Physics Essay Topics - Short and Simple

Physics Essay Topics - Short and SimpleThe conventional wisdom is that you can easily find a high paying college by applying to any number of science or math related subjects. The science degree will pay more than the math degree. It's a matter of personal preference. Many people agree, but the question is if it's right for you.There are some legitimate points in favor of math. It isn't terribly difficult to obtain good grades, and you can learn many important things from mathematics. Math is also one of the most interesting subjects out there. However, for high school students who want to go to college, a strong science background could be better than a math one. In fact, almost every undergraduate major should involve at least some research into science.One of the best physics essay topics to use will be some form of physics. This is because science courses will require you to develop and apply a wide variety of ideas about gravity, Newtonian mechanics, and so on. You'll also learn about the behavior of forces and atoms, which are important to designing better machines and weapons.Physics is a relatively young discipline, having been formulated just two centuries ago. The basic equations governing its underlying theories are quite complex, requiring deep knowledge of physics and many more subjects than math requires.You can find an easier, free-text essay topic by writing about a topic in one of your existing courses. But if you're considering taking classes that don't normally require physics, you may wish to find a short course or a short essay topic that requires this subject. For example, statistics will often use calculus, which requires some knowledge of physics. Other topics might include bio-chemistry, so you could use a chemistry topic as a shorter but more informative option.There are also several very good physics essay topics available online. They are simple to create and use, and they are usually very affordable. Many of them focus on less well- known theories and specific phenomena, and they have been created by experts in the field. If you're looking for a physics essay topic that will impress admissions officers, an online physics lesson is probably your best bet.Science is a very large subject, and is the backbone of modern physics. Modern physics has become the cornerstone of modern society and any subject you might wish to write about should be considered by students considering college.

Sample Guide to Writing Effective Issues Essay

Sample Guide to Writing Effective Issues EssayA sample guide to writing an effective issues essay should not only include information on how to create a topic outline, but should also include a resource list. The guide should include helpful tips and suggestions on how to write a persuasive essay based on the topic outline, provide a quick example of topics and essay topics and give examples of good and bad writing styles.Students who have been exposed to the right material and have learned from their teacher can write effective essays. The topics should be assigned to them by the professor or instructor, and they should develop a writing style. The purpose of the information in a sample guide to writing an effective issue's essay is to help students choose the appropriate areas of analysis and focus the topic of their essay.All students who are interested in writing effective essays should study the topic of the topics that they have to research, especially if the topic will be cons idered by the teacher to be a controversial one. An effective topics essay will require students to use sources, fact-check, and question their own assumptions. Writing an essay of this type may involve difficult decisions and arguments about the issues in the case, so students must prepare their arguments and information well.Research is a very important resource, as it provides the basis for other skills such as editing, organization, and reading. Students should gather all the relevant information to write effective essays. They should include sources for the different parts of the paper and then construct an outline of the topics.They should use the problem solving skills that were learned during the process of completing the essay. Writing an essay of this nature requires students to create a general outline, organize their sources, summarize their argument, use their writing skills, and then proofread their essays for grammatical errors and correct any factual errors that they may find.Students will need to rewrite their essays if there are factual errors. This is an additional skill that needs to be practiced throughout the entire process of writing an essay.By studying the subject of an essay and applying their problem solving skills, students will develop a strong foundation for writing any kind of assignment that they encounter in their classes. The guide should include the best resources to find information on any topic, as well as methods to help students understand the importance of the sources used in writing an essay.

