Perceptions of Nudity essays

Perceptions of Nudity essays As I began my research for this project, I started to think about my own perceptions of nudity, not only in art, but also in society. I have sat through countless hours of Art History lectures and never really considered the vast meaning behind all of the nudity. More than anything, that fact really disturbed me considering I have been studying art extensively for about two years. I have overlooked the most basic subject matter in portraiture and dismissed nudity as just something prevalent in paintings and On the surface, art is what makes the difference between nude and naked. If I see a painting or photograph in a gallery of an unclothed woman, I look past the nakedness and see the beauty in the piece. On the other hand, I find absolutely no appeal in a Playboy or anything of a pornographic nature. However, on a fundamental level, it could be considered the same thing. Just like if an undressed person decided to take a walk outside, they would be arrested. But, if they painted their body and called it art, they have absolutely no problem. John Bergers chapter in Ways of Seeing was, to say the least, enlightening material. Berger describes men and women as opposites that work together in a virtually one sided relationship. Men get their type of life force from a show of power, or how much they can achieve or provide. Women are pretty much an impression, and anything she thinks or feels is merely expressed in her appearance (Berger 46). Men and women fit together like a sentence. Men are the subject and they do something that causes them to interact with the object, or woman. Even though this partial reality is disheartening, it does hold a substantial amount of truth. In many cases, the man would ask a woman to dinner, or a man is the one to be in charge of an entire nation of people because they are believed to have the natural gift for power...

Probability Questions on ACT Math Strategies and Practice

Probability Questions on ACT Math Strategies and Practice SAT / ACT Prep Online Guides and Tips What is the probability that you’ll toss a coin and get heads? What about twice in a row? Three times? Probability questions ask you determine the likelihood that an event or any number of events is to occur, and the more you practice, the better your odds will be at mastering these types of questions on the ACT (see what we did there?). This will be your complete guide to probability on the ACT- how probability works, the different types of probability questions you’ll see on the test, and the steps you’ll need to take to solve them. What Does Probability Mean? $\Probability = {\desired \outcome}/{\all \possible \outcomes}$ On the ACT, probability questions can be framed in several different ways. You may be asked to find the â€Å"probability† that an event will occur, the â€Å"chances,† the â€Å"odds,† or the â€Å"likelihood.† But no matter how you see it written on the test, these are all ways of asking for the same thing. The way we represent the probability of an event (or events) is to express, as a fraction, how often that event occurs over the total number of possible outcomes. So if we use our example from above- †What are the odds that you’ll flip a coin and get heads?†- the odds will be: ${\desired \outcome}/{\all \possible \outcomes}$ $1/2$ In this one throw, there is one possible chance of getting heads. This means our denominator is 1. There are also two possible outcomes total (heads or tails), which means that our denominator will be 2. Now let’s take a look at another example: Mara is stringing a necklace and she selects each bead at random from a basket of beads. If there are currently 5, yellow beads, 10 red beads, 15 green beads, and 20 blue beads in the basket, what are the chances that she will select a red bead next? ${\desired \outcome}/{\all \possible \outcomes}$ There are 10 red beads, which is our desired outcome. This means 10 is our numerator. There are also a total of $5 \yellow \beads + 10 \red \beads + 15 \green \beads + 20 \blue \beads = 50 \total \beads$ in the basket. This is our denominator, as it represents all the outcomes possible. When we put these together, our probability is: $10/50$ $1/5$ The chances that Mara will select a red bead are 1 in 5 or $1/5$. Now what if we framed our desired outcome as a negative? What are the odds that Mara will NOT select a green bead? In order to find a negative probability, we must subtract out the chances that Mara will draw a green bead. (We could also think of this as finding the desired outcome of her selecting a yellow bead, a red bead or a blue bead, which we will cover in more detail in the next section.) There are only yellow, red, green, and blue beads, so we can add up our odds of yellow, red and blue beads, excluding the green. There are 5 yellow beads, 10 red beads and 20 blue beads, so we can put those together to get our numerator. $5 + 10 + 20 = 35$ And there are still $5 + 10 + 15 + 20 = 50$ beads total for our denominator. So what are the odds that Mara will NOT select a green bead? $35/50$ $7/10$ The odds are 7 in 10 ($7/10$) that Mara will draw any color bead except green. Expressing Probabilities As you can see, probabilities are expressed as fractions. This means that an event that will always and absolutely occur will have a probability of $1/1$ or 1. On the other hand, an impossible event will have a probability of $0/x$ or 0. You can also think about probabilities as percentages. If the odds are $4/52$ that you’ll draw an ace from a deck of cards, it’s the same as saying that there is a 7.69% chance that you will draw an ace. Why? Because $4 à · 52 = 0.0769$, and $0.0769 * 100 = 7.69%$. The possibilities are (not quite) endless. Either/Or Probability ${\probability \of \either \event = [{\outcome A}/{\total \number \of \outcomes}] + [{\outcome B}/{\total \number \of \outcomes}]$ (Special note: this is called a â€Å"non-overlapping† probability. In this case, it is impossible for the two (or more) events to both happen at the same time. There is such a thing as an either/or probability for overlapping events, but you will never be asked to do this on the ACT, so we have not included it in this guide.) An either/or probability increases the odds that our desired outcome will happen because we do not care which of the two events happen, only that one of them does. To solve this kind of problem, we must therefore add the probability of each individual event. Their sum will become the probability of either event happening. So let’s look again at our earlier example with Mara and her beads. Instead of asking the odds of Mara selecting only a red bead, what are the odds that Mara will select either a red bead or a green bead if she has 5 yellow beads, 10 red beads, 15 green beads, and 20 blue beads in the basket? We have increased our odds, since it doesn’t matter whether or not the bead is green or red, so long as the bead we select is NOT blue or yellow (essentially, we are doing another version of our earlier negative problem- †what are the odds that a particular event will NOT happen?