Into The Depths Of A Black Hole Essays - Black Holes, Event Horizon

Into the Depths of A Black Hole Everyday we look out upon the night sky, wondering and dreaming of what lies beyond our planet. The universe that we live in is so diverse and unique, and it interests us to learn about all the variance that lies beyond our grasp. Within this marvel of wonders our universe holds a mystery that is very difficult to understand because of the complications that arise when trying to examine and explore the principles of space. That mystery happens to be that of the ever clandestine, black hole. This essay will hopefully give you the knowledge and understanding of the concepts, properties, and processes involved with the space phenomenon of the black hole. It will describe how a black hole is generally formed, how it functions, and the effects it has on the universe. In order to understand what exactly a black hole is, we must first take a look at the basis for the cause of a black hole. All black holes are formed from the gravitational collapse of a star, usually having a great, massive, core. A star is created when huge, gigantic, gas clouds bind together due to attractive forces and form a hot core, combined from all the energy of the two gas clouds. This energy produced is so great when it first collides, that a nuclear reaction occurs and the gases within the star start to burn continuously. The Hydrogen gas is usually the first type of gas consumed in a star and then other gas elements such as Carbon, Oxygen, and Helium are consumed. This chain reaction fuels the star for millions or billions of years depending upon the amount of gases there are. The star manages to avoid collapsing at this point because of the equilibrium achieved by itself. The gravitational pull from the core of the star is equal to the gravitational pull of the gases forming a type of orbit, however when this equality is broken the star can go into several different stages. Usually if the star is small in mass, most of the gases will be consumed while some of it escapes. This occurs because there is not a tremendous gravitational pull upon those gases and therefore the star weakens and becomes smaller. It is then referred to as a White Dwarf. If the star was to have a larger mass however, then it may possibly Supernova, meaning that the nuclear fusion within the star simply goes out of control causing the star to explode. After exploding a fraction of the star is usually left (if it has not turned into pure gas) and that fraction of the star is known as a neutron star. A black hole is one of the last option that a star may take. If the core of the star is so massive (approximately 6-8 solar masses; one solar mass being equal to the sun's mass) then it is most likely that when the star's gases are almost consumed those gases will collapse inward, forced into the core by the gravitational force laid upon them. After a black hole is created, the gravitational force continues to pull in space debris and other type of matters to help add to the mass of the core, making the hole stronger and more powerful. Most black holes tend to be in a consistent spinning motion. This motion absorbs various matter and spins it within the ring (known as the Event Horizon) that is formed around the black hole. The matter keeps within the Event Horizon until it has spun into the centre where it is concentrated within the core adding to the mass. Such spinning black holes are known as Kerr Black Holes. Most black holes orbit around stars due to the fact that they once were a star, and this may cause some problems for the neighbouring stars. If a black hole gets powerful enough it may actually pull a star into it and disrupt the orbit of many other stars. The black hole could then grow even stronger (from the star's mass) as to possibly absorb another. When a black hole absorbs a star, the star is first pulled into the Ergosphere, which sweeps all the matter into the Event Horizon, named for it's flat horizontal appearance and because this happens to be the place where mostly all the action within the black hole occurs. When the star is passed on into the Event Horizon the light that the star

A Modernization of Machiavellis The Prince essays

A Modernization of Machiavellis The Prince essays Machiavelli's The Prince has long been used and studied as a manual for those who are already in power or for those who wish to have power. Through rational thinking about political power, Machiavelli is the authoritative source on how one should lead and govern. To illustrate his points, Machiavelli uses many examples of leadership from his life and some from history before 1469. To many readers however these examples are not of relevance anymore because the examples are so dated. To bring the influence back into The Prince, we must put the work into a more modern context. In chapter 16, Machiavelli debates on whether it is better to be liberal or stingy in governing. In a leader both of these traits can be either beneficial or detrimental to leadership. Liberalism, if stopped, can cause those who one governs to believe that they are now stingy. Liberality is most dangerous for those already in power. The French Revolution, some would argue, started because of this scenario. When the French government got into outstanding debt the aristocracy turned to the people to bail them out. When the people were reluctant to this agreement with the noble classes, the middle class pleaded its case for economic reforms to help the government. When their requests were met, the people revolted. People live in the present and do not look to the past very well. Machiavelli concludes that leaders must start out stingy and work their liberality to their advantage. One who is seen as stingy on moment can make one gesture and be thought liberal and gain presti ge from those they govern. In chapter 17 of The Prince, the discussion revolves around whether it is better to be feared or loved as a leader. Although all princes should strive for both, Machiavelli concludes that it is much better to be feared than loved. Many countries today use fear to control their population and rule effectively. Iraq's current dictator, Saddam Hussei ...

