€Å"narrative†. (Freire,71) In a way that exemplifies empty words as one teaches, with no dramatic change or power behind them. Education becomes an act of dep ositing, in which the students are the depositories and the teacher is the depositor. (Freire,72) This reminds me of the hierarchy way of thinking, because the way the banking concept of education according to Freire is that â€Å"knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing† (Freire,72) When the educator can minimize the educated it can bring a sense of pervasive insecurity to the student, which can produce more of an oppression.ED Darlene Hooks Sring/2018 2 Gain ing an education has been one of the most forced way of being in our society. One is not able to gain employment without a certain certificate or masters. It is said that an education can make you rich, while others without an education have become wealthy . Education be it, Christian or secular has played a huge role in reproducing people who have not or will not think for themselves. It's alm ost as if they are based in fear, because according to society, one cannot obtain wealth without an education. Accor ding to Entrepreneur website, an education can either be a stepping stone or a road block on the path to achievement. (Smale) We must then approach education in a way to liberate one's mind and replace an oppressive way of thinking to educate others that they too can be creative. The solution is not to â€Å"integrate† them into the structure of oppression, but to transform that struc ture so that they can become â€Å"beings for themselves†. (Freire,74) Our responsibility as educators should be to engage our students into partnership to help them have a sense of security. † Feelings of insecurity bring chaos in one's life and with them a shi ft in perspective which leads to a decrease in quality of life and ability to experience happiness. In fact, feeling insecure affects all aspects of oneself: decision making, relationships, self -view, creativity, etc.† (Pitaru) If insecurity is capable of effecting all aspects of our lives then we need to attempt to make the learning experience as secure as possible for the students. Learning takes place within the interrelatedness of all aspects of human experience. (Miller,1995) Our human experience or so me might say human freedom is something we all have a legitimate right to. As Groom says, People who suffer a lack of freedom knows it, in its absence. (Groom,83) He also states that â€Å"The starting point for affirming our possibility for freedom is the bibl ical claim that we are created by a free creator. (Groome, 84) We are created in the image and likeness of a divine being that has showed us how to live in freedom. We are free primarily forED Darlene Hooks Sring/2018 3 God because it is only by saying yes to the image of whom we are a reflection that we can say yes to our own authentic selves, and only as our own true selves can we be free. (Groome,84) With freedom comes a beautiful thing called liberty. Liberation requires critical consciousness a nd creative thought. The most important reason for liberation in education lies in its drive towards reconciliation. (Freire,72) The banking system will not work in a liberated education setting because that system mirrors oppression. Oppression can be a controlling mechanism that can stifle one's growth and can cause death to one's being. Oppression – overwhelming control – is necrophilic; it is nourished by love of death, not life. (Freire,77) Once a person learns this there is no going back to the old way of thinking. There is a stretching of sorts, in a person's mind and one recognizes that they will not be oppressed any longer. There is a freedom in knowledge and it is there to set the oppressed free. â€Å"To educate as the practice of freedom is a way of teaching that anyone c an learn. (Hooks, 13) It is attainable for anyone of us, and anyone can teach it, with an open heart, mind and a sense for changeability. According to Groom in the three dimensions of human freedom, we have, in our freedom for God the capacity to â€Å"know† g ood (rational freedom), to freely â€Å"choose† the good, (freedom for choice, freedom for inner compulsion), and to â€Å"do† the good (freedom for action, freedom from external constraint or servitude). (My emphasis) (Groome,85) If we know then we can choose and then we can move with action and do. That's how we can move forward in recognizing that we can learn as well as teach in a way that can bring us liberation. We can eventually teach with a life -affirming way. According to Groom, the rational of our freedom is rooted in our ability for self -reflection, which expresses the transcendent aspects of being human. This can give us the capacity to know the good with sufficient clarity to be held responsible. (Groome, 85) Without this accountabilityED Darlene Hooks Sring/2018 4 freedom would be non -existent. In other words, we have freedom of choice even to the point of being able to choose unfreedom. (Groome, 86) Action is the next phase of freedom, how do we act out our true freedom? Well, according to Groome, our freedom for God and thus for ourselves is realized in our freedom for others. (Groome, 86) We want to be free but we are not truly free until we live in a way of thinking that we are to be of service to others. That is a beautiful definitio n of giving back to our communities and students. True freedom is â€Å"Freedom for God is a possibility of authentic freedom for oneself†. (Groome, 87) How do we live out this â€Å"freedom† we have been generously given? According to Groome its through Jesus Chris t, with a Christian perspective. (Groome, 88) In James 1:25 (NRSV) â€Å"But those who look into the perfect law, the law of liberty, and persevere, being not hearers who forget but doers who act — they will be blessed in their doing† . We can and will be blessed when we make the conscious decision to help others. The freedom we gain is not for us alone but for those whose lives we touch. Those who we can share our truth with and show that God's freedom is an everlasting one, not a superficial one. 1 Peter 2:16 , it says, â€Å"As servants of God, live as free people, yet do not use your freedom as a pretext for evil†. To be faithful, is a choice and to serve is a way we can thrive in freedom. Freedom is not just a self -serving freedom of â€Å"I can do whatever I want, when I want† True freedom in Christ is being free to free others. Freedom for God is the possibility of au thentic freedom for oneself. (Groome,87) In Christ we can now be free from anything that is attempting to stop our freedom. For those of us who are of the Christian faith we believe that we have a freedom in our belief system, however, for those who are n ot believers. I have found out that they too have a freedom in or if