Vietnamization And Its Effects Essays - Vietnam War, Free Essays

Vietnamization And Its Effects Essays - Vietnam War, Free Essays Vietnamization and its Effects Vietnamization and it's Lasting Effects on South Vietnam and it's Fall Outline I. Background A. Introduction B. Vietnam two separate countries 1. French Control 2. Viet Minh Revolt 3. Creation of North and South Vietnam C. America's objectives in South Vietnam D. Vietnam's armies II. Vietnamization A. Beginnings of Vietnamization B. Research of possible withdrawal C. Decision to withdraw 1. began in early 1969 III. American Withdrawal and South Vietnamese Buildup A. Short history B. Advisor and troop reductions C. Combat assiezce team reductions D. South Vietnamese buildup E. South Vietnamese military additions in 1972 IV. The Fall of Vietnam A. Easter Offensive B. Ceasefire 1. Goes in to effect on January 28, 1973 C. Break of the cease fire and North Vietnamese offensive of December, 1973 D. Final offensive in 1975 E. Resignation of President Thieu F. General Minh assumes the Presidency G. Minh fails in negotiations H. Minh gives in to all North Vietnamese demands V. Conclusions Background Vietnam was a country that was far removed from the American people until their history and ours became forever interlinked in what has come to be known as the Vietnam conflict. It is a classic story of good guys versus bad, communism versus freedom, and a conezt struggle for stability. Americas attempt to aid the cause of freedom was a valid one, but one that ended up with South Vietnam being dependent upon us for its very life as a nation. "Vietnamization" was the name for the plan to allow South Vietnam to ezd on its own, and ended in leaving a country totally on its own, unable to ezd and fight. Vietnam was a French territory until the Viet Minh insurgency of the late 1940's and through 1954. Although regarding this uprising as part of a larger Communist conspiracy, Americans were not unsympathetic to Vietnamese aspirations for national independence. The ensueing defeat of the French brought an end to the first stage of what was to be a thirty year struggle. The Indochina ceasefire agreement (Geneva Accords) of July 21, 1954 led to the creation of seperate states in Laos and Cambodia, and the artificial division of Vietnam into two republics. In the North the Communist Viet Minh established the democratic of Vietnam, and in the south a random collection of non - Communist factions, led by Ngo Dinh Diem, formed the Republic of Vietnam. The general elections provided for by the agreement never took place, and the two states quickly drew apart. The United States immediatly threw its support behind the southern regime and extended military aid through a Military Assiezce Advisory Group (MAAG) under the command of Lt. General John W. O'Daniel. American objectives in South Vietnam were reletively simple and remained so the establishment and preservation of a non - Communist government in South Vietnam. Initally, the most pressing problem was the weakness of the Saigon government and the danger of cival war between South Vietnam's armed religious and political factions. Diem, however, acting as a kind of benevolent dictator, managed to put a working government together, and O'Daniel's advisory group, about three or four hundred people, went to work creating a national army. Slowly, under the direction of O'Daniel and his successor in October 1955, Lt. General Samuel T. Williams, the new army took shape. The primary mission of this 150,000 man force was to repel a North Vietnamese invasion across the Demilitarised zone that seperated North and South Vietnam. Diem and his American advisors thus organised and trained the new army for a Korean - style conflict, rather than for the unconventional guerrilla warfare that had characterised the earlier French - Viet Minh struggle. President Minh also maintained a subeztial paramilitary force almost as large as the regular army. This force's primary task was to maintain internal security, but also acted as a counter weight to the army, whose officers often had political ambitions that were sometimes incompatible with those of Diem. From the beginning, such tensions weakened the Saigon government and severly hampered its ability to deal with South Vietnam's social and ecenomic problems. At the beginning of 1968 the military strength of the Saigon government was, on paper, impressive. The regular armed forces consisted of about

The Best Way to Study for the SAT 4 Ultimate Tips

The Best Way to Study for the SAT 4 Ultimate Tips SAT / ACT Prep Online Guides and Tips If you hope to get an amazing SAT score and improve your chances of getting into the college of your dreams, you'll need to know the best way to study for the SAT.But without a definitive study plan and the tools needed to study effectively, you won't be able to maximize your score, even if you put in tons of prep time. In this article, I'll explain all of your SAT study options to help you figure out which ones are right for you, and also give you essential study tips for your SAT prep. What's the Best Way to Study for the SAT? The truth is, there’s no single best way to study for the SAT. Rather, there are multiple ways you can prep: Self-study Tutors Classes Online programs A combination of these options The option you should choose will depend on your resources and what you need help with the most in your SAT prep. Regardless of what you decide to do, your SAT studying should always involve several strategies that are essential for quality test prep. I’ll explain the various strategies you can use, and then go over how to decide which one is the right one for you. 4Key SAT Study Strategies No matter what SAT score you're shooting for or how you plan to get there, here are the strategies you absolutely must employ to raise your score. #1: Determine Your Target Score Before you begin your SAT studying, you'll need tofigure out what score you’re trying to get on the SAT.Having a target score will motivate you and inform your studying. To findyour target score, look up the 75th percentile SAT scores for the schools you’re planning to apply to. Don’t include your safety schools- instead,only look up the scores for the schools you’re most interested in attending. The easiest way to find SAT score info is to Google â€Å"[School Name] PrepScholar SAT† and look for your school's "Admission Requirements" page in our database. This page will tell you that school's average, 25th percentile, and 75th percentile SAT scores. Here is an example of the our PrepScholar page for the University of Wisconsin: Your target score will be the highest 