Jane Elliot †A Class Divided

Background Discrimination has taken many definitions over the years. However it can basically be said to be a representation of prejudicial treatment to a person for membership in a given category or group. It is the relationship that exists between one group to another and the actual manner in which they treat each other.Advertising We will write a custom essay sample on Jane Elliot – A Class Divided specifically for you for only $16.05 $11/page Learn More It mostly involves restriction denial and withholding of opportunities or access to such opportunities to an individual of a certain category. Such preferential treatment need not cause harm to be discrimination. It is enough to give worse treatment to an individual over another for some pertinent arbitrary reason. Argument In 1968, Riceville, Iowa teacher, Jane Elliot, watched in horror as Dr. Martin Luther King, Jr. was assassinated. She was greatly concerned at how discrimination was being p erpetrated in society with sheer ignorance of the damage and pain it was causing to the discriminated people. In an attempt at passing the message against discrimination to her 3rd grade students she attempted to give a lesson to sensitize the class on the effect of the vice. However this was an exercise in futility since like their parents and the society around them they did not understand or have a feel of what discrimination was. In fact some of the children only saw black people on the television. The topic as therefore discussed lightly and with ignorance. She therefore used a practical example of discrimination in which she separated the class into two groups. The first group was made up of children with blue eyes while the other was made of children with brown eyes. She then proceeded to praise the group of children with blue eyes as against those with brown eyes. The children were made to believe that the children with blue eyes were more superior and were more intelligent and therefore deserved to be treated better. The children with blue eyes were given advantages and privileges over their brown eyed friends such as more time during breaks and more teacher attention. They were also warned against interacting with their fellow brown eyed class mates and they were not to play with them. The brown eyed students were also made to wear blue scarf’s that would be used to identify and distinguish them from other children. On the second day, the blue eyed children took their turn and were made to wear the scarfs. Jane Elliot altered the mindset to portray the blue eyed students as lazy and rude. They were also made to suffer lesser privileges such as not going to play as well as a single share of lunch as opposed to going for a second share for those who were not satisfied. The brown eyed students were also given more teacher attention and received more congratulatory remarks form their teacher as opposed to their blue eyed classmatesAdvertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The response at the end of the two day exercise was exhilarating. The effectiveness of this method in delivering knowledge and affecting the learning process was very good. The children voluntarily condemned the vice of discrimination and gave their feel of the activity. The sense of imprisonment oppression and segregation was deeply felt by the students who when asked to dispose of the blue scarf’s that were used to identify the children who were of a different group choose to tear them up. This intriguing and aggressive sense of remorse shows how deep discrimination goes in offending the individual or person. The experience as reviewed by the students fourteen years later was a total success in cementing and embedding the principles and values against discrimination. Most of the students grew up to enforce the doctrines and moral of the analogy against discri mination to their wives children friends and fellow members of society. They became bolder at proclaiming their stand against discrimination. Teaching method used Jane Elliot employed a marriage between collaborative and participatory teaching methods. She allowed the students to facilitate her teaching process while in the process allowing them to teach and learn from each other. Undeniably other teaching methods such as lecturing and explaining would have had little success at accessing the young mind let alone solidify the knowledge amidst the societal approach to the issue. The method creates an interactive collaboration between the teacher and the student allowing the class to be more practical and realistic. This goes against the grain of most education systems and methods in the contemporary teaching pretext that are more skewed towards an explanatory method of teaching. Practicality and reasons thereof In the modern day information and technology context the method would fac e certain pertinent challenges that stream from the structural and situational changes that have occurred in the learning environment. For instance, Students learning through electronic methods have little time for the interpersonal interaction with fellow classmates except in instances where it is absolutely necessary. It would therefore be quite difficult to implement the method in a virtual classroom where students are distantly located. The method would however still work in the rural and most modern learning environment where there the class room set up still exists. It will however require certain pertinent modification in its manner of delivery and execution to involve more modern concepts and analogies within the method. This essay on Jane Elliot – A Class Divided was written and submitted by user Brooklyn Powers to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Kabbalah, Assagioli And Transpersonal Psychology

