Sunday, January 12, 2020

Who Killed the Electric Car Analysis

IN 1996, ELECTRIC CARS BEGAN TO APPEAR ON ROADS ALL OVER CALIFORNIA. THEY WERE QUIET AND FAST, PRODUCED NO EXHAUST AND RAN WITHOUT GASOLINE. TEN YEARS LATER, THESE CARS WERE DESTROYED. TEACHER’S GUIDE â€Å"A QUIETLY SHOCKING INDICTMENT OF OUR GAS-GUZZLING AUTO COMPANIES AND THE PETRO-POLITICIANS WHO LOVE THEM. † –KAREN DURBIN, ELLE MAGAZINE SUNDANCE FILM FESTIVAL 2006 †¢ TRIBECA FILM FESTIVAL 2006 WHO KILLED THE ELECTRIC CAR? NOTE TO THE TEACHER Who Killed the Electric Car? is a powerful tool pertinent to many academic disciplines and adaptable to a variety of abilities, learning styles, and classroom goals.This rich, self-contained film requires little or no additional research on the part of the instructor or the class, but can be used as the foundation for independent student research. The film divides neatly into two nearly equal and independent segments that can be shown on successive days or at different points in a unit. Both segments offer excellent discussion opportunities. The classroom experience of students taking courses on environmental science or offerings that include a unit on air quality or environmental concerns would be enriched by viewing Who Killed the Electric Car?.Courses that encourage interest in engineering and practical math applications would also benefit. The ethical and civic questions that the film explores offer a natural connection for teachers working in the area of civics, government, ethics, and business ethics. In many of these courses the film could be treated as a case study. The ethical questions raised are nearly unlimited and a large variety of higher-level-thinking activities can be developed from the film. Included in this packet are discussion prompts, class activities, and research suggestions. 1 FILM SUMMARY included, the General Motors electric vehicle is eatured. As this segment concludes, the success of the industry’s legal strategy is symbolized by a celebrity-studded funeral for the electric car. This segment is filled with factual analysis that examines conflicting claims about emissions, practicality, costs of various fuels, and consumer demand. Who Killed the Electric Car? is presented as a whodone-it mystery. Staying true to this genre, the film opens with necessary background information, describes the crime committed, answering all of the what, where, and when questions, and then in the style of Sir Arthur Conan Doyle gathers the suspects for lose scrutiny, coming to a conclusion on the guilt or innocence of each. The second half of Who Killed the Electric Car? is Sherlock Holmes at his best. The seven suspects identified in the first half of the film are scrutinized. One by one, consumers, batteries, oil companies, auto manufacturers, the U. S. government, the California Air Resources Board, and the newest villain, the hydrogen car, pass under the bare bulb in the inspector’s interrogation room in an attempt to answer the question asked in the film’s title: Who Killed the Electric Car? At the end of each segment the featured suspect is judged as guilty or innocent.Opening with a bit of automotive history that establishes the electric car as a competitive alternative to the internal combustion engine, Who Killed the Electric Car? takes the viewer back to the beginning of the twentieth century and the dawn of the automotive age. A straightforward explanation of why gasoline beats out electricity as the fuel of choice and how the internal combustion engine wins dominance concludes the broad overview. The film then moves to the recent past with the introduction of the California Air Resources Board and their 1990 decision to require that ten percent of all ars sold in California by each car manufacturer be zero-emission vehicles by the year 2003. The Dr. Jekyll and Mr. Hyde response of automotive companies is revealed; production and marketing of zero-emission cars is detailed, a period during which the legal and political teams of the same manufacturers work to defeat the law that gave birth to modern electric vehicles. While several manufacturers are The film ends on a positive note, recognizing a grassroots movement that envisions cleaner air and energy independence. In a John Kennedy-style appeal, the film claims that those who solve our energy onundrum will be those that â€Å"change the world. † 2 SELECTED SCENES FOR CLASSROOM REVIEW 1:19 19:40 Two million new cars are sold in Television advertisement for G. M. ’s California each year. electric car. 2:55 21:21 Cheap oil supports the combustion Introduce Dr. Alan Lloyd of C. A. R. B. engine over the electric car. 3:35 22:10 Air quality in California: Manufacturer’s lawsuit to â€Å"Black cloud of death. † overturn emissions standards. 