75th percentile scoreout of all the schools you're applying to (again, excluding safety schools). If you achieve a score equal to or above the 75th percentile score for a given college, you'll give yourself a great chance of getting into that school. For more tips on how to make an SAT goal score chart and find your target score, check out our article on good and bad SAT scores. Goals are good. #2: Figure Out How Long You'll Need to Study You can get a rough idea of how long you’ll need to study for the SAT by calculating the difference between your target score and your current score. Your current score will be the score from your last SAT, or, if you haven’t taken the SAT yet, your score from anofficial SAT practice test. (If you take a practice test, be sure to simulate real testing conditions as closely as possible!) Here’s an estimated breakdown of the point improvements you can expect for various numbers of study hours: 0-30 point improvement: 10 hours 30-70 point improvement: 20 hours 70-130 point improvement: 40 hours 130-200 point improvement: 80 hours 200-330 point improvement: 150 hours+ Once you know how long you'll need to study, you can make a plan that'll let you put in enough study hours and ultimately hit your goal score on test day. For example, if you need to study about 40 hours to reach your goal and you're planning on taking the SAT in five weeks, you'll need to schedule at least eight hours of study time per week. #3: Analyze Your Mistakes and Focus On Your Weaknesses It’s not enough to just put in study time; you need to study effectively. You’ll make the best use of your study time by figuring out why you’re missing questions and by focusing on improving your weaknesses. There are three major areas you might need to improve before you take the SAT: Content The SAT tests you on a number of skills related to reading, writing, and math. By determining the specific question types you’re getting wrong, you can identify the topics you need to study more. For example, maybe you’re struggling with punctuation questions on Writing. Or perhaps you’ve been missing the small number oftrigonometry questions on Math because you never learned SOHCAHTOA. As soon as you know the topics that are most challenging for you, you can use your study time to understand them better and do a ton of related practice questions in order to improve your weaknesses. Time The SAT is a strictly timed test, and even if you’re comfortable with the content, you might struggle finishing each section in time. If you’re somebody who either rushes (you finish a section more than five minutes early and make careless mistakes) or struggles to complete a section within the allotted time, you’ll need to work on your time management. If you're running out of time, pay more attention to the time you spend per question on SAT practice tests.Here's an overview of the estimated time you should spend on each question on different sections of the SAT: SAT Section Total Time # of Questions Time per Question Reading 65 minutes 52 75 seconds Writing and Language 35 minutes 44 48 seconds Math No Calculator 25 minutes 20 75 seconds Math Calculator 55 minutes 38 87 seconds Essay (Optional) 50 minutes 1 50 minutes You might also need to improve your content knowledge or develop better test-taking strategies depending on why you're having trouble finishing in time. Strategy The SAT is known for having questions that can be confusing or misleading. If you struggle with understanding what a question is asking or often fall prey to common SAT tricks, you’ll benefit from improving your knowledge of SAT strategy. For example, if you understand how to do all the math on the Math section but have difficulty interpreting the wording in certain questions, you should spend more time learning how to figure out what the questions are really asking. If you're missing Writing questions because you're not sure how to read the passages, that's another sign you need to change and improve your strategy. More generally, you're having problems with strategy if you can grasp the content being tested but struggle to understand and approach SAT questions. #4: Use Realistic Practice Questions and Tests Undoubtedly, the best questions to use are those that most closely resemble the questions on the SAT. A huge flaw of many SAT prep books is that their practice questions aren’t exactly like those on the test. They’re either too difficult, too simple, or presented in a way that differs from the usual SAT question format. It won't help your SAT score much to focus on questions not like those you’ll encounter on the SAT. Therefore,you should use the eight official practice tests provided by the College Board. Khan Academy, a free website that haspartnered with the College Board, is also a good source of official SAT practice questions. Other options for realistic questions areofficial PSAT practice tests(though these will likely be slightly easier than actual SAT questions). Finally, because ACT Reading and ACT English are now so similar to SAT Reading and SAT Writing, you can use official ACT practice tests to supplement your Reading and Writing practice. How Should You Study for the SAT? 4 Methods Now that you know the strategies you must employ to study for the SAT, I’ll go through the various options for SAT studying to help you determine the best method for you. Method 1: Self-Study It’s possible to reach your target score by studying entirely on your own. Whether you've chosen to study independently or simply don’t have the resources to pursue other options,effective self-studying will require you to be extremely disciplined, organized, and motivated. You should set a definitive study plan and stick to it as closely as possible. Other than real practice tests and SAT prep books,I highly recommend reading our SAT blog to further guide your studying. We've written tons of content and strategy guides for the Reading, Writing, Math, and Essay sections. A major drawback of just relying on real practice questions or Khan Academy to study is that you won’t learn test strategies. These strategies, which are explained in our articles, will simplify the test and can help you improve your score. Method 2: Private Tutor A private tutor might be a good option for you if you’re looking for customized instruction or need more help learning the material that’s tested on the SAT. Also, meeting with a tutor can help you stay on track if you need a little push. Keep in mind that tutors can be expensive and oftenvary greatly in terms of their knowledge and effectiveness. Before hiring a tutor, learn what SAT tutors do and how much they cost. Equip