International Business. Crises and Exchange rate Essay

International Business. Crises and Exchange rate - Essay Example Even if there is no monetary agency, a government can create an inflation/debt crisis by excessive spending financed by domestic and international borrowing. Mutatis mutandis, the same considerations apply to a central bank that has the same degree of strictness as the currency board. (Betts, C. and Devereux, M, 2000) Second, world securities markets might crash as, for example, in October 1987 or in the October 1989 mini-crash. Many countries' central banks expanded their stocks of high-powered money to provide liquidity to markets as investors fled from equities and corporate bonds and to high-quality assets such as U.S. T-bills and T-bonds. A currency board is ill-equipped to handle this type of crisis. At a time when it need to increase liquidity by expanding the domestic supply of money, a currency board is likely to have domestic currency presented for conversion to the reserve currency, as international investors who fled to U.S. government securities did in the 1987 and 1989 crises. This flight reduces the stock of domestic currency as well as that part of the country's international reserves that the currency board holds. In turn, domestic banks are less willing to provide liquid assets, and depositors are more interested in holding the reserve currency directly (or liabilities of the re serve-currency country). (Jan Winiecki, 2002). A domestic monetary agency parallel to the currency board might expand liquidity, as measured by the domestic money stock, through open market operations. There may well be a flight from domestic assets to reserve currency assets. The monetary agency can preserve the exchange rate by selling reserve currency obtained from selling its own liquid holdings denominated in the reserve currency or by borrowing reserve-currency assets, either commercially from foreign banks or from the reserve-currency central bank. A small country with only a brief track record and low international holdings will likely find it difficult to preserve the exchange rate parity; a monetary agency that has the holdings and power to preserve the parity is likely also to have the power to undercut currency board discipline over monetary and fiscal policy. Disturbances to Equilibrium Real Exchange Rates Third, the currency to which the board pegs may come under pressure from output market disturbances in the reserve-currency country. An example is the pressure on the European Exchange Rate Mechanism (ERM) after German reunification to either revalue the German mark or devalue the other ERM currencies relative to the German mark. The interpretation of the September 1992 and July-August 1993 crises in the European Monetary System is that they arose in substantial part from the reunification of Germany. German aggregate demand rose substantially more than German aggregate supply. This increase caused upward pressure on German interest rates (with some observers arguing that the increase in interest rates was exacerbated by German reluctance to use taxes rather than bond issuance to finance the

What is the globalization and impact of drug trafficking Research Paper

What is the globalization and impact of drug trafficking - Research Paper Example e international consumption increasing greatly, the people engaged in the administration have also participated in this trade forgetting about the negative impacts it imparts on the general population and hampering the future. Although in the recent years genuine efforts have been given on reducing the drug trafficking by focusing on the supply side, demand side in this paper is highlighted as a more important dimension for attaining solutions. Intensification of the term ‘globalization’ is indeed a dominant phenomenon unleashing its practicability in diversified gesture from the second half of the twentieth century to the instance we are standing today1. Technically speaking, theme of globalization encompasses around the notion that, nation states are intertwined with information exchange along with amalgamating culture, religion, tradition, business practices and so on2. Now within the domain of business perspective globalization among its multifarious dimensions imparts a significant part. Globalization has brought many opportunities but at the same time has imposed a lot of critical challenges and adverse effects. Drug trafficking is one such arena where the adverse effects of globalization has made its full interventions. Rational individuals are required to be bestowed with tasks of analyzing, understanding as well as harnessing the benefits for eliminating the negative consequences that come with it. Th e paper will be discussing the negative impacts of globalization with respect to drug trafficking (special emphasis on Latin American countries) with an attempt to find out potential solution to curb down its evil effects. From theoretical perspectives globalization can be visualized as a platform where the private organizations are operating in a global forefront with a disciplined behavior with equilibrium occurring at the intersecting point of demand and supply curves. Similarly it can be stated that the market of illicit drugs and its trafficking