Kabbalah, Assagioli And Transpersonal Psychology Free Online Research Papers Kabbalah, Assagioli And Transpersonal Psychology I have been reading several most interesting chapters on the thinking of Roberto Assagioli, the father of Transpersonal Psychology, as related to Kabbalah. These appear in Opening the Inner Gates: New Paths in Kabbalah and Psychology edited by Edward Hoffman. One chapter entitled Psychosynthesis and Kabbalah is a comparative study between Assagiolis Egg diagram and the Kabbalistic Tree of Life. It is certainly most interesting with lots of practical information, but it is in another chapter entitled Jewish Meditation: Healing Ourselves and Our Relationship that one realizes the influence of Kabbalistic thinking had on Assagioli. Here is a quote for your interest and perusal from that very exciting chapter written by Sheldon Z. Kramer. The Zohar, a major Kabbalistic text, states that the soul has three strands. These three strands are compared to a candle flame. The first part of the candle flame is located near the wick and reflects a black and blue light that is always changing. This lower light is considered the nefesh, or animal soul. The nefesh may be likened to Sigmund Freuds idea of the id, ego, and superego: it is those parts of the personality that are always in flux, owing to inner or outer reactivity based on internal and external desires. Contained within the animal soul is also a variety of different ego identifications based on early childhood experiences that forms ones personality, such as the ambitious one, the procrastinator, or the frightened child. Located directly above the black and blue light is a steady yellow glow in the center of the flame; this section is called the ruach, the divine wind, breath, or spirit. Separate from the nefesh, the ruach has the ability to stand outside all of the inner and outer turbulance with a degree of calm or stability. The ruach state of consciousness can be compared to the eye of the hurricane, which stays calm amid the turbulent winds. It is interesting to note that in all meditation traditions, the breath is a major vehicle of centring oneself for the purpose of refinement of consciousness. Directly above the ruach is the filmy portion of light on top of the candle flame, the neshamah, suprasoul or higher self. The neshamah is the center of unity and bridges all the other parts of the soul into a collective field. The neshamah can be viewed as a catalyst: it participates in all the reactions of the lower two strands, but stands outside them. Another metaphor for the neshamah is that of a prism, which reflects light. As pure white light moves through a prism, a rainbow of colors can be seen. Each of these color qualities, according to the Kabbalah, is reflective of divine attributes such as love, strength, harmony, compassion, patience, tolerance, forgiveness, victory, receptivity, stability, and groundedness. The goal in Jewish meditation is to be able to separate oneself from the identification of the nefesh and attach oneself to ruach with the possibility of bridging with neshamah. Through the refinement of ones attention, one can enter into the ruach state of conscio usness and decrease ones reactivity. By training of ones mind/body to realize this goal, one can have a taste of higher centers of consciousness. It is interesting to note that the above description of the three strands of the soul found in the Zohar reflects the foundation of the core ideas of Roberto Assagioli the father of transpersonal psychology in the development of psychosynthesis. Roberto Assagioli was of definite Jewish origin. When I visited his library in Florence in 1988 I saw scholarly, philosophical, and modern texts on Jewish mysticism. Through my research, I found Assagiolis papers on Judaism and had them translated from Italian in