yourself with the knowledge to decide whether you should work with a tutor or on your own. Method 3: In-Person SAT Prep Class In-person prep classes have a set curriculum, and, like tutoring, they’re a good option if you need help sticking to a study plan. A prep class can be a good fit for you if you want to learn test strategies and increase your familiarity with the SAT. The best SAT classes willgive you a solid foundation in SAT material and help you study more effectively on your own.Additionally, if you feel that you learn better in a traditional classroom setting, you might enjoy being able to socially interact with your peers. Prep classes do have some significant drawbacks, though. In my opinion, the biggest drawback of a class is that it's not customized to your individual needs.Classes often have students of varying skill levels, and much of its content might feel like review or, on the contrary, might be too challenging if you've never been exposed to the material before. I've taught a number of SAT prep classes, and, as a teacher, my biggest challenge was always trying to make my classes helpful for each student. In the same class, I had students who had just learned English and students who were excelling in their AP English classes. While students at every level did see improvement in their SAT scores after taking my class, admittedlyit was impossible for me to perfectly address the needs of every student. Depending on the length of the course, you might not have enough time to thoroughly cover all of the material on the SAT. Furthermore, SAT classes can get expensive, with many costing more than $1,000. Method 4: Online SAT Prep Course Online prep courses can be a great option for students who want some structure but also the freedom to work independently.The biggest advantages of a good online prep course are that you’ll get an effective study plan and thorough content instruction. What's more, the course will be customized to your particular skill level. I may be biased, but our PrepScholar program is an exceptional online SAT prep course. Itfocuses on improving your weaknesses, and all practice test questions are written by SAT experts who scored in the 99th percentile on the SAT. Furthermore, as an experienced SAT teacher, I know that PrepScholar teaches effective test strategies that aren’t taught in many other in-person or online prep courses. Like all other options, however, online SAT prep courses do have disadvantages. For one, you need to have self-motivation to push yourself to put in enough study hours. In other words, youwon’t have the encouragement of a teacher or tutor to help you focus and stay on track. Secondly, some students just learn better with an instructor in front of them who can immediately answer their questions and provide them with further explanation. While a quality teacher or tutor can keep you engaged with material you might not find too exciting, an online course can feel a bit distant and boring. CollegeDegrees360/Flickr How to Decide the Best SAT Study Method for You Here are four key questions to ask yourself to help you determine yourbest way to study for the SAT: #1: How Much Money Can You Spend on SAT Prep? Although I think spending money on SAT prep is a worthy investment, some students simply can’t afford a tutor or prep course. If you want to take a prep course but don't have enough money, talk toyour school counselor or look online to see whether there are any free SAT prep courses available in your area. In my own experience,I’ve taught several free SAT classes through organizations that specifically cater to low-income students. #2: How Do You Learn Best? Personally, I’ve always preferred studying independently. In school, I learned better reading alone from a textbook than I did in class listening to my teacher lecture. So ask yourself:which of the SAT study options above will work best for your learning style? Remember that you can combine study options, too. For example, you could primarily self-study and then hire a tutor for a couple of hours to help you understand a concept that's been puzzling you. Or, you could take an in-person prep course to learn test strategies and then take an online course for further content instruction. #3: Will You Be Able to Stick to a Study Plan? Self-studying and online courses work best for the most disciplined and determined students who are able to stay on task without the help of an instructor. However, even if you take a class or hire a tutor, you need to staymotivatedto be able to do the necessary work to reach your goal score. Consider your own study habits, such as how often you tend to procrastinate, and then choose the method that'll best suit your prep needs. #4: How Much Guidance Will You Need? If you're only around 50 points away from your target score, you might be able to reach your goal with a couple of weekends of self-studying or a short in-person prep course. However, if you need to raise your score by a large number of points- say, 300 points or more- and you’re struggling to understand critical SAT concepts, you'd probably benefit from more intensive instruction, such asfrom a tutor, online prep course, or multi-week class. Regardless of how you decide to study, as long asyou improve your weaknesses, analyze your mistakes, and use realistic practice problems, you’ll get your desired results in no time! What's Next? Considering using Khan Academy to help you study? Find out how to get the most out of it in your SAT prep. SAT practice test are an excellent way to prepare for the real SAT. But what about old ones? Learn how to use old practice SATs to study for the current SAT. Ready to self-study for the SAT?Then make sure you're using thebest SAT prep bookscurrently on the market. Don't forget thebest SAT websites, either! Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

China Superpower Status Essay Example | Topics and Well Written Essays - 1000 words