†) This means we can add the probabilities of our individual events together in order to find their combined probability. So let us find the probability of her drawing a red bead: $10/(5 + 10 + 15 + 20)$ $10/50$ And let us find the probability of her drawing a green bead: $15/(5 + 10 + 15 + 25)$ $15/50$ So, if we put the two probabilities together, we’ll have: $10/50 + 15/50$ $25/50$ $1/2$ Because this problem involves the odds of two events with the same total number of outcomes (there are 50 total possible beads to choose from each time), we could also simply add our two desired outcomes together over the total number of outcomes. So: $(10 + 15)/(5 + 10 + 15 + 20)$ $25/50$ $1/2$ Either way, the odds of Mara drawing either a red bead or a green bead are 1 in 2, or $1/2$ (50%). What are the odds that we go this way or that way? Combined Probability $\Combined \probability = [{\outcome A}/{\total \number \of \outcomes}] * [{\outcome B}/{\total \number \of \outcomes}]$ "What are the odds of two or more events both/all happening?" This kind of probability question is called a combined probability and there is a good chance you’ll see a question of this type in the later half of the ACT math section. Note that a combined probability question is distinctly different from an either/or probability question. An â€Å"either/or† question asks whether or not one of the multiple events occurs (no matter which event is was). A â€Å"both/and† question requires that multiple events all occur. To find the probability of an â€Å"either/or† question, we must add our probabilities. To find the probability of a combined probability question, we must multiply our probabilities. A good way to remember this is to remember that a combined probability question will ultimately have a lower probability than the that of just one (or either) event occurring. The more events you need to happen, the less likely it will be that they all will. How likely is it that your first AND second coin tosses will BOTH be heads? Lower than the odds of just flipping heads once. On the other hand, an either/or probability question will have higher odds than the probability of just one of its events happening. You are combining forces to increase your odds of getting a desirable outcome. How likely is it that you’ll flip either heads or tails for each toss? 100%! What are the odds that Jenny will roll a pair of dice and get six on both? A die has six faces, so the odds of rolling any particular number is $1/6$. Because the question is asking us to find the odds of rolling two sixes (and nothing else), we must use our combined probability. So: $1/6 * 1/6 = 1/36$ There is a 1 in 36 chance that Jenny will roll a pair of dice and get two sixes. Combined probability questions mean that events cannot be separated. Typical ACT Probability Questions There are many different kinds of probabilities and probability questions (including overlapping, and conditional probabilities), but ACT probability questions use only the basic probabilities we have covered above. For most ACT probability questions, you will be asked to find either a straight probability or a probability ratio. You may also be asked to find or alter a new probability from an existing one. Now let us look at each type of problem. Simple Probability These kind of questions will always be word problems in which you are told a story and asked to find the probability of one or more events. This may be a straight probability, an either/or probability, or a combined probability. Simply use the understandings we learned above and you’ll be able to solve these kinds of questions without issue. We know that probability is ${\desired \outcome}/{\all \possible \outcomes}$. Our desired outcome is to get one of the five extra pieces, so our numerator will be 5. There are 750 puzzle pieces PLUS the extra five pieces in the box total, so our denominator will be: $750 + 5 = 755$ When we put them together, our final probability will be: $5/755$ Our final answer is D. Probability Ratio One way the ACT likes to spin probabilities and make them more complex is to present them as ratios or to ask you for your answer in a ratio. For a refresher on ratios, check out our guide to ACT fractions and ratios. For these types of questions, pay close attention to what the ratio represents so that you don’t end up solving the wrong question entirely. We are told that we must find the odds of an event as a ratio of $\in \the 25 - 35 \age \range: \not \in \the 25-35 \age \range$ (in other words, $\desired \outcome: \remaining \outcomes$). We are given the number of voters in terms of percentages, so we can translate the 42% of voters in the 25-35 age range as $42/100$. And if the 25-35 age category has a probability of $42/100$, then the remaining voters will have a probability of: ${100 - 42}/100$ $58/100$ Now, we can represent our ratio of $25-35 \voters: \all \other \voters$ as: $42:58$ Both numbers are divisible by 2, so we can reduce the ratio to: $21:29$ Our final answer is D. Altering a Probability Finally, it is quite common for the ACT to ask you to alter a probability. Usually, they will present you with an existing probability and then ask you to find the number to which you must increase the desired outcome(s) and the total number of outcomes in order to achieve a specific new probability. For example: Now, there are two ways to solve this kind of problem- using proportions or using the strategy of plugging in answers. Let’s look at both methods. Method 1- Proportions We are asked