4:32 22:30 Each gallon of gasoline burned yields President Bush endorsing hydrogen 19 pounds of carbon dioxide. technology in the State of the Union. 4:55 22:43 Introduce S.Davi d Freeman. Hydrogen Hummer and the hydrogen highway. 7:40 23:20 Creating demand for electric cars. C. A. R. B. hearing on the emissions standards. 8:50 25:30 C. A. R. B. and California’s C. A. R. B. vote to kill the standards. zero-emission policy. 12:40 26:15 Cost to run an electric car equals Manufacturers start to collect gasoline when gas is 60 cents per gallon. the electric cars. 14:10 27:35 Californians Against Utility â€Å"Save the electric car† campaign, Company Abuse including the mock funeral. 16:10 29:30 G. M. claims to have built electric cars Last EV1 collected. according to demand. 19:10 31:20Marketing; How far, how fast, EV1s in a G. M. lot. how much? 3 33:20 50:36 G. M. spokesperson explains the Suspect: Car Manufacturers fate of the collected EV1s. 35:30 56:20 PBS at the car crusher. Suspect: Government 36:58 1:03:57 S. David Freeman, â€Å"We’re up against Suspect: C. A. R. B. most of the money in the world. † 37:15 1:07:02 Vigil for th e EV1s. Suspect: Hydrogen Fuel Cell 38:40 1:11:08 Would you buy one of these electric President Bush at a hydrogen cars? Display check for 1. 9 million filling station. dollars offered to G. M. 39:20 1:15:05 â€Å"Who controls the future? Last cars moved. He who has the biggest club. 1:18:52 39:34 1 Scene from Naked Gun 2 /2: Automotive Museum The Smell of Fear. 40:25 1:20:30 List of suspects. Verdicts. 40:58 1:22:32 Suspect: Consumers â€Å"The fight about the electric car was quite simply a fight about the future. † 43:20 1:23:58 Suspect: Batteries Introduce James Woolsey and Plug In America. 1:27:19 46:38 â€Å"The one group of people that steps Suspect: Oil Companies up to take it on is the group that will change the world. † 4 DISCUSSION PROMPTS These prompts can be used for full-class discussion, small group conversations, or adapted for use as writing assignments of varying length and detail. What compromises related to cars and transportation are you willing t o make to preserve and improve air quality? Brainstorm possibilities and then discuss each one, focusing on the average consumer. †¢ What one assertion in the film do you disagree with? Why? †¢ What one assertion in the film troubles you the most? Why? †¢ In your own words, explain why the car manufacturers collected and destroyed the electric vehicles. †¢ Did government serve the people in the case of electric cars? Why? †¢ Does government have the right to tell companies what to manufacture? Why? †¢ How important an issue is our nation’s dependence on oil?Explain. †¢ Do you agree that those who solve the energy question will change the world? Explain. †¢ Should the world oil supply be divided evenly according to population, given to those able to pay the highest price, or reserved for developing nations? Explain your opinion. †¢ Is it acceptable for a nation to use oil as a weapon? Why/why not? †¢ Would you characterize each of the following as a good citizen or a bad citizen? Why? -The oil companies -The automobile companies -U. S. consumers -Scientists researching hydrogen fuel -The citizens trying to save the electric car †¢ Is energy a national security issue?Why/how? Explain. †¢ How is the use of hydrogen as a fuel related to the reemergence of nuclear power? †¢ Does drilling for more oil in the pristine wilderness make sense? Why/why not? †¢ Given the information provided in the film, do you believe electric cars are a reasonable alternative to combustion engines? Why/why not? †¢ Given the information provided in the film, do you believe you will be able to buy a hydrogen-powered car in the next 10 years? 