China Superpower Status - Essay Example As identified, the factors that were considered in ranking these economies are: â€Å"institutions, infrastructure, macroeconomic stability, health and primary education, higher education and training, goods market efficiency, labor market efficiency, financial market sophistication, technological readiness, market size, business sophistication, and innovation† (Ali, 2010, par. 2). In an article written by Miller (2006) in an attempt to assess China as an emerging superpower, the author initially proffered the need to determine the crucial elements that define a country being classified as a ‘superpower’, to wit: â€Å"a â€Å"superpower† is a country that has the capacity to project dominating power and influence anywhere in the world, and sometimes, in more than one region of the globe at a time, and so may plausibly attain the status of global hegemon† (Miller, 2006, par. 4). ... nents that were deemed critical to categorize a country as generating the status of a superpower were pinpointed as â€Å"measured along four axes of power: military, economic, political, and cultural† (Miller, 2006, par. 5). In this regard, the essay aims to identify the reasons for China’s ascent to super power status using the components above mentioned. Reasons for China’s Ascent to Superpower Status Consistent with Miller’s (2006) contentions that identified the crucial components for superpower status, the study written by Xuetong (2006) likewise supported that the same elements, eminent strength in military power, political and economic power have paved the way for China’s ascent. Xuetong’s (2006) assessment indicated that with data compiled in 2003, from among seven states, France, Britain, Russia, Japan, Germany, and India, China emerged as the sole country with strong power status on the three identified components (pp. 20 – 21). France, Britain and Russia manifest strong military and political powers, but weak economic power. 1. Economic Power The tremendous growth in China’s economy spurred by the expansion in manufacturing of diverse products at practically the lowest labor cost from among international economies have paved the way for its ascendance to strong economic power status. The statistics reveal the China’s GDP ranks second from among the countries in the world. As noted by Miller (2006), â€Å"China’s rise further depends critically on the continuation of such growth rates, and there are reasons to wonder how long the spectacular rates of the past 25 years can continue. The high proportion of China’s economy occupied by its exports makes it sensitive to the ups and downs of the international economy generally and to the engine of

HEALTH PROGRAM EVALUATION (Impact Evaluation and Accountability SLP 4) Research Paper

HEALTH PROGRAM EVALUATION (Impact Evaluation and Accountability SLP 4) - Research Paper Example Measureable outcomes benefit the executers of a project in that they provide a foundation for evaluating the objectives sought out in the first place versus the reality and true picture of the impact on the ground (Dreher. M et al 2006). For this case, measurable outcomes could encompass both the desired and the undesired effects of a project. Measurable outcomes could either be quantitative or qualitative. Quantitative outcomes are measured in terms of how many, how much et cetera while qualitative outcomes could be expressed in terms of how well, how reliable, how successful e.t.c. To find the number of children with neuro-developmental and related disabilitiesthat have been involved in court cases and in the process find the percentage of them that have been handled and concluded and those that are still pending in court. The percentage of the cases that have been concluded out of the total would provide the basis for knowing how fast and effective the justice system is in dealing with cases affecting such children. Another measurable outcome arising out of the objectives is the extent to which literature around children with neuro-development disabilities has been researched. How well researched is the information that is in the public domain and could there be cases of poorly researched material in the public domain. In this case what could be the percentage of the material? The third important factor to express as a measurable outcome is to identify how many members of the LEND group are knowledgeable in matters to do with children with neuro development disabilities. Again in this case one has to understand the highest level of knowledge that is present within the group and to what extent is this knowledge benefiting the group. Where applicable how many people should be trained in particular field by a given time. The last measurable outcome as relates to the objectives identified above is to know the extent of

The Most Critical Talents a Teacher Must Possess :: Patience Creativity Adaptability Teaching Essays

The Most Critical Talents a Teacher Must Possess A.) In my opinion, the three most critical talents a teacher must possess are patience, creativity, and adaptability. Through the years I have grown to understand the saying, â€Å"Patience is a virtue.† I feel it is a gift to have the patience to work with a large group of children, whose needs and abilities range at different levels. Everyone becomes frustrated during his/her profession, but a teacher must have the ability to hide those frustrations so the happiness of every child will be ensured. Most people associate creativity directly to artists and musicians because of their natural born talent. Not all teachers can draw or sing, however their minds are creative. Teachers are given a curriculum full of skills and concepts that their students must master by years end. Therefore, it is the responsibility of an educator to engage the children in as many exciting and fun learning experiences as their imaginations can foster. Adaptability, the power to change easily to fit different conditions, is a critical talent that a teacher must possess in the classroom. If a lesson is unsuccessful and the students are confused on the skill that is being stressed, a teacher must adapt to the learning situation. By changing his/her approach to the material, students become enabled to better comprehend what is being taught. As a first year teacher, I feel I possess all three of these critical talents. B.) Though my experiences in the classroom are limited to my first year teaching and student teaching, I have always contemplated how I would use technology as a source of learning. My plan is to incorporate the use of technology through learning centers, since they will be a vital part of my classroom. A computer station will provide students exposure to programs that are age appropriate. These programs will focus on areas of mathematics and reading, both of which are crucial to a child’s education. Some programs I have implemented are Reader Rabbit’s Kindergarten, Dr. Seuss Kindergarten, and Math Circus. A listening center adds a real-life dimension to the stories because they make the books come alive for children. During my kindergarten practicum I incorporated a listening area that contained a listening post with headphones, a tape recorder, and sometimes a compact disc player. The area also contained tapes of books and the actual stories to which the students listened.