to find an additional number of red marbles that we must add to the total number of marbles in order to find a new probability. The current probability of selecting a red marble is: $12/32$ Now, we are adding a certain number of red marbles and only red marbles. This means that the number of red marbles increases by exactly the same amount that the total increases. We can therefore represent the new probability as: ${12 + x}/{32 + x}$ Now, we want this new probability to be equal to $3/5$, so let us set them up as a proportion. ${12 + x}/{32 + x} = 3/5$ And because this is a proportion, we can cross multiply. $(32 + x)(3) = (12 + x)(5)$ $96 + 3x = 60 + 5x$ Now solve for $x$. $36 = 2x$ $18 = x$ So we must add 18 red marbles in order to get a new probability of: ${12 + 18}/{32 + 18$ $30/50$ $3/5$ Our final answer is G, 18. Method 2- Plugging in answers The alternative to using proportions is to use PIA. We can simply add the answer options to the 12 red marbles in our numerator and the 32 marbles in our denominator and see which answer choice gives us a final ratio of $3/5$. Let us begin, as always, with the answer choice in the middle. Answer option H gives us 28, so let us try adding 28 to both the red marbles and the total number of marbles. ${12 + 28}/{32 + 28}$ $40/60$ $2/3$ This answer is a little bit too large. We can also see that the larger the number we add to both the numerator and the denominator, the larger our probability will be (you can test this by plugging in answer choice J or K- for K, if you add 40 to both 12 and 32, your final probability fraction will be $52/72$ = $13/18$, which is even larger than $2/3$.) This means that we can eliminate answer choices H, J, and K. Now let us try answer choice G. ${12 + 18}/{32 + 18}$ $30/50$ $3/5$ We have found our desired ratio. Our final answer is G, 18. As you can see, no matter which method you use, you can find the right solution. Somebody's gotta win, right? Well, you are more likely that to get struck by lightening (odds: 1.3 million to 1) and THEN fall from a 15 story building and survive (odds: 90 to 1), than you are to win the lottery (odds: 120 million to 1). How to Solve a Probability Question There are several ACT math strategies you must keep in mind when solving a probability question. First of all, you will know if you are being asked for a probability question on the ACT because, somewhere in the problem, it will ask you for the "probability of," the "chances of," or the "odds of" one or more events happening. Almost always, the ACT will use the word â€Å"probability,† but make sure to note that these words are all interchangeable. When you see those phrases, make sure to follow these steps: #1: Make sure you look carefully at exactly what the question is asking. It can be easy to make a mistake with probability ratios, or to mix up an either/or probability question with a both/and question. Make sure you always carefully examine the problem before you waste precious time trying to answer the wrong question. Kyle has been tossing a coin and recording the number of heads and tails results. So far, he has tossed the coin 5 times and gotten heads each time. What are the odds that he will get tails on his next coin toss? You may be tempted to think that our desired outcome (our numerator) is influenced by the number of times Kyle has already tossed the coin and the outcomes so far, but in all actuality, the probability that Kyle will get tails on his next toss is $1/2$. Why? Because each coin toss is independent of another coin toss. This means that this is a simple matter of determining our desired outcome over the number of total outcomes. There is one possibility of getting tails- numerator 1- and two possible options- heads or tails, denominator 2. So Kyle’s chances of getting tails on the next toss are 1 in 2. Now let’s look at a slightly different question. Kyle tossed the coin 5 times and got heads each time. What were the odds of this happening? Now we are being asked to find the probability of a both/and question, since we are being asked to identify the probability of multiple events all happening. (If it helps to picture, you can rephrase the question as: â€Å"What are the odds that BOTH his first coin tosses were heads? And What were the odds that BOTH his next tosses were heads?†, etc.) So if we use what we know about combined probabilities, we would be able to say: $1/2 * 1/2 * 1/2 * 1/2 * 1/2$ $1/32$ The odds are 1 in 32 (3.125%) that Kyle would have tossed heads five times in a row. #2: Think logically about when your odds will increase or decrease The odds of either two or more events occurring will be greater than the odds of one of the events alone. The odds of both (or multiple events) all occurring will be less than the odds of the odds of one of those events alone. Always take a moment to think about probability questions logically so that you don’t multiply when you should add, or vice versa. #3: Simplify the idea of a probability Once you get used to working with probabilities, you’ll find that probability questions are often just fancy ways of working with fractions and percentages. A probability ratio is the exact same thing as a question that simply asks you for a ratio. Just brush up on your fractions and ratiosif you find yourself intimidated for any reason. And always feel free to fall back on your PIA or PIN,as needed. These methods will sometimes take a little extra time, but they will always lead you to the right answer. The probability of drawing this hand is less than 0.0000004%, so I'm gonna go ahead and go all in. Test Your Knowledge Now it’s time to test what you’ve learned, using real ACT practice problems: 1) 2) 3) 4) Answers: F, E, D, B Answer Explanations: 1. This is another example of an altering probability question and, again, we have two choices when it comes to solving it. Let’s go through both the algebra/proportion method and PIA. Method 1- proportions. We know that we must increase the number of red marbles and only red marbles, so the amount of new marbles added to the set of red marbles and to the overall total of marbles will be the same. Our starting probability of red marbles is: $6/18$ So now we must increase each part of our fraction by the same amount and set it equal to the desired probability of $â…â€"$. ${6 + x}/{18 + x} = 3/5$ $(18 + x)(3) = (6 + x)(5)$ $54 + 3x = 30 + 5x$ $24 = 2x$ $12 = x$ So we must increase our red marbles (and, consequently, the total number of marbles) by 12 in order to get a probability of $â…â€"$ of selecting a red marble. To double-check this, we can plug the number back into our probability. ${6 + 12}/{18 + 12}$ $18/30$ $3/5$ We have successfully found our answer! Our final answer is F, 12. Method 2- PIA The alternative method is to use plugging in answers. We will simply plug in our answer choices to increase our red marbles (and our total number of marbles) and see which answer choice results in a probability of $3/5$. Let us start with answer choice H, 18. ${6 + 18}/{18 + 18}$ $24/36$ $2/3$ This probability is too large and any larger numbers will only get us larger probabilities. This means we can eliminate answer choices H, J, and K. Now, let us try answer choice G, 16. ${6 + 16}/{18 + 16}$ $22/34$ $11/17$ This probability is still slightly too large. By process of elimination, our answer must be F, but let us test it to be sure. ${6 + 12}/{18 + 12}$ $18/30$ $3/5$ Success! We have found our right answer. Our final answer is, again, F, 12. 2. Because Elliott must answer all the questions correctly, this means that this is a combination probability question. We are told that he answers each question at random, and all the questions have 3 answer options, which means that answering one question correctly has a probability of: $1/3$ And, since this is a combination problem, answering ALL 4 questions correctly will be: $1/3 * 1/3 * 1/3 * 1/3$ $1/81$ Our final answer is E, $1/81$ 3. We have a total of 150 people and 67 of them have type A blood, while 6 of them have type AB. This means that type A blood has a probability of: $67/150$ And type AB blood has a probability of: $6/150$ Now we can add these probabilities together. $67/150 + 6/150 = 73/150$ Our final answer is D, $73/150$ 4. Here, we have another probability question made more complicated by the use of ratios. Again, if you need a refresher on ratios, check out our guide to ACT fractions and ratios. First, we must find the actual number of 10th and 11th graders. We are told that the 10th graders have a ratio of 86:255 to the school population and the 11th graders have a ratio of 18:51 to the total student population. We must first set these ratios to an equal number of total students in order to determine the number of students in each class. We can see that the 11th graders have a reduced ratio, so we must multiply each side of the ratio by the same amount in order to equal the total number of students as the 10th graders’ ratio (255). Luckily for us, $255/51 = 5$. This is a nice, round number to work with. Now, we must multiply the 11th grade ratio by 5 on each side to even out the playing field. $18(5):51(5)$ $90:255$ We are assuming for now that there are 255 students total (there may be $255 *2$ or $255 * 3$, and so forth, but this will not affect our final outcome; all that matters is that we choose a total number of students that is equal for all grades/ratios.) So there are 86 10th graders, 90 11th graders, and the remaining students are 12th graders. Knowing that there are 255 students total, we can find the number of 12th graders by saying: $255 - 86 - 90 = 79$ There are 79 12th graders. This means that the probability of selecting a 10th, 11th, or 12th grader at random is: $86/255$, $90/255$, $79/255$, respectively. The odds are higher that the lottery will select an 11th grader, as the numerator for 11th graders is larger than that of the others. Our final answer is B, 11th graders. You have successfully completed your probability questions! You're free! The Take Aways The more you practice working with probabilities, the easier they will become. Although it can take some time to learn how to properly differentiate between the different types of probability questions, most ACT probability questions are fairly straightforward. Understand that probabilities are simply fractional relationships of desired outcomes over all potential outcomes, and you’ll be able to tackle these kinds of ACT math questions in no time. What’s Next? Now that you've stacked the odds in your favor on your probability questions, it's time to make sure you're caught up with the rest of your ACT math topics. We've got guides on all your individual math needs, from trigonometry to slopes and more. Wondering how your score stacks up? See what makes a "good" score and how you can get the most out of your studying time to reach your target goal. Running out of time on the ACT? Look to our guide on how to maximize your time and your score in the hour allotted. Want to get a perfect score? Check out how to get a perfect score on the ACT math, written by a 36-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Statement of Purpose for Physical Therapy program Personal

Of Purpose for Physical Therapy program - Personal Statement Example Besides clinical practice, physical therapy also entails education, research administration and consultation which happens across the health care sector. I have always had the desire to join a physical therapy program as my line of career; this is because, helping people with disabilities and other physical impairments has always been my drive. In many places, people with disabilities and other forms of physical impairments have often been discriminated and neglected. This has often made them have low self-esteem and lack confidence to do even the simplest activities in their lives. By joining a physical therapy program at George Washington University, I will put myself in a better position to make a difference in the society as far as empowering people with disabilities and other forms of physical impairments is concerned (Saini 32). Many examples have been shown in our society about people that suffered from physical impairments and disabilities, yet have risen to become influential people in their various lines of careers. In sports, many runners have emerged to compete effectively in Paralympics programs, which also recognize the participation of physically disabled people in other sports disciplines. I believe that physically disabled people and others suffering from other forms of impairments did not find themselves in those states voluntarily. For this reason, they need to be empowered to accept the conditions and be trained on how to manage their lives amidst the challenges. The choice of joining a physical therapy program at George Washington University was informed by the fact that the university has the best learning facilities training, and empowerment programs for people choosing their careers in this line. I am therefore confident that my admission into the University for the Program will enable me to interact with various people

