...Culture * Culture refers to the cumulative deposit of knowledge, experience, beliefs, values, attitudes, meanings, hierarchies, religion, notions of time, roles, spatial relations, concepts of the universe, and material objects and possessions acquired by a group of people in the course of generations through individual and group striving. * Culture is the systems of knowledge shared by a relatively large group of people. * Culture is communication, communication is culture. * Culture in its broadest sense is cultivated behavior; that is the totality of a person's learned, accumulated experience which is socially transmitted, or more briefly, behavior through social learning. * A culture is a way of life of a group of people--the behaviors, beliefs, values, and symbols that they accept, generally without thinking about them, and that are passed along by communication and imitation from one generation to the next. * Culture is symbolic communication. Some of its symbols include a group's skills, knowledge, attitudes, values, and motives. The meanings of the symbols are learned and deliberately perpetuated in a society through its institutions. * Culture consists of patterns, explicit and implicit, of and for behavior acquired and transmitted by symbols, constituting the distinctive achievement of human groups, including their embodiments in artifacts; the essential core of culture consists of traditional ideas and especially their attached values; culture...
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...Professor PHYS 2010 October 21, 2014 Physics in Our Daily Activities Physics is a very important science that can almost be found anywhere in our lives. Many people find this statement hard to believe because they are not able to see the basic aspects of physics all around them. I personally think that unless the person is a physicist or at least someone who had some physics classes, chances are this person or someone is not going to understand how much physics affects our daily life. The significant effect of physics on us today can be easily seen when looking at our reliance on modern technology. Many of the technologies that are changing the world around us are based on physics principles. Physics is more than a subject we study in class, it is also a powerful tool that can help us to gain a better understanding of the everyday world. Physics can be seen in a lot of simple games that we play all the time. One of my favorite games that I almost play on a daily basis is pool. The physics associated with pool is mainly about the collisions between the pool balls. When two pool balls hit each other or collide the collision between them is known to be an elastic collision. According to Billiards in the Classroom, "elastic collisions are collisions in which both momentum and kinetic energy are conserved. The total system kinetic energy before the collision equals the total system kinetic energy after the collision." Therefore, we can assume that the collisions that happens...
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...School Physics Effectively Christopher C. Bernido and l\faria Victoria Carpio-.Rernido Research Center for Theoretical Physics Central Visayan Institute Foundation Jagna, Bohol 6308, Philippines The Ascending Levels of Learning and Pedagogical ~1axims that could guide effective teaching of physics are presented. As an example of how these may be applied, the Dynamic Learning Prof:,lfam (DLP) of the Central Visayan Institute Foundation is briefly discussed. The DLP, together with 21st century technology, provides a scenario where the perennial lack of high school physics teachers in the Philippines can be bypassed. Introduction The breadth of topics that may be covered in teaching physics can be extremely wide. After all, physics probes the smallest things in the universe (the quarks and leptons), aiJ the way up to the "biggest" subject one can think of-the birth, death, and fate of the universe itself. One definition for physics states that it is the study of matter and energy. Most everything in the universe is either matter or energy, and this can make physics quite interdisciplinary. No wonder, therefore, that sub-areas in physics may be referred to as Biophysics, Geophysics~ Chemical Physics, Mathematical Physics, Astrophysics, Nuclear Physics, Econophysics, etc., and one also has the physics of sports, the physics of art, and so on. Because of its breadth, there is always the danger to learn physics by rote. How then do we approach the teaching of physics? Ideally...
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...THIS faggoting up of so many divers pieces is so done that I never set pen to paper, but when I have too much idle time, and never anywhere but at home; so that it is compiled after divers interruptions and intervals, occasions keeping me sometimes many months elsewhere. As to the rest I never correct my first by any second conceptions; I, peradventure, may alter a word or so: but 'tis only to vary the phrase, and not to destroy my former meaning. I have a mind to represent the progress of my humors, and that every one may see each piece as it came from the forge. I could wish I had begun sooner, and had taken more notice of the course of my mutations. A servant of mine whom I employed to transcribe for me, thought he had got a prize by several pieces from me, wherewith he was best pleased; but it is my comfort that he will be no greater a gainer than I shall be a loser by the theft. I am grown older by seven or eight years since I began; nor has it been without some new acquisition: I have, in that time, by the liberality of years, been acquainted with the stone: their commerce and long converse do not well pass away without some such inconvenience. I could have been glad that of other infirmities age has to present long-lived men withal, it had chosen some one that would have been more welcome to me, for it could not possibly have laid upon me a disease, for which, even from my infancy, I have had so great a horror; and it is, in truth, of all the accidents of old age, that...