Resisitivity Through Copper Wire

Measuring the Resistivity of Copper Wire of Different Lengths In this report I will be writing about the experiment I will conduct on copper wire of different lengths. The dependent variable I will be measuring is the resistance of the Copper wire. To do this experiment, one needs to obtain measurements with a high degree of accuracy, taking care of the equipment they use and measuring each value to a certain degree of accuracy for all results. The problem with measuring the resistivity of Copper wire is due to the properties of copper as a material.Copper naturally has a low resistance due to it being a superconductor, meaning that it only has a resistance of minute amounts. As it has this property, it is important to use a copper wire specimen that is long enough and thin enough to have an appreciable resistance. The normal value for the resistivity of copper is about 10-8? m. A 1m length of copper wire with a cross sectional area of 1mm? (10-6m? ) can be predicted to have a resist ance of 0. 01?. This can be calculated by using the resistance formula of: R=? lA? 10-8 ? m x 1m10-6m2=10-2? The wire I will use is going to be thinner than this and will vary in length from 0. -1. 0 metres with a difference of 0. 2m from the previous wire specimen. In total I will have 5 different lengths. Apparatus: * Voltmeter- Accuracy stated as ( ± 0. 5% Read. + 1dgt) in the user manual * Ammeter- Accuracy stated as ( ± 1. 2% Read. + 1dgt) in the user manual * Battery Supply of 6V * Copper Wire * 1m Ruler in cm * Scissors * Electrical Wires * Crocodile clips * Micrometer Method: The following procedure described below is how I intend to gain my results: 1. I will measure out the different lengths of copper wire I intend to use using a millimetre ruler to gain the most accurate results I can. 2. Once he lengths are cut, the diameter of the copper wire I am using must be measured. To gain the most accurate result, I will use a micrometer and measure the diameter in several pl aces on the wire and take an average value from these readings to work out the average cross sectional area. 3. I will connect the first length of wire into an electrical circuit, making sure that current can flow through the entire length of the copper wire connected. The circuit will look like this diagram: V V A A 4. The voltage will be recorded across the wire and the current running through it. 5. To find the resistance of the wire I will use the formula V=IR. . The resistivity can then be worked out using the formula: ? =RAL where R is the resistance calculated, A is the cross sectional area of the copper wire calculated and L is the length of the copper wire. The measurements shall be recorded in the following table shown below: Resistivity of Wire The physical properties of a wire can either be categorised as being an intrinsic property or an extrinsic property. The difference between the two categories of properties is that intrinsic properties do not depend on the amount o f material that is present, whereas extrinsic properties do depend on the amount of material that is present.In the following investigation of the resistivity of copper wire, one could say that the value of the voltage, resistance and current are all intrinsic properties of the copper wire. The extrinsic value of the copper wire would be its resistivity. The resistivity of the copper wire will be dependent on the material itself, which is copper. The resistivity of a material can be defined as the resistance of a 1m length with 1m? cross-sectional area. As the resistivity of material depends mainly on the properties of the material itself, each material whether it is copper or pure silicon has its own resistivity coefficient.The coefficient for copper is 1. 72 ? 10-8? m. This value may seem very small for resistivity, but if one were to know that copper is classed as a superconductor meaning that it conducts electricity extremely well, they would know that in order for the conductan ce to be very high, the resistivity must be very low. This can also be explained by the fact that resistivity is the inverse of conductivity (? =1? ). The potential difference across the copper wire (measured in volts) and the flow of charge (the current) through the copper wire are related through the resistance of the copper wire, not its resistivity.In order to find the resistivity, one needs to work out the resistance first by using the equation R=VI , and then from this they can use the formula ? =RAL to find the resistance. The â€Å"A† represents the cross-sectional area of the wire that will be used in the experiment. The resistance of the wire is expected to double in value when the length of the wire doubles in size. The resistivity however, should stay near enough the same throughout all of the repeats conducted. Reducing the uncertainty in the resultsThere are some factors which could affect the accuracy of my results in the experiment of the resistivity of copper wire. One of the factors which could affect the accuracy of my results is to do with the measuring devices I use to conduct the experiment. Any measuring device can only be used to measure to a certain degree of accuracy. It is this certain degree which determines how accurate your results are to the true value. In my experiment, I am using a 3? Digits Multifunction Multimeter (DMM) to measure the current through the circuit and the potential difference (p. d. ) across the copper wire.The main advantage of using a DMM compared to using an analogue voltmeter is the fact that they allow you to record a value to a certain number of decimal places by having different ranges which correspond to the level of precision of the reading. In the experiment I am conducting, I will be measuring the p. d. to a resolution of 0. 