20 years? Ever? Why/why not? 5 MOCK COURT Choose defense and prosecution teams for each of the seven defendants identified in the film.Have the teams prepare for a mock trial using the information in the film and if desired, additional research. Stage a trial with a jury that has not seen the film. Roles: Judge: Acts as presiding officer maintaining order, resolving conflicts, and charging the jury. Prosecution team: Presents evidence against the named defendant using witnesses, charts, graphs, and physical evidence. The team would also cross-examine defense witnesses. The prosecution’s job is to prove beyond a reasonable doubt the guilt of the defendant. Defense team: Presents evidence that rebuts the prosecution’s view and may suggest alternative perpetrators.The defense may use witnesses, charts, graphs, and physical evidence. The team would also cross-examine prosecution witnesses. The defense’s job is to create reasonable doubt as to the guilt of the defendant. This activity can be used as an alternative assessment of student knowledge while also building critical thinking and oral presentation skills. 6 COMMON GOOD Open the activity by reading the paragraph below. Allow for a few minutes of general comment on the concept of the â€Å"common good† and the claim by then G. M. president Charles E. Wilson: What’s good for the country is good for General Motors and vice versa.The preamble to the United States Constitution opens with the words: â€Å"We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. † These words imply a common interest that is shared by citizens and government, a concept often referred to as the â€Å"common good. † In 1953, the then president of General Motors, Charles E.Wilson, was nominated by President Dwight Eisenhower to serve as his Secretary of Defense. During Wilson’s confirmation hearings, senators were concerned that he would have difficulty making a decision that could hurt General Motors, a major defense contractor, even if the decision was in the best interest of the United States. When asked this question, Wilson assured senators that he could make such a decision but that he could not imagine such a situation, â€Å"because for years I thought what was good for the country was good for General Motors and vice versa. † Student instructionWho Killed the Electric Car? implies that the â€Å"common good† is not being served by the decision to abandon electric vehicles and embrace hydrogen technology. Write your own definition of the â€Å"common good. † Make groups of 3 to 5 and share these definitions. Try to agree on a group definition. Evaluate General Motors’ decision to kill the electric car program in light of your group’s definition. Be ready to report your findings to the class. Do Mr. Wilson’s thoughts from 1953 reflect the General Motors Corporation that is presented in the film? If the Senate c alled the current president of G.M. to explain the death of the electric car, imagine what he might say that would be quoted more than 50 years later. 7 HIDDEN AGENDA Teacher introduction As a class, brainstorm about the term â€Å"hidden agenda. † When you get all the ideas on the board, make groups of 3 to 5. In groups, have the class discuss the ideas on the board and then write a definition of â€Å"hidden agenda† that the group can agree on. As a class, share these definitions and create one working definition for the whole class. Have students return to their groups and discuss what â€Å"hidden agenda(s)† the following may have had.To make a claim, the group must have at least one piece of solid evidence from the film. Each group should decide which three of their claims are the strongest and prepare to present them to the class. Present and discuss: Automobile companies: Hidden agenda: _____________________________________________________________________ ________________ Evidence: Oil companies: Hidden agenda: _____________________________________________________________________________________ Evidence: Filmmakers: Hidden agenda: _____________________________________________________________________________________ Evidence:Car companies: Hidden agenda: _____________________________________________________________________________________ Evidence: Federal government: Hidden agenda: _____________________________________________________________________________________ Evidence: Fans of the electric car: Hidden agenda: _____________________________________________________________________________________ Evidence: C. A. R. B. : Hidden agenda: _____________________________________________________________________________________ Evidence: 8 WHAT IS THE ROLE OF BUSINESS? What is the role of business in a democratic/capitalist society?The complex interaction between business, government, and consumers is presented as a case study in Who Kil led the Electric Car?. After viewing the film, clarify your own attitude toward the role of business, before any discussion, by using the prompts that follow. Prioritize the entire list from 1, most important, to 10, least important, and then write just a sentence or two that explains each ranking. Using your results, make groups that include individuals with different attitudes. While you discuss the movie, analyze how different views of business influence opinions about the film. ______ The role of business is to make a profit. _____ The role of business is to make a good product. ______ The role of business is to serve the consumer. ______ The role of business is to support government. ______ The role of business is to educate government. ______ The role of business is to educate consumers. ______ The role of business is to improve life. ______ The role of business is to protect the environment. ______ The role of business is to provide consumers with choice. ______ The role of b usiness is to invent solutions to society’s problems. 9 WHAT IS THE ROLE OF GOVERNMENT? What is the role of government in a democratic/capitalist society?The complex interaction between business, government, and citizens is presented as a case study in Who Killed the Electric Car?. After viewing the film, clarify your own attitude toward the role of government, before any discussion, by using the prompts that follow. Prioritize the entire list from 1, most important, to 10, least important, and then write just a sentence or two that explains each ranking. Using your results, make groups that include individuals with different attitudes. While you discuss the movie, analyze how different views of government influence opinions about the film. ______The role of government is to defend the nation. ______ The role of government is to create a just society. ______ The role of government is to protect the consumer. ______ The role of government is to protect business. ______ The rol e of government is to regulate business. ______ The role of government is to educate consumers. ______ The role of government is to improve life for all citizens. ______ The role of government is to protect the environment. ______ The role of government is to provide consumers with choice. ______ The role of government is to invent solutions to society’s problems. 10 MAKING THE CASEIn the second half of Who Killed the Electric Car? , each of the suspects in this mystery is held up to scrutiny. Acting as an unbiased detective, develop a list of the evidence offered for guilt and the evidence that indicates innocence. In groups or as a class, use these evidence lists as the basis for a debate that leads to a vote on each suspect. The suspect___________________________________________________ Evidence to convict Evidence to acquit 11 BRIAN DANIELS teaches history and ethics at Hudson High School, Hudson, Massachusetts. He is the school facilitator for the democratic school initi ative atHudson High and an active member of the school’s First Amendment Schools team. He has been teaching for thirty years and holds bachelor’s degrees in history and psychology from Boston College and a master’s degree in critical and creative thinking from the University of Massachusetts at Boston. He will become the Curriculum Director for English and Social Studies grades 6-12 in the Hudson school district in the summer of 2006. He has been published several times in the Boston Globe and has an article slated for publication in October of 2006 in the National Social StudiesSupervisors Association magazine. A SONY PICTURES CLASSICS RELEASE ELECTRIC ENTERTAINMENT PRESENTS A DEAN DEVLIN/PLINYMINOR PRODUCTION A FILM BY CHRIS PAINE â€Å"WHO KILLED THE ELECTRIC CAR? † NARRATED BY MARTIN SHEEN EDITED BY MICHAEL KOVALENKO CHRIS A. PETERSON DIRECTOR OF PHOTOGRAPHY THADDEUS WADLEIGH ORIGINAL MUSIC BY MICHAEL BROOK CONSULTING PRODUCER ALEX GIBNEY EXECUTIVE PR ODUCERS DEAN DEVLIN TAVIN MARIN TITUS RICHARD D. TITUS PRODUCED BY JESSIE DEETER WRITTEN AND DIRECTED BY CHRIS PAINE FOR BRIEF MILD LANGUAGE. WWW. WHOKILLEDTHEELECTRICCARMOVIE. COM WWW. SONYCLASSICS. COM