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...us. Without biology we would not be able to examine the growth, structure, origin, function, evolution or distribution of living things. Four principles form the basis of biology; cell theory, evolution, genetics, and homoeostasis. Physics, on the other hand, is the branch of science that explores the nature and properties of energy and matter, including mechanics, heat, light and other radiation, electricity,...
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...Understanding Science For many people, science is something to be dreaded – boring math problems and pointless information. Science, however, plays an important part in the world around us. Not only does science rule every part of the human life, from the inner workings of the body to DNA, but it also explains the world that we live in. Even though, many times, science is looked at as an annoying extension of math and, therefore, something to be despised, understanding it can be extremely helpful in understanding our own lives. Science allows us to understand and answer the big questions that cause many people to turn to religion and their beliefs. Science is a way of understanding the world through examination and testing. It can be defined “as the process of observing and questioning the world around us. We also sometimes call the things that we learn through experimentation science” (Red Orbit). As such, science is the process of studying and testing theories to create a hypothesis. It is a very broad subject matter and encompasses many branches, most ending with the –ology suffix, meaning the study of. Biology, for example, is the study of the life where Geology is the study of the earth. People that study biology and geology are scientists because they follow the scientific method, “the most powerful method ever invented by humans to obtain relevant and reliable knowledge about nature. In fact, it is really the only method we have for discovering reliable knowledge –...
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...For Entrance in Fall 2013 Application Supplement Office of Admissions and Financial Aid 86 Brattle Street Cambridge, MA 02138 Please indicate under which timetable you are applying: Restrictive Early Action Please return this form to us as soon as possible, and by October 15, if possible. Final deadline is November 1. Valid for entrance in September 2013 only. Please submit this form as well as the Common Application or the Universal College Application as soon as possible. Regular Decision Please return this form to us as soon as possible, and by December 15 if at all possible. Final deadline is January 1. A completed application includes all portions of the Common Application or the Universal College Application, as well as the Harvard Application Supplement, required official testing results, a Secondary School Report, two Teacher Evaluations and a $75 application fee or fee waiver request. Full legal name Goswami Last/Family IE Arunesh First Apt./Unit W Middle Jr., etc. Prefer to be called Date of Birth 02/02/1994 (MM/DD/YYYY) Address 324-D TYPE-2 BLOCK-6 NEYVELI No. and Street CUDDALORE DISTRICT PR EV NEYVELI City State/Province India Country 607803 Zip/Postal Code Telephone Number (home) 091041422683 (cell) 091809813561 Secondary School JAWAHAR HIGHER SECONDARY SCHOOL CEEB/ACT code 000004 If you can be reached by fax or e-mail, please provide a fax number or e-mail address and name of the contact person...
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... There was something special about the car that captured my interest. I admired the skillful drivers, but I was more drawn to the person who made the car. My father told me only mechanical engineers are able to design machines that complex. In that moment, I decided to study mechanical engineering so that I could design the best cars in the future. When I discovered physics in high school, I realized how exciting it was to focus on a subject I liked. The deeper I studied physics, the more passionate I became. My growing interest helped me make my decision to study abroad in the United States. I know that the U.S. has the most advanced engineering technology in the world, so I am excited by the possibility of continuing my education there. My parents support the idea wholeheartedly. In all the generations of my family, I will be the first to attend college—they would be proud if I pursued my studies in the United States. While there have been many events in college that have convinced me I am well-suited for the study of mechanical engineering—such as building a “mouse trap car” during a physics class I took—my interests have been shaped most dramatically by a college robot competition. The robot competition took three weeks to complete. It was the first time I tried to build a model robot, but my mentor in the project taught me everything I needed to know. Professor Mason took me through the process step by step until I had built a complete...