001V using the 2V range on the multimeter. Having the resolution to this degree of measurement ensures that I get a voltage reading to 3 decimal places increasing the accu racy of the reading and allowing me to obtain a closer value to the true value.The accuracy for the ammeter has been published as being  ±1. 2% of the reading + 1 LSD for the range (200mA) and resolution (0. 1mA) I will be using for the current. This means that the value I will record will be 1. 2% of the true value of the current +0. 1mA. I am using the 200mA range rather than the 20A range because the resolution of the result is greater than that of the 20A range. This will record a more accurate result which reduces the uncertainty in my results. Similarly the range I will use on the voltmeter which is at 2V has an accuracy of  ±0. 5% of the reading + 1 LSD, which is even more accurate.Another factor which can affect the resistivity of the result is the temperature of the copper wire. This can affect the resistivity by changing the value of the resistance to make the resistance less proportional to that of the length of wire. Normally the resistance of a wire will increase as the length of the wire increases due to their being more atoms in the wire for the electrons to pass by in order to get the through the entire length of wire. As the increase in resistance ? increase in length, the resistance should double when the length of the copper wire is doubled.In order to try and make sure the resistance is not affected by temperature, I will connect the copper wire up into the circuit at a low voltage so that the copper wire will not warm up and increase in resistance due to the atoms inside vibrating more. I will also be using a micrometer to measure the diameter of the wire. I am using a micrometer instead of a standard cm ruler because the level of uncertainty is far less than that of a ruler. The micrometer allows me to record a value for the diameter of the wire with an uncertainty of  ±0. 0005mm, whereas with an ordinary ruler with mm markings, the uncertainty would be  ±0. 1mm. Results:These are the results I collected from the experiment carrie d out. All of the data is raw data that I have collected myself and has not been manipulated in way at all. N. B- The diameter of the wire was measured to be 0. 435mm. The cross sectional area was calculated as being 1. 48? 10-7m2. This value was used throughout the experiment to work out the different resistivity values using the resistivity equation as stated previously. Repeat| Length of Wire (m)| Voltage (V)| Current (A)| Resistance (? )| Resistivity (? m)| 1| 0. 2| 0. 044| 1. 911| 0. 023| 1. 71E-08| 2| 0. 2| 0. 042| 1. 907| 0. 022| 1. 64E-08| 3| 0. 2| 0. 043| 1. 909| 0. 23| 1. 67E-08| 1| 0. 4| 0. 088| 1. 882| 0. 047| 1. 74E-08| 2| 0. 4| 0. 085| 1. 879| 0. 045| 1. 68E-08| 3| 0. 4| 0. 087| 1. 869| 0. 047| 1. 73E-08| 1| 0. 6| 0. 132| 1. 839| 0. 072| 1. 78E-08| 2| 0. 6| 0. 135| 1. 845| 0. 073| 1. 81E-08| 3| 0. 6| 0. 129| 1. 839| 0. 070| 1. 74E-08| 1| 0. 8| 0. 158| 1. 748| 0. 090| 1. 68E-08| 2| 0. 8| 0. 163| 1. 741| 0. 094| 1. 74E-08| 3| 0. 8| 0. 159| 1. 745| 0. 091| 1. 69E-08| 1| 1 . 0| 0. 207| 1. 739| 0. 119| 1. 77E-08| 2| 1. 0| 0. 209| 1. 738| 0. 120| 1. 79E-08| 3| 1. 0| 0. 201| 1. 710| 0. 118| 1. 75E-08| From the table above, I also worked out the averages of the results measured from the experiment.Repeat| Length of Wire (m)| Voltage (V)| Average V| Current (I)| Average I| Resistance (? )| Average R| Resistivity (? m)| 1| 0. 2| 0. 044| 0. 043| 1. 911| 1. 909| 0. 023| 0. 023| 1. 71E-08| 2| 0. 2| 0. 042| | 1. 907| | 0. 022| | 1. 64E-08| 3| 0. 2| 0. 043| | 1. 909| | 0. 023| | 1. 67E-08| 1| 0. 4| 0. 088| 0. 087| 1. 882| 1. 877| 0. 047| 0. 046| 1. 74E-08| 2| 0. 4| 0. 085| | 1. 879| | 0. 045| | 1. 68E-08| 3| 0. 4| 0. 087| | 1. 869| | 0. 047| | 1. 73E-08| 1| 0. 6| 0. 132| 0. 132| 1. 839| 1. 841| 0. 072| 0. 072| 1. 78E-08| 2| 0. 6| 0. 135| | 1. 845| | 0. 073| | 1. 81E-08| 3| 0. 6| 0. 129| | 1. 839| | 0. 70| | 1. 74E-08| 1| 0. 8| 0. 158| 0. 160| 1. 748| 1. 745| 0. 090| 0. 092| 1. 68E-08| 2| 0. 8| 0. 163| | 1. 741| | 0. 094| | 1. 74E-08| 3| 0. 8| 0. 159| | 1. 745| | 0. 091| | 1. 69E-08| 1| 1. 0| 0. 207| 0. 206| 1. 739| 1. 729| 0. 119| 0. 119| 1. 77E-08| 2| 1. 0| 0. 209| | 1. 738| | 0. 120| | 1. 79E-08| 3| 1. 0| 0. 201| | 1. 710| | 0. 118| | 1. 75E-08| Uncertainties within my results: Before creating the graph of my results, I calculated the overall uncertainties of each measurement within this experiment, so that I could see where the most uncertainty of the average resistivity value comes from.To calculate the uncertainty for each measurement, I took the average measurement that had the biggest difference from its original data. The Percentage of uncertainties of each measurement was as follows: * Percentage uncertainty of the Voltage V= 0. 206 ±0. 005 V Uncertainty in V= 0. 0050. 206? 100%?  ±2. 43% * Percentage uncertainty of the Current I=1. 729 ±0. 019 A Uncertainty in I=0. 0191. 729? 100%?  ±1. 10% * Percentage of Uncertainty in Resistance R=V/I Uncertainty of R=1. 10%+2. 43%?  ±3. 53% * Percentage of Uncertainty in Length Unce rtainty=0. 6 ±0. 001m Uncertainty in L=0. 0010. 6? 100%?  ±0. 17% Percentage of Uncertainty in Area: The Diameter of the wire is 0. 435 ±0. 0005mm The best area where the diameter is 0. 435mm A=? 0. 21752? 0. 1486mm2? 1. 486? 10-7m2 The Maximum area where the diameter is ? 0. 4355mm A=? 0. 217752? 0. 1489mm2? 1. 489? 10-7m2 The Minimum area where the diameter is ? 0. 4345mm A=? 0. 217252? 0. 1482mm2? 1. 482? 10-7m2 So the area is 0. 148 ±0. 0004mm2 with a percentage uncertainty of: A=0. 00040. 148? 100%?  ±0. 