they have a spiritual encounter. One can say my way is truth yet another personED Darlene Hooks Sring/2018 5 might say, â€Å"but no, my way is truth†. I have found that whoever or whatever we believe, we can come to a pl ace of freedom and live a life affirming way of being. To live a life -affirming way of being, we must teach that it is possible. Christian faith and human freedom can be hand in hand, if it is being taught without manipulation or judgment. According to Groome, â€Å"Any form of manipulation or indoctrination is both bad education and blatantly counterproductive to the purposes of Christian education† (Groome,98) That's why we must make a difference when we teach. My using a life affirming way of teaching, we ar e helping the student to think for themselves and to trust themselves in their learning process. It's a responsibility that some might not want to take but if we want society to be a more loving and compassionate one we must be patient and teach in a lovin g environment and not with a controlling way of being. â€Å"Our intentions must be to sponsor people toward a lived Christian faith that is both free and freeing†. (Groome,99) We must be intentional in helping others when we teach. We must be aware of their li ves and cultures and be authentic and show a genuine love and care for them. We should meet them at their individual needs, not mirror superiority over them. We can show as we learn more about our own freedom in our humanism. â€Å"Human freedom within history will always be an ongoing journey rather than a point of arrival†. (Groome,99) According to Nurten Gokalp, â€Å"Education can be defined as the process of developing and completing of human being†. â€Å"The purpose of education is to provide the appropriate condit ions to people for maintaining themselves as a whole†. (Gokalp,2012) Education should be a way of helping others meet their own personal potential and not make them into robots or people who have no way of thinking or creating their ow n way of being. There should always be a freedomED Darlene Hooks Sring/2018 6 in education to allow the person to help create their own guidance in themselves. There is a wholeness in a life affirming way of teaching that can usher the person into their own greatness. â€Å"Freedom is an important factor in t he process of determining one's self and others†. â€Å"Freedom in this sense is usually regarded as a presupposition of moral responsibility: the actions for which I may be praised or blamed, rewarded or punished, are just those which I perform freely†. (Gokal p,2012) . Now that's human freedom in a life affirming way, in every sense of the word. â€Å"Human being can not choose to be free or not, but with education he can realize his freedom and learn to use it.† And finally, â€Å"real freedom is to choose to comply with the enlightened mind† (Gokalp,2012) This is what Freire calls problem -posing education and that is the education we need to flourish in, in these days and times. â€Å"Problem -posing involves a constant unveiling of reality† he says it, â€Å"strives for the emerge nce of consciousness and critical intervention in reality†. He mentions that students will meet the challenges of the world and instead of running from them they will run into it. (my interpretation) He says, â€Å"Their response to the challenge evokes new cha llenges, followed by new understandings; and gradually the students come to regard themselves as committed. Education as the practice of freedom -as opposed to the education as the practice of domination -denies that man is abstract, isolated, independent, a nd unattached to the world.† (Freire, 81) I'd like to say that we all should want to live a life of freedom and liberty. It is something that comes naturally to some and is very hard for others. If we being the part of the education system, can help to shap e a person's perspective on life then we should attempt to do it in a holistic approach. There should be an authentic liberation and freedom that emulates from us intoED Darlene Hooks Sring/2018 7 our students, so we can draw out their talents and abilities so that we can make a more peaceful and compassionate way of being in this world. The banking system will not work for this generation. We have too many minds that won't just sit and be still and take it, like other generations before us did. We will ask questions and we will expre ss our differences. There is a self -justice that is beginning in our society and its used in self -expression and in all the ways of communication. Education is a praxis of freedom and a way for people to practice their rights in learning and contributing to society. We are an awake society and live in a more conscious frame of mind. We won't go back to sleep, we won't lay down and roll over every time someone wants us to. We will be a positive contributing factor to our world and be conscious of it. We wil l teach others to love the earth and to more kind in its evolving. Education is a beautiful example of liberation, especially in one's way of giving back. We will fight for our freedom from oppression. We will make others recognize that we are humans and that we will not have anything less then, full humanity. We won't live in a dehumanizing way of being any longer. Because once you've tasted freedom, one can never go back. We won't go back to laying down and allowing others to speak violence into our bein gs. â€Å"Any situation in which some individuals prevent others from engaging in the process of inquiry is one of violence. The means used are not important; to alienate human beings from their own decision -making is to change them into objects. (Freire,85) W e will not be objects any more. We can't any more, especially when we have an open consciousness and revelation that we don't have to live this way any longer. Now we have a mandate to live out and bring life to our students. ED Darlene Hooks Sring/2018 8 Bibliography †¢ â€Å"NOVA | Einstein's Big Idea | Einstein Quotes (Non -Flash) | PBS†. 2018. Pbs.Org . http://www.pbs.org/wgbh/nova/einstein/wisd -nf.html. †¢ Freire, Paulo. 2000. Pedagogy Of The Oppressed . New York: Continuum. †¢ Smale, Thomas. 2018. â€Å"8 Hugely Successful People Who Didn't Graduate College†. Entrepreneur . https://www.entrepreneur.com/slideshow/299620#9 . †¢ Pitaru, M.S., L.P.C, Di ana C. 2018. â€Å"Identifying And Tackling Feelings Of Insecurity†. Blog. Unleash Your Creativity . https://blogs.psychcentral.com/unleash – creativity/2015/10/insecurity/ . †¢ Miller, Randolph Crump. 1995. Theologies Of Religious Education . Birmingham, Ala.: Religious Education Press. †¢ Hooks, Bell. 1994. Teaching To Transgress . Routledge. †¢ Gokalp, Nurten. 2012. â€Å"Philosophy Education And Human Freedom†. Procedia – Social And Behavioral Sciences 47: 477 -479. doi:10.1016/j.sbspro.2012.06.683.