Saturday, January 4, 2020

What Is Black Power

The term â€Å"Black Power† refers to both a political slogan popularized between the 1960s and the 1980s, as well as the various ideologies aimed at achieving self-determination for black people. It was popularized within the United States, but the slogan, along with components of the Black Power Movement, has traveled abroad. Origins After the shooting of James Meredith in the March Against Fear, the Student Nonviolent Coordinating Committee (influential within the Civil Rights Movement) held a speech on June 16, 1966. In it, Kwame Ture (Stokely Carmichael) declared: This is the 27th time I have been arrested and I aint going to jail no more! The only way we gonna stop them white men from whuppin us is to take over. What we gonna start sayin now is Black Power! This was the first time Black Power had been used as a political slogan. Although the phrase is thought to have originated in Richard Wright’s 1954 book, â€Å"Black Power,† it was in Ture’s speech that â€Å"Black Power† emerged as a battle cry, an alternative to more tempered slogans like â€Å"Freedom Now!† employed by nonviolent groups like Martin Luther King, Jr.’s Southern Christian Leadership Conference. By 1966, many black people believed that the Civil Rights Movement’s focus on desegregation failed to examine how America had weakened and humiliated black people for generations  Ã¢â‚¬â€Ã‚  economically, socially, and culturally. Young black people, in particular, had become tired of the Civil Rights Movement’s slow pace. â€Å"Black Power† became symbolic of the new wave of the black freedom struggle that broke from earlier tactics focused on the church and King’s â€Å"beloved community.† Black Power Movement Malcolm X Bring about the freedom of these people by any means necessary. Thats our motto. We want freedom by any means necessary. We want justice by any means necessary. We want equality by any means necessary. The Black Power Movement began in the 1960s and continued throughout the 1980s. While the movement had multiple tactics, from non-violence to proactive defense, its purpose was to bring the ideological developments of Black Power to life. Activists focused on two main tenets: black autonomy and self-determination. The movement began in America, but the simplicity and universality of its slogan allowed it to be applied globally, from Somalia to Great Britain. The cornerstone of the Black Power Movement was the Black Panther Party for Self Defense. Founded in October of 1966 by Huey Newton and Bobby Seale, the Black Panther Party was a revolutionary socialist organization. The Panthers were known for their Ten-Point Platform, the development of free breakfast programs (which were later taken by the government for the development of WIC), and their insistence on building black people’s ability to defend themselves. The party was heavily targeted by the FBI surveillance program COINTELPro, which led to the death or imprisonment of many black activists. While the Black Panther Party started with black men as heads of the movement and continued to struggle with misogynoir (misogyny directed at black women) throughout its existence, the women in the party were influential and made their voices heard on many issues. Notable activists in the Black Power Movement included Elaine Brown (the first Chairwoman of the Black Panther Party), Angela Davis (leader of the Communist Party USA), and Assata Shakur (a member of the Black Liberation Army). All three of these women were targeted by the United States government for their activism. While the Black Power Movement saw a decline in the late 1970s, due to the relentless persecution of those involved (such as Freddy Hampton), it has had a lasting impact on black American arts and culture. Black Power Definition in Arts and Culture Kwame Ture We have to stop being ashamed of being black. A broad nose, thick lip and nappy hair is us and we are going to call that beautiful whether they like it or not. Black Power was more than just a political slogan  Ã¢â‚¬â€Ã‚  it introduced a change in overall black culture. The â€Å"Black is Beautiful† movement replaced traditional black styles like suits and permed hair with new, unapologetically black styles, like full afros and the development of soul. The Black Arts Movement, founded in part by Amiri Baraka, promoted the autonomy of black people by urging them to create their own journals, magazines, and other written publications. Many women writers, such as Nikki Giovanni and Audre Lorde, contributed to the Black Arts Movement by exploring themes of black womanhood, love, urban struggle,  and sexuality in their work. The effects of Black Power as a political slogan, movement, and form of cultural expression lives on in the current Movement for Black Lives. Many of today’s black activists draw on the works and theories of Black Power activists, such as the Black Panther’s Ten-Point Platform to organize around ending police brutality. Sources Black Power Speech. Dictionary of American History, The Gale Group Inc., 2003.Gist, Brenda Lovelace. Eloquently Speaking. Xlibris, December 7, 2010.History.com Editors. Civil rights activist James Meredith shot. History, AE Television Networks, LLC, July 27, 2019.Walker, Samuel. Black Power! A Slogan is Born. Today in Civil Liberties History, Samuel Walker, 2014.

Thursday, December 19, 2019

Capital Punishment Should Be Mandatory - 943 Words

The God gives life and he is the only one who can take it away. Nobody has the right to terminate human life under any circumstances unless it is a penalty decided by the court. Actually, killers give away their rights when they kill other people, so capital punishment is a fair punishment for those people who definitely deserve it. In fact, capital punishment is one of the most arguable issues in our societies. However, it is a legally process of executing a person convicted of a capital crime. Capital punishment can be institutionalized by the state and implemented by final judgment of a court. It’s very important to fight premeditated murder. In addition, capital punishment should be mandatory for people who kill other people for four reasons: to reduce murder rates, saves innocent lives, alleviates the overcrowding of prisons and helps victims families to relieve their pain. Capital punishment reduces the number of crime. Capital punishment strongly deters killings and serves justice. The strong punishment makes the murder thinks twice before killing any one. The well stablished judicial system should include strong death penalty as a punishment option to help the judge to apply the justice. According to Tucker â€Å"Capital punishment deters—not increases—murder. Since 1994, states that have executed murderers have experienced the most rapid decline in homicide rates while states without capital punishment have seen an increase in murders. Therefore, the correlationShow MoreRelatedThe Costs of the Death Penalty in the United States Essay1518 Words   |  7 PagesThe Costs of the Death Penalty in the United States Capital punishment has existed in the US since colonial times. Since then, more than 13,000 people have been legally executed. 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Wednesday, December 11, 2019