A Paper On Barack Obama's Speech in Cairo Essay

A Paper On Barack Obama's Speech in Cairo - Essay Example Women’s rights All these issues are the main culprit in molding the world in its current state of disarray. It is understandable that all of them should be focused to obtain long term stability in our world. But in my point of view, one issue among these stands apart and is most important in the current era. That’s the issue of nuclear weapons and its associated conflict with Iran. Now why it is so important to address this issue is because it is the only problem if not forethought can lead to immediate destruction on a massive scale. It is not a matter of one country, race of nuclear weapon if initiated will put the whole mankind on the brink of extinction. Unfortunately with today’s technology the war will not last long. When nuclear weapons were initially developed they were destructive but now with the introduction of hydrogen bomb and anti matter technology they are devastating. If initiated it will lead to annihilation of our beautiful planet. Therefore, it should be our foremost responsibility to address this issue very seriously. What Barack Obama said? Regarding this specific topic Barack Obama clearly stated that this is not only about America’s interest but of the humanity as a whole. He is not fighting on the grounds of personal friction; in fact it is based upon the threat imposed by path chosen by Iran. Now in my opinion this is a valid stance from the Americans but Iran’s response with hostility and aggression can be associated with the past history between these two countries. Also we should look into some facts here and answer few questions in order to unveil one possible reason for Iran’s unresponsiveness. Who’s the only country in the history of mankind guilty of two nuclear explosions on a heavily populated area killing thousands of people in an instance? I think we all know the answer. There have been many justifications given for this act including one which states that it reduced the durati on of war by several years and saved many lives. But the reason I bought this up is to emphasize the impact of that history on this present world. For instance, if a man is drunk and preaching about the hazards of alcohol. Is it possible that he will be acknowledged? Again there are two possibilities: listener may understand that he has an experience and knows the effect very well hence he is warning of the outcome and should be listened or listener may question that how can a person who drinks himself ask anyone else to refrain from it. Unfortunately Iran belongs to the second category and Obama’s assertions on this point will prove to be inadequate. What could have been said? In his speech he should have outlined if America, who has one of the biggest stockpiles of nuclear arms, plans on demolishing or at least minimizing its nuclear program. â€Å"Charity begins at home† and if America claims to be a responsible country she should take solid steps to initiate a move ment by which we can get rid of these weapons of mass destruction. Also Barack Obama should have mentioned the threat imposed by the terrorists in today’s world. And the consequences if those weapons are acquired by them. Hence, the emphasis should have been on the issue of securing such destructive warheads. We know that Iran ‘claims’ that their nuclear plants are only for constructive purposes and they don’t have any intention of preparing nuclear warheads. Under present circumstances,

Existentialism in Literature Essay Example for Free

Existentialism in Literature Essay Existentialism in literature is a movement or tendency that emphasizes individual existence, freedom, and choice. While Existentialism was never an organized literary movement, the tenets of this philosophy have influenced many diverse writers around the world and readers can detect existential elements in their fiction. Americans writers like William Faulkner, Ernest Hemingway and John Steinbeck reveal existential elements in their writing. Perhaps the most prominent theme in existentialist writing is that of choice. Humanitys primary distinction, in the view of most existentialists, is the freedom to choose. Because we are free to choose our own paths, existentialists have argued, we must accept the risk and responsibility of following our commitments wherever they lead. American writers Henry David Thoreau and Ralph Waldo Emerson often wrote about these concepts. Existentialism is not dark. It is not depressing. Existentialism is about life. Existentialists believe in living—and in fighting for life. The politics of existentialist writers around the world varies widely, but each seeks the most individual freedom for people within a society. Despite encompassing this wide range of philosophical, religious, and political ideologies, the underlying concepts of existentialism are constant: ? Mankind has free will ? Life is a series of choices ? Few decisions are without any negative consequences ? Some events and occurrences are irrational or absurd, without explanation. ? If one makes a decision, he or she must follow through. So existentialism, broadly defined, is a set of philosophical systems concerned with free will, choice, and personal responsibility. Because we make choices based on our experiences, beliefs, and biases, those choices are unique to us—and made without an objective form of truth. There are no â€Å"universal† guidelines for most decisions, existentialists believe. Even trusting science is often a â€Å"leap of faith. † The existentialists conclude that human choice is subjective, because individuals finally must make their own choices without help from such external standards as laws, ethical rules, or traditions. Because individuals make their own choices, they are free; but because they freely choose, they are completely responsible for their choices. The existentialists emphasize that freedom is necessarily accompanied by responsibility. Furthermore, since individuals are forced to choose for themselves, they have their freedom—and therefore their responsibility—thrust upon them. They are â€Å"condemned to be free. † Many existentialist writers stress the importance of passionate individual action in deciding questions of both personal morality and truth. Personal experience and acting on ones own convictions are essential in arriving at the truth. 