English. It was clear from his writings that he was involved with his own roots because one of these papers was an address he delivered in July 1953 at the International Camp Youth Section of the World Union for Progressive Judaism in Boulogne/Seine. In these writings Assagioli mentions a couple of times the psycho-spiritual parts of the psyche found in Kabbalah: The base of the spiritual psychology of which I am a supporter..is constituted by the biblical affirmations according to which man was made from the image and resembling God..from this basis comes the traditional Jewish teaching of the human psychological constitution consisting of three elements: nefesh [animal soul], ruach [divine wind], and neshamah [supersoul]. This represents spiritual elements..my main endeavor has been to give scientific proof of the evidence and activity of the spiritual soul (neshamah) with the psyche [ruach] as an inspiring and unifying factor. Assagiolis major map of the psyche, which he calls the egg diagram, reflects the image of the oval shape of the candle flame. The bottom of the flame (nefesh) he called the lower unconscious including some parts of the ego which he labeled subpersonalities. The middle flame (ruach), he called the personal I, which was the part of the psyche that could stay objective and aware of the variety of identifications found in the lower unconscious. The upper flame (neshamah) Assagioli divided into a general region that he called the Higher Unconscious. This part of the psyche contained pure sacred attributes or what he called higher qualities, including love, compassion, understanding, patience, humility, tolerance, unity, forgiveness, and joy. The other region of the upper flame was the apex, and the Hebrew correlation corresponded directly to Assagiolis term of the Higher Self, which he also considered in overall unifying center of consciousness.. ..Much of practical meditative work found in psychosynthesis reflects that of practical Kabbalah. Assagioli was careful not to identify his system of psychosynthesis with any one religious or mystical tradition. However, it is clear as we can see from the above descriptions in the Zohar with the main body of his work that some of his main ideas came from the Jewish mystical tradition. It would be interesting to see a complete study of Assagiolis thinking as compared to that of Kabbalah. Maybe some of our Companions on this list are able to enlighten us more on this most exciting subject. Amongst the many incomplete and forthcoming Series on this list, I have been preparing one on the Soul in Man, which, time permitting, I will start to post soon. It certainly is a most important subject, which I had to pay a lot of attention to because of past personal life behaviour due to the influence (or control) of my different selves opposing each other, and manifesting this most aggressively. I realized at the time that marrying opposing principles inside myself was of the utmost importance, if I was to survive in this world. So I dedicated an enormous amount of time to the achievement of that Sacred Marriage inside my own being. I suppose that however much you study and learn, you can eventually only speak from personal experience. In any case, no amount of bookwork has ev er made anybody advanced. Of course, words are valid symbols, but only insofar as they can push you to live out what they represent on paper. No more than that! Research Papers on Kabbalah, Assagioli And Transpersonal PsychologyThree Concepts of PsychodynamicHonest Iagos Truth through DeceptionEffects of Television Violence on ChildrenAnalysis Of A Cosmetics AdvertisementComparison: Letter from Birmingham and CritoThe Masque of the Red Death Room meaningsThe Spring and AutumnHip-Hop is ArtHarry Potter and the Deathly Hallows EssayBook Review on The Autobiography of Malcolm X