Experiment of Long Term Memory Retention

Experiment of Long Term Memory Retention Abstract: The purpose of this study was to test the retention of long term memory based on retrieval environments. Our research is based on Godden and Baddeley’s (1976) study that focused on the relationship between retrieval environments and learning. The technique known as context-dependency –which is defined as â€Å"the belief that what is learnt in a given environment is best recalled in that environment† –is tested and compared to previous research (Godden Baddeley, 1975). An experiment was conducted at Foundation Campus at the University of Central Lancashire with nine international student. Enlisting a repeated measures design and laboratory method, the participants are asked to learn and recall a list of 13 words in the same environment, then they were asked to learn and recall another list of 13 words in two different locations. The results corroborate and support the context-dependency memory effect. Introduction: This experiments is about assessing the effect of retrieval environments when it comes to long term memory (LTM) recall. LTM is described as stored information that can be recalled over a long period of time –e.g. days, weeks, etc. (Merriam-Webster, (2015). Godden and Baddeley (1995) decided to conduct an experiment to test this notion –also known as context-dependency memory effect. Context-dependency memory effect is defined as â€Å"the belief that what is learnt in a given environment is best recalled in that environment† (Godden Baddeley, 1975). The aim of Godden and Baddeley’s research was to examine the association between learning and retrieval environments (Cardwell, Clark, and Meldrum, 2008:11). In order to carry out their experiment, Godden and Baddeley decided to enlist eighteen participants who were divers in Oban, Scotland (Cardwell, Clark, and Meldrum, 2008:11). Furthermore, the divers were instructed to learn a list of forty distinct words on land or, fifteen feet under water (Cardwell, Clark, and Meldrum, 2008:11). They were then asked to recall these words in a different location or in the same location (Cardwell, Clark, and Meldrum, 2008:11). Specifically, half of the divers were directed to a different location when the time came for memory recollection, while the other half remain in the same environment for memory recollection (Cardwell, Clark, and Meldrum, 2008:11). When partaking in Godden and Baddeley’s experiment, the list of 40 words were revealed to participants in groups –this all owed the divers to assume a relaxed/comfortable breathing rate in order to assure that the participants faced no obstacles when learning (Godden Baddeley, 1975). Additionally, each the list of words were revealed in blocks of three, and, the words were spaced at two second intervals (Godden Baddeley, 1975). When asked to recall, Godden and Baddeley found that â€Å"those who learned and recalled in the same location remembered the most words -12.5 on average† (Cardwell, Clark, and Meldrum, 2008:11). According to the aforementioned graph, Godden and Baddeley found that when participant learned on land an recalled the information under water, they could only recall -on average -8.6 words, while those who learned under water and recalled the words land, only remembered 8.4 words on average (Godden Baddeley, 1975). This study –based on Godden and Baddeley’s research in 1975 – will examine and delve into the connection between learning and retrieval environments. This study will utilize students with diversified ethnic backgrounds and ages. Contrary to Godden and Baddeley’s research, it will use two lists of thirteen simple words -–all within one to three syllables –in order to ensure comprehension. Aim: To examine the connection between learning and retrieval environments using Godden and Baddeley’s study on context-dependency retrieval. Hypothesis: Memory recollection in the same environment in which information was learned will yield higher recollections among participants. The hypothesis for this experiment is directional, meaning the independent variable (the retrieval location/environment) will directly affect the dependent variable (the accuracy/amount of words recalled). Method: Design A controlled laboratory experiment was utilised to elucidate a distinct cause and effect relationship between the independent and dependent variables. A controlled laboratory also enabled immense control over variables within the experiment, it also permitted unproblematic replication for future researchers and easy utilisation of equipment –e.g. videos, etc. A repeated measures design was employed in order to negate/remove differences that numerous samples would possess. Due to this design, differences in gender, linguistic ability, comprehension and age were avoided. The independent variable in this experiment was the retrieval environment or location in which the participant were asked to recall the words –i.e. the classroom or the canteen. The dependent variable was the quantity of words the participant could recall in each environment/location. A confounding variable could be the sound/noise of police cars driving past the laboratory environment. In agreement with research principles/ethics, written informed consent forms were distributed to all participants before this experiment commenced. Participants were given the right to withdraw at any time, and immense confidentiality with participant’s information and results was promised and delivered. Participants: There were ten participants –five male and four female participants. The participants were obtained from diversified backgrounds –non-native English speakers and English speakers. Participants that contributed to this experiment were between the ages of eighteen to forty-seven. An