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...Isaac Newton is considered by many to be the most influential scientist that ever lived. His theories and laws surround us in everyday life and have built the basis for the study of physics. One of his main focuses as a scientist was the relevance of forces and motion in everyday life. He has come up several laws regarding motion and they have been used in helping mankind to get as far as they have with understanding physics. Space travel is possible because of the theories that Newton provided us with and you can see that in the movie Apollo 13, which retells a story of three astronauts who use mainly the laws of physics to get back to Earth after their space shuttle is damaged from an explosion. In the following paragraphs I will provide some examples from the movie of Newton’s first law, third law and his law of universal gravitation. Newton’s first law otherwise known as the law of inertia, states that an object at rest will continue to stay at rest and an object in motion will continue to stay in motion unless acted on my an external force. This law is shown throughout the entire movie when the space ship is in outer space. Due to the lack of gravity outside of the Earth’s atmosphere, the space craft moves in uniform motion in the same direction unless acted on by another force such as meteors or the rocket boosters. The third law that Isaac Newton produced states that for every action force there is an equal and opposite reaction force. An example to represent this...
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...Enlightenment philosophies and work to reconcile others resulted in the philosophies that rocketed philosophy far beyond the debate between rationalists and empiricists. I will explore Kant’s views on what knowledge is and what is possible to know, which I will then compare these views to those held by sceptics and dogmatists. Similarly, I will discuss how Kant’s deviating epistemology led to the formation of his categorical imperative and views on morality, contrasting this moral code to the ones of the Hellenistic schools of thought. Lastly, I will deliberate on how Kant’s categorical imperative is nonoperational with the 20th and 21st century’s understanding of psychology and quantum physics. Kant believed that our understanding of the external world was two-part, basing our knowledge not only on our sense-perception experiences but on a priori concepts as well. Kant’s two-part epistemology is not at all similar with the mind-body theories of reality proposed by many enlightenment thinkers. Kant’s epistemology is derived of his criticisms of those he labeled dogmatists and sceptics. Kant’s sceptics, like Hume, thought that there was nothing to...
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...have never imagined. I would go through an encyclopedia in my free time and think about how the protons, electrons, neutrons made up an atom and how the atom contributes to everyday life. As I grew older, my fascination never waned, and I read every single book I could possibly find about science. I had always loved physics: it captured my attention like few things could. I always knew within myself that biology and chemistry were my passion and that only these would satisfy my insatiable curiosity for science. Almost five years ago, when I came to America with my family, I was not proficient in English. I strongly believe that I learned English so quickly because I continuously read books. In high school I have challenged myself by taking high-level classes, even though I lack strong English abilities. My freshman year, I took Pre-Ap biology like any other freshman is expected to,. My curiosity for the human body grew as a result of this class, and I decided to challenge myself by taking AP biology my sophomore year, along with chemistry. During the summer of 2012, I was a member of All Girls Dallas ISD physics camp, which taught me phenomenal things about physics and how everyday things work. I was new in high school, so I didn’t get any guidance about what classes were good for me. I slowly learned. When I was placed in Algebra I during my freshman year, I knew I could challenge myself more than I had before. As a result, I took Algebra I and Geometry my freshman year,...
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...The Drunkard’s Walk: How Randomness Rules Our Lives Euclid’s Window: The Story of Geometry from Parallel Lines to Hyperspace Feynman’s Rainbow: A Search for Beauty in Physics and in Life FOR CHILDREN The Last Dinosaur (with Matt Costello) Titanic Cat (with Matt Costello) The Grand Design The Grand Design The Grand Design The Grand Design Copyright © 2010 by Stephen W. Hawking and Leonard Mlodinow Original art copyright © 2010 by Peter Bollinger All rights reserved. Published in the United States by Bantam Books, an imprint of The Random House Publishing Group, a division of Random House, Inc., New York. Cartoons by Sidney Harris, copyright © Sciencecartoonsplus.com BANTAM BOOKS and the rooster colophon are registered trademarks of Random House, Inc. eISBN: 978-0-553-90707-0 www.bantamdell.com v3.0 The Grand Design The Grand Design The Grand Design The Grand Design E EACH EXIST FOR BUT A SHORT TIME, and in that time explore but a small part of the whole universe. But humans are a curious species. We wonder, we seek answers. Living in this vast world that is by turns kind and cruel, and gazing at the immense heavens above, people have always asked a multitude of questions: How can we understand the world in which we find ourselves? How does the universe behave? What is the nature of reality? Where did all this come from? Did the universe need a creator? Most of us do not spend most of our time worrying about these questions, but almost...