17th-century French philosopher and existentialist Blaise Pascal saw human existence in terms of paradoxes. He believed that â€Å"We know truth, not only by reason, but also by the heart. † And as many existentialists, he acknowledges that â€Å"It is the fight alone that pleases us, not the victory. † The modern adage that the journey is more important than the final destination applies to this idea. Danish philosopher Soren Kierkegaard, who was the first writer to call himself existential, reacted against traditional thoughts by insisting that the highest good for the individual is to find his or her own unique vocation. As he wrote in his journal, â€Å"I must find a truth that is true for me . . . the idea for which I can live or die. † Existentialists have argued that no objective, rational basis can be found for moral decisions. The 19th-century German philosopher, Friedrich Nietzsche contended that the individual using free will must decide which situations are to count as moral situations. He believed that â€Å"There are no facts, only interpretations. † . . . and he is famous for this well known adage:â€Å"That which does not kill me, makes me stronger. † The 19th-century Russian novelist Fyodor Dostoyevsky is probably the most well-known existentialist literary figure. In his book Notes from the Underground the alienated anti-hero questions experiences in life that are unpredictable and sometimes self-destructive. French writer, Jean Paul Sartre wrote that man can will nothing unless he has first understood that he must count on no one but himself; that he is alone, abandoned on earth in the midst of his infinite responsibilities, without help, with no other aim than the one he sets himself, with no other destiny than the one he forges for himself on this earth. There is no ultimate meaning or purpose inherent in human life; in this sense life is absurd. We are forlorn, abandoned in the world to look after ourselves completely. The only foundation for values is human freedom, and that there can be no external or objective justification for the values anyone chooses to adopt. † When the Swedish Academy granted the Nobel Prize in Literature to Sartre for his work which, they recognized as â€Å"rich in ideas and filled with the spirit of freedom and the quest for truth, [that] has exerted a far-reaching influence on our age,† Sartre made it known that he did not wish to accept the prize. In a public announcement, in1964, Sartre expressed his regret that his refusal of the prize had given rise to a scandal, and he wished it to be known that his refusal was not meant to slight the Swedish Academy but was rather based on personal and objective reasons. Sartre pointed out that due to his conception of the writers task he had always declined official honors so this act was not unprecedented. He had similarly refused other awards offered to him. He stated that a writers acceptance of such an honor would be to associate his personal commitments with the awarding institution, and that, above all, a writer should not allow himself to be turned into an institution.

The Physics of Basketball Essay examples -- Athletics Sports Essays

The Physics of Basketball The NBA playoffs are making the headlines all over. Every news channel, sports channel, and newspaper has a story about the big games. Everyone is making bets as to who will be the big champions. Will it be the defending champions, Los Angeles Lakers, or will it possibly be one of the underdogs. This is the most intensive time of year for basketball fans as they watch the teams battle out the game. Up and down the court, the turnovers, rebounds, fast breaks, and most of all the baskets make the games exciting. But have you ever wondered how these things happen? What enables the basketball to bounce, how does Kobe Bryant fly through the air, and why does the ball rotate backwards as it leaves a shooter’s hand and approaches the basket? These are all interesting questions and believe it or not they can all be answered with a discussion on physics. Whenever you watch a basketball game you are watching the â€Å"application of physics. It is very much at work in the game of basketball† (Hawkins). One of the key pieces of equipment in the game is the basketball itself. The ability of the ball to bounce is entirely explained by physics. The law of conservation of energy says that the total energy of an isolated system does not change (Kirkpatrick, 131). When the ball comes in contact with the floor an elastic collision occurs in which the kinetic energy of the system is conserved. Two things determine the elasticity: the air pressure in the ball and the surface it is colliding with. The more pressure in the ball, the better the bounce and the greater elasticity. The energy will be stored in the compressed air inside the ball creating a greater bounce. â€Å"Air stores and returns energy more efficiently than ... ... air, just remember that it takes the same amount of time for him to reach the basket as it does for him to fall. You may also want to notice how the ball spins as well as how it bounces. As you are watching the playoffs this year keep in mind that the application of physics is very much at work in the game of basketball. Bibliography Hawkins, Bethany. Physics of Basketball. â€Å"Intro to Basketball and Physics.† http://www.kent.wednet.edu/staff/trobins/physicspages/PhysOf1998. 25 March 2003. Kirkpatrick, Larry D., Wheeler, Gerald F. Physics A World View. Fourth edition, Harcourt College Publishers. Orlando, Florida. 2001. Willis, Bill. The Physics of Basketball. http://www.geocities.com/thesciencefiles/physicsof/basketball.html. 13 March 2003. Brancazio, Peter J. Physics of Sports. â€Å"Physics of Basketball. Department of Physics. Brooklyn, New York. 1981.