27% * So the percentage uncertainty in the Resistivity can be calculated as the sum of all the uncertainties in the experiment: ? =RAL=3. 53%+0. 27%+0. 17%= ±3. 97%The percentages of instrument error are as follows: * Voltmeter reading is  ±0. 0005V Instrumental error in Voltmeter= 0. 00050. 206? 100? 0. 24% * Ammeter reading is  ±0. 0005A Instrumental error in Ammeter=0. 00051. 729? 100? 0. 03% * Micrometer reading is  ±0. 0005mm Instrumental error in Mircome ter=0. 00050. 435? 100? 0. 11% * The total instrumental error is the total of each instrumental error stated above which would be 0. 38%. Graph 1: Graph 2: Data Analysis: In all of my results that I have collected, there is a strong relationship between the increasing length of wire and the value for the resistance.One would expect this strong correlation between the resistance and the length since one of the simple laws of electrical resistance is that it increases proportionally with the increase in the length of the wire. One can explain this through the understanding of electrons in a circuit and the atoms arranged within the components in a circuit. With my experiment of copper wire, a current passed through my circuit once a voltage was applied to the circuit. When the electrons were given energy to move they passed through the circuit to the copper wire where they experienced the resistance which was calculated.As the lengths of the copper wire increase, the amount of fixed a toms within the structure of the wire increases. Due to this the electrons have a higher chance of colliding with the fixed atoms, which causes the wire to heat up and increase the resistance. One can see the certainty in the correlation between the average resistance and the length of the copper wire by looking at the gradient of the line of best fit within graph 1. The gradient shows that R? =0. 9984, showing an extremely strong positive correlation between the two variables.From the equation of the gradient displayed in graph 1, the average resistivity can be calculated which takes into account all of the points within the data collected. The gradient of the line shows the equation Resistance (R)Length (L). In the calculation for resistivity, one not only needs the value of RL, but also needs the cross sectional area of the wire. If the cross sectional area of the wire is multiplied by the gradient, then the average resistivity can be calculated: ? =RAL=0. 1192? 1. 486? 10-7m2? 1 . 77? 10-8? m In Graph 2, the percentage of uncertainty of each average resistance was displayed in the vertical error bars.The percentage of uncertainty of the length of the wire was so small that it was not worth adding to the graph since it is extremely hard to see on the graph. From these percentage uncertainties of the average resistance in the experiment, one can calculate the maximum and the minimum values for the resistivity from looking at the gradients like we did for graph 1. To calculate the minimum gradient, I took the gradient of the line from the maximum uncertainty in the lowest resistance to the minimum uncertainty of the highest resistance.I did this to obtain the shallowest gradient possible from all the points on the graph. I then multiplied this gradient by the smallest area value. lowest ? =0. 1144? 1. 482? 10-7m2? 1. 70? 10-8? m For the maximum value of resistivity, I took the value of the gradient of the line from the minimum uncertainty in the lowest resista nce to the maximum uncertainty of the highest resistance. I did this to obtain the steepest gradient possible from all of the points on the graph. I then multiplied this by the maximum area. maximum ? =0. 1263? (1. 489? 10-7m2)? 1. 88? 10-8? mAfter looking at the average, minimum and maximum values of the resistivity taking into account all of the uncertainties within the calculation one could say that from the investigation conducted, the resistivity of copper wire is 1. 76? 10-8 ±1. 2? 10-9. The percentage uncertainty of the resistivity would then be: 1. 2? 10-91. 76? 10-8? 100%? 6. 8% Biggest Source of Uncertainty From looking at all of the percentage uncertainties for all my measurements, the resistance produced the most uncertainty. The uncertainty of resistance was worked out by adding up the uncertainty of the voltage and the current measured.It must have been from these two calculations where the uncertainty of the resistance became noticed. From calculating the instrument al errors of the multimeter used as a voltmeter and an ammeter, I would not conclude that the vast majority of the error came from the accuracy of the apparatus. I would say that the average resistance I calculated was from the average current which had the biggest difference from its original data, and the average voltage which had the biggest difference from its original data. The average data I had chosen was 0. 206 ±0. 05V and the average data I had chosen for current was 1. 729 ±0. 