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...Conforming our beliefs to the evidence of reality is a hard transition for most. Unraveling the deep truths about our origins in this universe is confronting the very foundations of our society’s historic religious establishments. Could modern science bring us closer to a true pantheistic god of beauty, or destroy all notions of a sense of purpose (Krauss, 2012)? Regardless of your faith, the laws of physics are proving every day that something can come from nothing. A god of the gaps is probably the most common, as well as most elementary, argument for debating science vs. religion. This idea is simply employing a divine meaning to things that science has no answer to. It is often a question of why, and assumes purpose to everything. One thing that science cannot refute is a purpose to our world. It is scientifically inert, that is to say that there is no plausible way to test its predictions. The scientific method is just field testing the observable world we see around us. We are all naturally inquisitive; we thrive to find our “purpose” in the world. But this, I believe, is simply a limit to our senses. When there are questions that science cannot answer, such as why we came to be, skeptics often say that it is outside the bounds of our universe. This, to me, is just a lazy answer. The god of the gaps is a “fill in the blank” answer to everything that has been so far, untestable. This does not mean that anybody has the right to invoke a spiritual...
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...this assignment is something to waste our time and is not needed for me to complete my life and was put here to drain my hard earned money. This is hopefully going to show course creators that students and teachers have a voice and need to be heard. We have people who make up the courses we need for the degree we are going to and they themselves have no idea what it entails to be one of us. They have there degree in what ever field they have done and want to sit back and enjoy the money students pay enrolling in classes that will not benefit them in there job or life after graduation. I am enlisting the help of everyone in the world who has attended or want to attend a college of there choice in helping me cut cost and get a better education. The purpose of us binding together and you reading this article is the hope we can make a change for the future. We need to get them to quit slapping us with bills for classes that will do nothing for us in the long or short term of our life. If they could show us or anyone could say the classes we took that we believe have a reason to be there I would gladly have you tell us how it has helped you in the field you are in and show us that we are all mistaken. I hope to show curriculum designers the error of their ways so they will give us more class on what we need to succeed in life and not pointless classes that will do nothing for us. We are having to do english, math and physics classes that we will never use. If your...
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...and relaxation. I spent my early years growing up in Munich, where I begin school at Luitpold Gymnasium, and my father manufactured electrical products. I have one sister named Maja, she was born in 1881. When my father’s business failed, he and I moved to Milan Italy. In 1896, I begin studying in Zurich, at the Swiss Federal Polytechnic Institute. I received my teaching degree in physics and mathematics in 1900; the same year I renounced my German citizenship, leaving me stateless until 1901, when I become a Swiss citizen. (http://german.about.com) I was employed at the Swiss Patent Office in Berlin from 1902 to 1909, at which time, a fellow colleague at Polytechnic Institute named Mileva Maric, out of wedlock, gave birth to our daughter, Liserl. We later gave her up for adoption. On January 6, 1903, Mileva and I were married in Zurich; we have two sons. (Jahr, 2005) In 1905, I published my doctoral dissertation, including Relativitatstheorie, and received a PhD from the University of Zurich. I served, in 1909 as a Professor at the University of Zurich and in 1910 as a Professor of Theoretical Physics in Prague. In 1912, I returned to Zurich, Switzerland to teach at the Polytechnic Institute. We moved to Berlin in 1914, where I become a German citizen and “a member of the Prussian Academy of Science and director of the Kaiser-Wilhelm-Institut fur Physik,” (http://german.about.com) while still holding my Swiss citizenship. We “remained in Berlin...
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