Hamlet through his foils †Laertes, Fortinbras and Horatio Essay

It is without doubt that William Shakespeare has created many unique, thought – provoking characters. Hamlet is by far Shakespeare’s most compelling character. In Shakespeare’s play Hamlet, various character traits, exhibited by Hamlet, can be seen through his foils. Similarities with Hamlet and Horatio’s education, as well as their levels, can be drawn. However, Hamlet’s character is in constant change and even philosophical. Fortinbras, without question encompasses many of Hamlet’s qualities. They are both born with nobility, along with a similar lineage. However, Fortinbras is more aggressive and even sneaky. Laertes, Hamlet’s late antagonist, is both impulsive and righteous. However, they differ in terms of their nobility, as well as their father’s behaviour. The character traits exemplified by Hamlet also comprise his foils. In relation to Hamlet’s three foils, Horatio is the most dissimilar. When Horatio first enters the play, Hamlet says, â€Å"And what make you from Wittenberg, Horatio.† (I,ii,171) Hamlet is making reference to the city that their university, which they both study at, is located. With respect to education, these two characters are one; they are both deemed scholars. One characteristic also shared between the two is their courage. When the ghost first appears Horatio fiercely challenges him, â€Å"By heaven I charge thee speak.† (I,i,58) Ghosts are unique in the respect that they are the supernatural; they are able to walk through doors, be immune to fires and even ascend. Thus, upsetting a ghost is certainly a courageous act as Horatio is easily susceptible to consequence. Another similarity, these two characters demonstrate is their belief in God. When the ghost leaves Horatio says, â€Å"Before my God, I might not this believe.† (I,i,65) Hamlet also makes reference to an afterlife, â€Å"But that the dread of something after death, /The undiscovered country from whose bourn/No traveller returns.† (III,i, 85-87) In this portion of his soliloquy, Hamlet is making reference to afterlife, a belief held in conjunction with religious people. Although this was a religious time period, not all characters make references to God, thus this quality is worth addressing. Hamlet and Horatio have many personal characteristics that are similar. Like all other characters, Hamlet and Horatio have their differences. A major  idea exemplified throughout the play is that Horatio is a static character, one that does not develop. Hamlet however is bipolar, demonstrating moods that are at one moment excited and the other dreadful, to name a few. When Hamlet is first introduced in the play, his mother says, â€Å"Good Hamlet, cast they knighted colour off/And let thine eye look for a friend on Denmark.† (I,ii,69-70) From her comments, it is obvious that Hamlet is suffering. Upon the arrival of the players, Hamlet transforms into a more inquisitive mood and says, â€Å"I’ll have grounds/More relative than this. The play’s the thing/Wherein I’ll catch the conscious of the King.† (II,ii,615-617) Another difference between Hamlet and Horatio is Hamlet’s philosophical nature. This is one of Hamlet’s only constants throughout the play. Hamlet demonstrates this quality through many of his soliloquies. In the most famous speech in literature Hamlet says, To be, or not to be, that is the question. Whether ’tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arm against a sea of troubles Any by opposing end them. (III,I,65-67) In this speech, Hamlet is intelligently contemplating living through pain and suffrage rather than committing suicide and ending the harsh life. Hamlet and Horatio differ in terms of consistency and a lack of trait. In relation to Hamlet’s three foils, Fortinbras is the most similar. Fortinbras and Hamlet are both born into nobility; their fathers were both rulers of their respective countries. However, this similarity runs deeper then readers first imagined. Fortinbras and Hamlet are in identical scenarios; they have dead fathers with uncles governing their country. Another similarity between these two are the purpose they are presently seeking. When the guards notice activity in the mills, Horatio says, Now, sir, young Fortinbras, Of unimproved mettle hot and full, Hath in the skirts of Norway here and there Sharked up a list of lawless resolutes, For food and diet, to some enterprise That hath a stomach in it, which is no other, †¦ But to recover of us, by strong hand And terms compulsatory, those foresaid lands So by his father lost. (I,i, 109- 115) In this speech, it is obvious that young Fortinbras is out for revenge. He is not content with what happened to his father. After a visit by the ghost, Hamlet says, â€Å"Prompted to my revenge by heaven and hell.