opportunity sample was enlisted for this experiment. This sample type allowed expediency when enlisting when procuring participants, it also enables replication for future research. Materials: Informed Consent (Appendix 1) Standardised Instructions (Appendix 2) Word List 1 (Appendix 3) Word List 2 (Appendix 4) Comical Video (Appendix 5) Procedure: Initially, the aforementioned materials were given to the participants. Secondly, in order to check for errors in our experiment, a pilot study was conducted to ensure validity in the experiment. After the pilot study, a classroom and canteen was procured for the experiment. A mixed-gender opportunity sample of nine individuals –ranging from 18 to 25 –was obtained and directed into the classroom. During this experiment, the participants were first given an informed consent form (Appendix 1), after signing and agreeing to the form, they were shown the standardised instructions (Appendix 2). After the standardised instructions, the participants were given a piece of paper –with â€Å"experiment 1† written on one side, and â€Å"experiment 2† written on the other side, -they were also given pens to document their answers. Firstly, the participants were then shown Word List 1 (Appendix 3), secondly, they were given one minute to study the words, then they were shown a four minute Comical Video (Appendix 6), and then they were given approximately one minute to write down the words they could recall. In the next stage of our experiment, the same participants were asked to flip their paper over, then they were given exactly one minute to study Word list 2 (Appendix 4), the participants they were asked to walk around the Vernon Building (located in the University of Central Lancashire’s campus) to a canteen. When the participants arrived at the canteen, they were promptly seated and given one minute to recall and write down the words they could recall in one minute. Results: The result of this experiment were harmonious to that of Godden and Baddeley’s in 1975. 66.67% of the participants recalled more words when their retrieval location was the same as the learning environment, while 11.11% percent of participants recalled more information when the recollection environment was not the same as the learning environment. Furthermore, 33.33% of the population recalled the same amount of words irrespective of the retrieval environment. These results were in accordance with the hypothesis and Godden and Baddeley’s research in 1975. The mean of the results was greatly corrupted by outliers with the sample’s results, in order to rectify this, the median was enlisted to portray a balanced assessment of the results. The median of recollection when the learning and recollection environments were the same is 9 words with a range of 6. When the learning and recollection were different, the median of the recollection data was 4, with a range of 9. Overall, it was quite evident that recollection in the same environment where information is learned yields better results. The results support context-dependency memory effect. Discussion: The result of this experiment were harmonies with Godden and Baddeley’s research, this fortified the immense reliability of their research, and proved that it could be replicated by others. The results of the experiment magnified the context-dependency memory effect, and supported the hypothesis: â€Å"Memory recollection in the same environment in which information was learned will yield higher recollections among participants.† A laboratory method was ideal for this experiment because it allowed for control over numerous variables, and, it permitted and enabled ease when measuring the dependent variable. Utilising a repeated measures design removed differences that individuals could possibly possess that would rob this experiment of credibility. It could also be argued that ‘the fatigue effect’ –which states that â€Å"work †¦[has] a general effect of running down the bodies limited energy supply† –adversely affected the participants recollection after walking around the Vernon Building (Hockey, 2013). Perhaps this is why only one out of the nine participants recalled more on the second experiment. The small sample size on nine indicates that this experiment is not generalizable to bigger populations. Albeit the sample had a plethora of nationalities and ages, this suggests that no definite proclamations can be made about nationality or age. Furthermore, a confounding variable could be the sound/noise of police cars driving past the laboratory environment, or, the limited linguistic ability of some participants. Any further research/study into this topic could be ameliorated by enlisting a grander sample size, or, using both locations as learning and retrieval environments; this provide a deeper insight into context-dependency memory effect. A longer list of words could also be employed to test retention in LTM. References: Cardwell, M., Clark, L. and Meldrum, C. (2008)Psychology AS For AQA A. 3rd edn. London: Harper Collins Publishers. Godden, D. R., Baddeley, A. D. (1975). Context-dependent memory in two natural environments: On land and underwater.British Journal of Psychology, 66(3), 325–331. Hockey, R. (2013) The Psychology of Fatigue: Work, Effort and Control. 1st edn. United Kingdom: Cambridge University Press. Jansen, I. (2015). Charlie Chaplin The Lions Cage. [online] YouTube. Available at: https://www.youtube.com/watch?v=O2dmV2-zxNg [Accessed 10 Mar. 2015]. Merriam-webster, (2015). Definition of Long-term Memory. [online] Merriam-webster.com. Available at: http://www.merriam-webster.com/medical/long-term memory [Accessed 6 Mar. 2015]. Appendices Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5 Comical Video provided and republished by Jansen (2015). Appendix 6