019A, as they had the biggest uncertainties. Due to this fact I would have produced an uncertainty which had the biggest difference from the original value, so the maximum possible uncertainty for the resistance. Anomalies and Systematic Errors I did not have any anomalous results when looking at the average resistance graph. All of the points plotted show strong correlation with the increase in length. Systematic errors may have contributed to some of my resistivity values being higher or lower than my overall average.An example of this could have been when measuring the diameter of the copper wire. The micrometer did not let me know if both of the sides of the copper wire were touching the micrometer measuring device sufficiently enough or whether or not it was touching both sides of the copper wire more than enough, which would then mean it squashed the diameter of the wire resulting in a lower diameter at certain points across the wire, since I took 3 readings and averaged them out. If this was the case, then one of my wires may have had a higher resistance than the others.One other systematic error may have come from the battery pack. It may have had a temporary glitch in which less electrical energy was sent through the circuit meaning less current was flowing through the circuit, resulting in a larger resistance than that of the previous recording with the same length of wire. This would also alter the final value of the resistivity. Another uncertainty which would b e counted as human error could have been the position at which I had placed the crocodile clips at either end of the copper wire.For the same length of wire, the crocodile clip may have been placed further away from the end of the copper wire than the previous measurement, meaning that the length of the wire would have decreased marginally which may have resulted in a lower resistance recording. Also, when I measured the length of the copper wire, I had to straighten out the length of the wire since it was coiled. When doing this I may have accidently pulled the length of the wire increasing its length by a fractional amount.Having said this, it may have altered the resistance measured in the wire making it larger than it should have been since the electrons have to travel a longer distance. Evaluation After looking at all of my results, I believe that the method I used and the ways of reducing the uncertainty in my experiment were effective. The instrumental errors were minimal and the overall uncertainty of my final calculation of resistivity was a low value. The resistivity value itself did alter but mainly stayed constant throughout the experiment.As I have said, I do not believe this was because of the accuracy of the multimeters I used but due to other factors such as changes in the environment like temperature, or due to systematic errors to do with the battery pack I used. To decrease the uncertainty in my resistance measured, I could use an even lower resolution on my voltmeter (0. 1mV) and ammeter (0. 001mA) to reduce the negative effect of Least Significant Digits (LSD) and to give the most accurate result.This way I could then increase the precision of my results and record a value which is closer to the true value When comparing my average value of resistivity with the published value of resistivity which is 1. 72? 10-8? m, my average value is very close to the published value which shows the level of accuracy throughout my experiment considering the more precise tools that were used by the professionals to gain the published value. The repeats I did helped me to record a value for the resistivity that was close to the published value by reducing the random uncertainty in my results.To gain even more accuracy I could do more repeats, or I could alter the intervals between each length to 0. 1m to increase my range of data. That way I will reduce even more random error within my data. I could also change the different diameters of the wire or change the material I use to compare these results with those and see how they differ. One other change I could do next time is to use an Alternating Current (AC) rather than a Direct Current (DC), since AC is more conventional in houses so it would have provided further information as to how good copper is in the use of houses.

Good and Evil in Dante’s Divine Comedy and Chaucer’s The...

Good and evil are concocted differently in every imagination. To some, evil is the most appalling sins, including such heinous acts such as murder, rape, distortion, or betrayal. To others, evil might be something so simple as indecisiveness, extravagance, or vain glory. Goodness is ambiguous to mankind as well because one man might define goodness as the ordinary man living a free life, yet another might conclude that true goodness is obtainable only through a perfect, honorable lifestyle, completely abstaining from worldly endeavors. One’s attitude at good and evil will predetermine their values, actions, and points of interest. Whether life is spent pursuing heavenly goals or the applying oneself to his or her life, their†¦show more content†¦Dante was a man with a vision. He lived in a world that was â€Å"Torn by discord† (Limentani,117). Born in 1265, Dante’s Florence was the center of a war ravaged Italy. He became involved in politics at a you ng age and before too long became a White Guelph, one who supported the Papacy in the fight against invading Germanic kings. 1301 was a tragic year because it marked the beginning of the Black Guelph regime and saw Dante exiled from his home town forever. These experiences made Dante quickly realize that this world is corrupt to the core. â€Å"Greed for material things is the main fault, greed which is allowed to dictate the actions of men. Only a cessation of strife, the establishment of universal peace can ensure the happiness of mankind and allow men to pursue the ultimate aim for which God has destined them on earth, that of exercising constantly and to the full their distinctive quality, the ‘Virtus Intellective’ (virtuous intellect)† (Limentani,117). He believed that all life on this earth has a purpose and meaning to it. This can be seen in the Inferno because during the long trek through Hell Dante does almost nothing but work to arrive a Paradise, the h eavenly end to all those lacking wickedness. He traveled far trying to make his life purposeful by working his way up to Heaven. Chaucer stood in contrast to Dante’s almost dogmatic piety and looked to other things as having