451 Essay

In Fahrenheit 451, Ray Bradbury conveys a significant message through the contrasting tones he uses to describe Clarisse and Mildred. Bradbury uses a reverent, respectful tone to describe Clarisse, when Guy Montag sees her for the first time in the street as he walks home from work (3). The diction â€Å"slender† and â€Å"milk-white† portrays that Clarisse is young and innocent. These words create this feeling because one would normally associate slimness and a clear complexion with youth. The personification used in â€Å"gentle hunger† and â€Å"tireless curiosity† reveal the fact that Clarisse is inquisitive to the reader. The use of â€Å"gentle† and â€Å"tireless† allow the reader to see that Clarisse has a hunger for knowledge. The imagery â€Å"sliding walk† and â€Å"dress was white† creates an image of Clarisse’s demeanor and general appearance in the reader’s mind. Using these words also gives the reader the sense that Clarisse is pure, like an angel, because a sliding walk and white garments are associated with angels. Bradbury’s praising and positive tone shows that he strongly identifies with her personality. In contrast to the tone he uses when describing Clarisse, Bradbury uses a dull, monotonous tone to talk about Mildred when Guy Montag sees her as he walks into their bedroom shortly after his encounter with Clarisse (11). The metaphor â€Å"felt no rain† and â€Å"felt no shadow† compares rain and shadow to the feelings that Mildred does not feel. With this metaphor, Bradbury reveals to the reader that Mildred is apathetic, unfeeling. The diction â€Å"tamped-shut ears† and â€Å"ears all glass† suggests to the reader that Mildred is oblivious to her surroundings. These words create the effect that Mildred does not see and hear what is going around in front of her. The simile â€Å"like a snow-covered island† compares Mildred’s face to a snow-covered island. This simile leaves the reader with the impression that Mildred’s face is pale, almost lifeless. Bradbury’s apathetic, negative tone shows that he does not approve of Mildred’s obliviousness and lifelessness. Bradbury uses an admiring, awed tone to describe Clarisse when Guy Montag is remembering his encounter with Clarisse (8). The simile â€Å"face like the dial of a small clock† compares Clarisse’s face with the dial of a small clock. Bradbury goes on to describe the clock as the type giving off light in the darkness in the middle of the night. This comparison conveys the idea that Clarisse represents good early on in the book. The simile â€Å"how like a mirror too, her face† emphasizes the fact that Clarisse’s demeanor in general makes Montag reflect on his actions, thoughts, and words. Bradbury is trying to relay the message that Clarisse has the type of personality that makes other people reflect upon themselves. The simile â€Å"like the eager watcher of a marionette show† compares Clarisse to an eager watcher of a marionette show through a simile. This simile demonstrates how perceptive Clarisse is. Bradbury’s tone of disbelief and awe shows his admiration of Clarisse’s character. In Fahrenheit 451, Ray Bradbury uses contrasting tones towards Clarisse and Mildred in order to convey his opinion that one should not blindly the beliefs that are presented to them. Bradbury strongly believes that we should constantly question the world around us. 451 Essay In Fahrenheit 451, Ray Bradbury conveys a significant message through the contrasting tones he uses to describe Clarisse and Mildred. Bradbury uses a reverent, respectful tone to describe Clarisse, when Guy Montag sees her for the first time in the street as he walks home from work (3). The diction â€Å"slender† and â€Å"milk-white† portrays that Clarisse is young and innocent. These words create this feeling because one would normally associate slimness and a clear complexion with youth. The personification used in â€Å"gentle hunger† and â€Å"tireless curiosity† reveal the fact that Clarisse is inquisitive to the reader. The use of â€Å"gentle† and â€Å"tireless† allow the reader to see that Clarisse has a hunger for knowledge. The imagery â€Å"sliding walk† and â€Å"dress was white† creates an image of Clarisse’s demeanor and general appearance in the reader’s mind. Using these words also gives the reader the sense that Clarisse is pure, like an angel, because a sliding walk and white garments are associated with angels. Bradbury’s praising and positive tone shows that he strongly identifies with her personality. In contrast to the tone he uses when describing Clarisse, Bradbury uses a dull, monotonous tone to talk about Mildred when Guy Montag sees her as he walks into their bedroom shortly after his encounter with Clarisse (11). The metaphor â€Å"felt no rain† and â€Å"felt no shadow† compares rain and shadow to the feelings that Mildred does not feel. With this metaphor, Bradbury reveals to the reader that Mildred is apathetic, unfeeling. The diction â€Å"tamped-shut ears† and â€Å"ears all glass† suggests to the reader that Mildred is oblivious to her surroundings. These words create the effect that Mildred does not see and hear what is going around in front of her. The simile â€Å"like a snow-covered island† compares Mildred’s face to a snow-covered island. This simile leaves the reader with the impression that Mildred’s face is pale, almost lifeless. Bradbury’s apathetic, negative tone shows that he does not approve of Mildred’s obliviousness and lifelessness. Bradbury uses an admiring, awed tone to describe Clarisse when Guy Montag is remembering his encounter with Clarisse (8). The simile â€Å"face like the dial of a small clock† compares Clarisse’s face with the dial of a small clock. Bradbury goes on to describe the clock as the type giving off light in the darkness in the middle of the night. This comparison conveys the idea that Clarisse represents good early on in the book. The simile â€Å"how like a mirror too, her face† emphasizes the fact that Clarisse’s demeanor in general makes Montag reflect on his actions, thoughts, and words. Bradbury is trying to relay the message that Clarisse has the type of personality that makes other people reflect upon themselves. The simile â€Å"like the eager watcher of a marionette show† compares Clarisse to an eager watcher of a marionette show through a simile. This simile demonstrates how perceptive Clarisse is. Bradbury’s tone of disbelief and awe shows his admiration of Clarisse’s character. In Fahrenheit 451, Ray Bradbury uses contrasting tones towards Clarisse and Mildred in order to convey his opinion that one should not blindly the beliefs that are presented to them. Bradbury strongly believes that we should constantly question the world around us.