Broken Lives by Estelle Blackburn :: Character Analysis, Literary Analysis

The fourth Chapter of Estella Blackburn’s non fiction novel Broken lives â€Å"A Fathers Influence†, exposes readers to Eric Edgar Cooke and John Button’s time of adolescence. The chapter juxtaposes the two main characters too provide the reader with character analyses so later they may make judgment on the verdict. The chapter includes accounts of the crimes and punishments that Cooke contended with from 1948 to 1958. Cooke’s psychiatric assessment that he received during one of his first convictions and his life after conviction, marring Sally Lavin. It also exposes John Button’s crime of truancy, and his move from the UK to Australia. The chapter â€Å"A Fathers Influence† is constructed with several techniques including selection of detail, choice of language, characterization, structure and writers point of view to reveal Blackburn’s values of social acceptance, parenting, family love, and a father’s influence. Consequently revealing her attitude that a child’s upbringing and there parents influence alter the characterization of a child significantly. Blackburn’s choice of language is impetrative in positioning the reader to see Button as the Protagonist and Cooke as the antagonist. â€Å"The thirteen year old blinked and stammered when he tried to answer the magistrate’s questions about why he was wagging school†. The words â€Å"blinked and stammered† describing buttons actions encourage sympathy and an imagery of innocence. â€Å"But now he felt vengeful too. He wanted to spoil things a little for those happy people who didn’t suffer like he did†, the words â€Å"vengeful, and wanted to spoil† associated with Cooke’s thoughts, encourage a menacing, and revengeful imagery of Cooke.

New High School Principal Essay

I agree with many of the points Prager makes in â€Å"New High School Principal: A Speech every American High School Principal should Give.† It is absolutely time for a change to return back to the values and foundation our nation was built upon. It seems as though they have been gradually lost over the years. This is especially seen in the school system of America. In my opinion, the most shocking part of the article is when Prager states, â€Å"Now, please stand and join me in the Pledge of Allegiance to the flag of our country. As many of you do not know the words, your teachers will hand them out to you.† When United States citizens do not know the words, by heart, to honor their country, we know there is a serious problem. The main problem began when our country began to incorporate every other culture into our own culture. I agree with Prager’s idea that, â€Å"Your clubs will be based on interests and passions, not blood, ethnic, racial or other physically defined ties.† If the Gay Club wants to meet, that’s fine; however, the school should not have to be responsible for supporting it. School clubs should be based on education and the expansion of knowledge that leads to advancement in classes. Nowadays, school clubs have turned into nothing more than a social get-together. â€Å"I am reorienting the school toward academics and away from politics and propaganda. No more time will devoted to scaring you about smoking and caffeine†¦ No more semesters will be devoted to condom wearing and teaching you to regard sexual relations as only or primarily a health issue.† Who doesn’t know that smoking causes cancer and other potentially life threatening diseases? Who doesn’t know that abstinence is the only real way to prevent pregnancy? This is knowledge that every high school and middle school student already knows. Time that could be put towards mathematics, science, and arts is wasted on this information because parents have failed to teach their children personal responsibility so it is now the obligation of the teachers. Before the ideas in this article can be implemented upon the school system, they must first be carried out upon society. It is essential that our country return back to the ways our forefathers intended it to be. This is one based on the virtues of honesty, integrity, responsibility, and accountability. Until someone can take a stand and actually deliver this speech to every single school across America, I unfortunately do not see any change in the future.