Individuality in 20th Century Essay Example For Students

Individuality in 20th Century Essay Twentieth Century art has spawned great art signifiers. Its apparent transmutation had triggered the inquiry of whether or non the development was caused by the pure mastermind of the creative person or by the predating art that he was born into. This essay will discourse how the creative persons of the twentieth century have made art about undefinable ( Nicolas Pioch. The twentieth century ) by looking into the quotation marks of Immanuel Kant ( 1790 ) and Andre Malraux ( 1953 ). Every bit good as looking at some existent plants before and after 1950 which would exemplify that art has clearly become an look of an artist’s emotions and ideas as honed by the yesteryear. As individualism stairss in. we will closely look at how an individual’s individual is really affected by his experiences and orientation on assorted facets of his being such as how he could hold been raised. how he may hold been exposed to old graphicss and the similar. Immanuel Kant. in his quotation mark from the Critique of Judgment ( 1790 ) had clearly defined mastermind as. â€Å"a endowment for bring forthing that for which no definite regulation can be given† . I believe that this is like how scientists are referred to as masterminds. they have defied popular beliefs or what had really become a norm for their clip or epoch. They would bring forth stuffs that are non usual for the bulk. Similar to this. I believe that such was besides the instance as he may hold found that an graphics. which proved to be alone for its genre. is already a merchandise of a mastermind. A good illustration of what was said to be a work of a mastermind was that of Vincent Van Gogh’s Starry Night and Donatello’s Crucifix ( images shown in the Documentation ) . These were considered alone and were painted outside the what was considered as criterion during their clip or epoch. as these plants had clearly defied the usual thought of what our usual image of the celestial spheres is ( Starry Night ) every bit good as the common image of how Christ was crucified. Texture of these creative activities besides shriek of individualism as was the instance with Van Gogh’s work. As was said by I. Kant. â€Å"originality must be its primary property† for an art to be considered as the work of a mastermind. It is clear he meant that it was something that was non normally done but did non infer it to non being influenced at all by graphicss that came before them. Alternatively the focal point was on how they have made their creative activities different from the others without needfully rolling from the same thought or thought. Like in Van Gogh’s work. there had already been pictures picturing the celestial spheres at dark but its signifier and texture every bit good as the colourss utilized were clearly out of the ordinary and had been really original despite the presence of old graphicss that had been made. On the other manus. Andre Malraux’s. â€Å"The Voices of Silence† ( 1953 ) compared graphics to a kid that matures. Meaning that art fundamentally evolves. It does non needfully swerve off from its coevalss but is created from what he may hold experienced. Like a kid that may hold learned to walk more carefully after geting a abrasion from a autumn. an creative person was besides said to lift from their ain struggles and the accomplishments of their predecessors. A individual that may hold lived within a war-worn epoch may make an graphics that depicts what he had witnessed. at the same clip picking out best patterns from plants that were antecedently done by others and utilizing them as inspiration to set his experience or what he had witnessed into a work of art. As such. A. Malraux was right about picking them out â€Å"from their battle with the signifiers that others have imposed on life† . We note though. that experiences do non needfully stay within the context of a person’s personal battles but can deduce ideas from their successes every bit good or the comfort that they may hold had. .u3ae8413210f742b3e9f337466212b92f , .u3ae8413210f742b3e9f337466212b92f .postImageUrl , .u3ae8413210f742b3e9f337466212b92f .centered-text-area { min-height: 80px; position: relative; } .u3ae8413210f742b3e9f337466212b92f , .u3ae8413210f742b3e9f337466212b92f:hover , .u3ae8413210f742b3e9f337466212b92f:visited , .u3ae8413210f742b3e9f337466212b92f:active { border:0!important; } .u3ae8413210f742b3e9f337466212b92f .clearfix:after { content: ""; display: table; clear: both; } .u3ae8413210f742b3e9f337466212b92f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3ae8413210f742b3e9f337466212b92f:active , .u3ae8413210f742b3e9f337466212b92f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3ae8413210f742b3e9f337466212b92f .centered-text-area { width: 100%; position: relative ; } .u3ae8413210f742b3e9f337466212b92f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3ae8413210f742b3e9f337466212b92f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3ae8413210f742b3e9f337466212b92f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3ae8413210f742b3e9f337466212b92f:hover .ctaButton { background-color: #34495E!important; } .u3ae8413210f742b3e9f337466212b92f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3ae8413210f742b3e9f337466212b92f .u3ae8413210f742b3e9f337466212b92f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3ae8413210f742b3e9f337466212b92f:after { content: ""; display: block; clear: both; } READ: Conflict in The Most Dangerous Game EssayA authoritative illustration is Jose Manuel Merello Arvilla’s â€Å"bodegon electrico† . which depicts Spain’s colorful yet subdued civilization evident in the sunglassess and texture utilized. Similar to this is Vijendra Singh Devra’s picture of a three-part series called the Blue Night. where the texture was really smooth and the contrast was blunt that may be an grounds of the painter’s experiences or societal position. It may non be easy to withstand the norms. An creative person is faced with the hazard of being singled out either as great or hapless. The genre of which the graphics is in specifying the merchandise that the creative person creates. As mentioned in â€Å"Necrophilic Logics and the rebellion of the imagination† . Hypertext transfer protocol: //www. geocities. com/kk_abacus/carp. hypertext markup language: A split between the rational and irrational is constructed by every rational system ; each reason creates a corresponding unreason. that which does non suit inside of it. Therefore. each rational system has built-in bounds. To interrupt out of a reason. 1 must besides be capable of gestating of that which lies beyond the bounds of that system. Rational systems can be utile tools but they can besides go mental prisons. There is a slender limit between the subconscious and the imaginativeness of a individual as it says that both are something that goes beyond the built-in bounds of man’s reason. As such. it is clear that an artist’s mastermind is based on how he creates a alone description of what he has undergone or experienced every bit good as his soaking up of what had been proven effectual and successful for other creative persons as good.