Ruth Frankenberg Reseach Paper Research Example | Topics and Well Written Essays - 1750 words

Ruth Frankenberg Reseach - Research Paper Example We begin to get a glimpse of Frankenberg’s life in her first book and perhaps the book which she is known the most for, â€Å"White Women, Race Matters: The Social Construction of Whiteness†, which was published in 1993. It is telling that Frankenberg begins with the admission that she had at first considered race far removed from her work as a Marxist Feminist. To quote her, â€Å"I saw racism as entirely external to me, a characteristic of extremists or of the British State, but not a part of what made me or what shaped my activism.† (1993: 53). Her race consciousness was triggered by the observation that unlike those she campaigned in the All-Cambridge campaigns who were whites like her, those she worked alongside in the feminist movement in the United States were â€Å"lesbian women of color and white working class women† (1993: 54) – bringing forth a heterogeneity that demonstrated the unities and linked experiences of women from all over. Blac k writers like Patricia Collins (1995) saw the import and contribution of this kind of literature. B. Choosing Career From this early experience, Frankenberg developed a critical perspective towards race and saw whiteness as a category that bestows â€Å"structural advantage† and â€Å"privilege† (55) and as a â€Å"place from which to look at oneself, others and society.† In her work at looking at white women’s childhoods, Frankenberg saw how race was used as an organizing device to bestow or deny privilege; to include or exclude. In a way, therefore, it becomes inextricable with class – particularly when race becomes the determinant of conferring economic benefit. The criticism that "'whites' in the United States historically have been extraordinarily good at not looking inward† (Durso, 2002) appears to be a valid one. C. First Book Ruth Frankenberg then takes off her discourse in her first book, â€Å"White Women, Race Matters: The Social Construction of Whiteness† where she began with the provocative observation that â€Å"any system of differentiation shapes those upon whom it bestows privilege as well as those it oppresses.† (Frankenberg: 1993: 131). This is a critical starting point in beginning to understand the complex ways with which the color of one’s skin – whiteness – impacts on race, gender, and class. It can therefore be seen that Frankenberg is critical of, rather than apologetic for, white racism and her work in fact is a scathing indictment of the structures of dominance that have resulted from skin color differentiations. Looking deeper and unpacking her work more, Frankenberg explores the themes of race, gender and class vis a vis whiteness not as independent from each other, but as overlapping structures of oppression and exploitation that must be addressed and resisted together. She surfaces, to paraphrase May (1999:4) the hegemonic processes that lead to the univ ersalization and normalization of whiteness and the â€Å"othering† of non-whiteness. Frankenberg’s critical – as opposed to apologetic – perspective on race and whiteness becomes even more apparent when she reveals how the subjects of her study, the white middle-class women who she had asked to describe their childhoods, had managed to render invisible the black people who they had lived with or encountered within their communities. And when these black people are summoned to memory, it is always in the

James Matthew Barrie Essay Example | Topics and Well Written Essays - 2000 words

James Matthew Barrie - Essay Example Barrie himself, in the novel titled by his mother's name, Margaret Ogilvy (1896), describes his mother's very careful ways: She begins the day by the fireside with the New Testament in her hands, an old volume with its loose pages beautifully refixed, and its covers sewn and resewn by her, so that you would say it can never fall to pieces. It is mine now, and to me the black threads with which she stitched it are as part of the contents. Other books she read in the ordinary manner, but this one differently, her lips moving with each word as if she were reading aloud, and her face very solemn. The Testament lies open on her lap long after she has ceased to read, and the expression of her face has not changed. (Chapter 3) Books were indeed very common in the Barrie household and would surely sow the seeds of imagination in the young James that would do him very well in his writing career. Margaret would read the classics in "Robinson Crusoe" and "Arabian Nights," among many others, together with her children, thus giving them the desire to read and to allow their creativity fly. Yet, as any biography of the respected novelist and playwright will surely mention, an important moment in Barrie's youth was the tragic death of his older brother, David, in a senseless skating accident before the 14th birthday. David had been a favorite of the mother and from this accident she never fully recovered. The young James, barely seven at the time of the tragedy, made every loving attempt to console his mother, once even wearing David's suit. Only then was he "rewarded with the first intent glances of his mother toward him" (Sarris, Page 1) This key event in Barrie's youth would turn into one of the most unforgettable images in his art, because in the eyes of his mother, comfort was found in the fact "that her dead son would remain a boy forever, never to grow up and leave her" (Wikipedia, Page 1). Barrie managed to complete his education at Dumfries Academy at the University of Edinburgh with an M.A. in 1882. He started professional work as a journalist for a local newspaper before moving to London in 1885, freelancing for national dailies and magazines. After three years in London, Barrie produced his first novel, Better Dead (1888) - a funny whodunit about the imaginary deaths of the most famous celebrities at the time. Indeed, his own fame would soon follow with a series of novels based on his hometown of Kirriemuir, beginning with Auld Licht Idylls (1888), A Window in Thrums (1889), and The Little Minister (1891). Soon after, with his working together with Charles Frohman, Barrie realized his ambitions of writing plays which in turn made his stature grow as one of Britain's most popular writers. His penthouse would entertain a continuous line of visitors including ministers, royalties, politicians, artists, celebrities, socialites and a list of who's who in society at tha t time. Already, he counted the most famous writers as his friends: Arthur Conan Doyle, Robert Louis Stevenson, Thomas Hardy, H.G. Wells, Jerome K. Jerome, George Bernard Shaw. His influence was beginning to exert itself well that he even managed to form a cricket team of these literature giants called the "Allahakbarries," a