Tuesday, December 3, 2019

WHITE BLOOD CELLS Essay Example For Students

WHITE BLOOD CELLS Essay Lindsay Turner4/20/01White Blood CellsBacteria exist everywhere in the environment and have continuous access to the body through the mouth, nose and pores of skin. Further more, many cells age and die daily and their remains must be removed, this is where the white blood cell plays its role. According to this quotation, without white blood cells, also known as leukocytes, we would not be able to survive. White blood cells are our bodys number one defense against infections. They help keep us clean from foreign bacteria that enter our bodies. Statistics show that there are five to ten thousand white blood cells per micro liter of blood, however this number will increase during an illness. White blood cells can differ in many ways, such as, size, shape and staining traits. There are five different kinds of white blood cells that fall into two separate categories. One category is called, granular leukocytes, and the other is called agranular white cells.There are three different types of granular leukocytes. We will write a custom essay on WHITE BLOOD CELLS specifically for you for only $16.38 $13.9/page Order now Neutrophil is a phagocyte, produced in the bone marrow that ingests and destroys bacteria extremely fast.Neutrophil has a diameter, which is, about ten to twelve micrometers long.They make up about 60-70 percent of the total number of white blood cells in our body. Eosinphil is a type of white blood cell that secretes poisonous materials in order to kill parasites, allergies and phagocytosis of bacteria, which is when the cell takes in materials to eliminate them or move them from where they were. They make up about 2-4 percent of the total number of white blood cells in our body. These white blood cells are similar to Neutrophil because they attack bacteria by the immune system.This particular group of white blood cells is extremely important in my body, because they are prominent at sites of allergic reactions, such as anaphylaxis. The nucleus of Eosinphil is made of two lobes, and implanted in the cytoplasm are large, red-orange granules, and the diameter of them is on average about twelve to fifteen m. The third type of granular leukocytes is called, basophil. Basophils major function is, secretion. They tend to have a diameter of 12-15 m. These cells make up only about one percent of the total population of white blood cells, causing them to be much more difficult to detect. These cells secrete both histamine and heparin. Histamine draws blood into the damaged area, while heparin slows clotting so that more blood can enter the damaged area. There are two different kinds of agranular white cells. One is called monocyte, and the other is called lymphocyte. The major function of monocyte is, phagocytosis. These cells more very quickly and are therefore able to consume bacteria and dead tissue at a fast rate. Monocytes have an average diameter of, 12-17 m, and they make up about 3-8 percent of our leukocytes population. Lymphocytes, major function are immunity. There are many different forms of lymphocytes, and all of the different forms have different functions. B-lymphocytes produce, plasma cells, which form antibodies to (humeral immune response), T-lymphocytes produce, suppressor cells, helper cells, and cytotoxic, killer cells. Lymphocytes have a diameter of about 8-18 m. In general leukocytes, either clear away dead cells from the body, or destroy specific bacteria, viruses, and other agents of disease. BIBLIOGRAPHY:HomeworkHelp.com (viewed 20 Apr. 2001)Marikk, Sze Leung and Janet. THE WHITE BLOOD CELL. (viewed 20 Apr. 2001)Starr Cecie, and Ralph Taggart. Biology: The Unity and Diversity of Life Boston: Wadsworth Publishing Corp., http://faculty.stcc.mass.edu/tamarkin/ap/ap2pages/blood/white.htm

Wednesday, November 27, 2019

Racialism Essays - Social Constructionism, Kinship And Descent

Racialism Appiah addresses the issues of racialism, intrinsic racism, and extrensic racism in his article entitled RACISMS. However, after analyzing Appiah's views on racism and its different forms, his views on the theoretical validity of racialism and extrinsic racism are seriously doubted. Appiah defines racialism as "the view that there are essentail characteristics that allow us to classify people into distinct races, each of which shares certain traits and tendencies". On this topic, Appiah thinks that this theory, or way of categorizing people is false. He thinks that it is merely an excuse for people to practice types of racism. Among the two most distinct types of racism are intrinsic and extrinsic. Intrinsic racism consists of people who differentiate morally between members of different races because they "believe that each race has a different moral status, quite independent of the moral characteristics entailed by its racial essence." For the intrinsic racist there is no moral, intellectual, cultural, or perhaps even physical trait or act in relevancy to a member of another race that would merit equal treament. Extrinsic racists make moral distinctions between members of other races because they believe that the racial essence entails certain morally relevant qualities. The extrinsic racist's discrimintation stems from the belief that different races are different genetically, and these genetic differences constitute different treatment and expectations. Even with evidence that states otherwise, evidence that points that a person of another race is intelligent, or noble, there is nothing that can deter the extrinsic racist's perceptions about those of another race. But, the extrinsic racist may in fact have friends or loved ones in that race.It is this belief that leads Appiah to believe that these individuals have a "cognitive incapacity", or an inability to reason. Appiah comments early on that racialism is a false concept, or view. His grounds for his claim is that it serves as a presupposition to two types of racism, extrinsic and intrinsic. However, he is only keeping in consideration a few results and purposes of racialism. When Appiah looks at racialism, he sees that it is a science that allows us to classify people into distinct races based on character traits and tendencies. In his perspective, this serves no further purpose but to validate racism, and that it is a concept that is false in theory. The truth of the matter is there are certain obvious differences based on race. Most apparent is skin color, and other physical characteristics like hair, eyes, lips, etc. That fact alone weakens Appiah's argument racialism is false. This weakens Appiah's argument because when he says that racialism is false in theory, part of what he saying that either there are no traits that allow us to classify people into races. Certain physical characteristics are evident in races and allows us to classify by race. The second part of Appiah's argument regarding racialism is that racialism also classifies on character tendencies originating from race. It is generally agreed that race had no create character tendencies, morals, and actions. However, race can indirectly play a role in the development of many characteristics. Race is becoming less of a factor as more and more people engage in racial mixed relationships. But it is a factor. Certain races are more inclined to be a part of certain cultures, with their own respective value systems. For instance, being born Chinese does not automatically make you good at kung-fu, give you more of a natural ability to draw, or a more respectable person. However, due to the history of the chinese, and the culture behind it their are certain traits that a chinese individual would be more likely to take on. Chinese may be more likey to draw well because of calligraphy, in which every word is basically a little picture. this obviously would help to develop control over the pen. The culture of the chinese has a very heavy influence on respecting one's parents and the elderly, which would undoubtably make older individuals seem more honorable or wise. So in that case, race does indeed have an impact on character tendencies and behavior. It shows that race can have a connection to culture and upbringing, which does relate to the type of person that will develop. This is where Appiah's theory that racialism is a presupposition to to racism comes into play. These cultural characteristics can easily be mistaken for racial characteristics. Also, none of these traits are absolute, or definate. Culture does not have the power to dictate a person's morality, behavior, and abilities, but it can influence these things.