† (II,ii,596). In this soliloquy, Hamlet mentions his existential purpose in life, which is to extract revenge for his father, as he too is unhappy with the current conditions. These two characters share similarities that they have been born into. As much similar they are, Hamlet and Fortinbras have several differences. A major distinction between Hamlet and Fortinbras is that Fortinbras is more aggressive with his intent. In Claudius’s opening speech, he says Of this his nephew’s purpose, – to suppress His further gait herein, in that the levies, The list and full proportions, are all made Out of his subject. And we here dispatch. (I,ii,30-33) In this speech, it is clear that Fortinbras is more driven in his purpose and has the ‘wheels in motion.’ In one of Hamlet’s soliloquy’s he says, But in fiction, in a dream of passion Could force his souls so to his own conceit That from her working all his visage waned, Tears in his eyes, distraction in his aspect (II,ii, 563-566) Hamlet’s philosophical nature is not helping his main objective. One can argue that he has had reasons not to act when he has been given chance. However, this is clearly an instance when he should stop portraying Socrates’ and focus more on his objective. A major difference between Hamlet and Fortinbras is that Fortinbras is a snake, ruthless with intent. After threatening to attack their country, he was granted permission to pass through for battle. â€Å"Tell him that by his license, Fortinbras/Craves the conveyance of a promised march/Over his kingdom. You know the rendezvous.† (IV,iv,1-3). However, at the conclusion of the play, Fortinbras arrives ready to overtake the kingdom. He doesn’t care for the gracious favour that Denmark had granted him. As well, he attacks without notice, a use practiced by terrorists in the present day; he is as evil as they come. Hamlet and Fortinbras differ in terms of their willingness as well as a lack of a trait. Laertes and Hamlet share many striking characteristics. It is obvious that Laertes is impulsive. Upon first hearing his father’s murder, he becomes angry with the king, even accusing him of the crime. To hell, allegiance! Vows, to the blackest devil! Conscience and grace, to the profoundest pit! I dare damnation. To this point I stand. That both the worlds I give to negligence, Let come what comes, only I’ll be revenged. (IV,vi,136-140) This speech is very powerful in conveying the vehemence that is surging through his veins. He is willing to take action immediately, not even knowing for certain who murdered his father. Hamlet displays his impulsiveness when he is speaking with his mother, after Polonius’s murder. When Hamlet pulls the curtains he says, â€Å"Thou wretched, rash, intruding fool.† (III,iv,37). Hamlet is astonished that Polonius is the one behind the curtains. Hamlet is filled with the intent on taking action but consequently does so impulsively and results in the wrong death. Another similarity between Hamlet and Laertes is there good nature, good intentions. Before his departure, Laertes has strict instructions for his sister. â€Å"And keep you in the rear of your affection/Our of the shot and danger of desire.† (I,iii,36-37) Unlike some of Shakespeare’s other characters, Goneril and Regan, Laertes genuinely cares for his sister. He warns her of the possible ramification s of continuing her relationship with hamlet, such as a broken heart. Hamlet is also obedient to his father’s wishes, â€Å"revenge his foul and most unnatural murder.† (I,vi,29). Hamlet’s father instructs him to avenge his death. Hamlet is upset that his father is suffering and seeks to fix the ‘rotten things in Denmark.† (I,iv,99) Another similarity between these two characters is that their fathers are both sneaky. Polonius exemplifies this when he grants his son permission to return to Paris. He instructs Reynaldo, â€Å"By indirections find directions out.† (II,ii,71) Polonius makes it clear that he does not want his son to be aware that he is secretly keeping watch on him. Although Claudius is not the biological father of Hamlet, through marriage he obtains ‘fatherly’ figure. Claudius is intent on learning why Hamlet is upset and does not mind being sneaky in the process. When Polonius suggests hiding and listening to Hamlet, he does not object to it, he says, ‘thanks my dear lord.† (III,iii,38). Hamlet and Horatio have many personal  characteristics in common. One of the differences between Hamlet and Laertes is irrational thinking. When Claudius and Laertes are speaking, Laertes suggests, â€Å"To cut his throat in the church.† (Iv,viii,139). This is obviously an irrational method of obtaining justice. Hamlet is arguably the most intelligent character in the play. This is demonstrated countless times throughout the play. One of the instances is when the king sends Rosencrantz and Guilderstern to speak to Hamlet. It does not take long for Hamlet to be certain of their true intentions. For he says, â€Å"You were sent for, and there is a kind of confession in your looks which your modesties have not craft enough to colour.† (II,ii,292-295) Another difference between Hamlet and Laertes is their nobility. Hamlet is the heir to the throne, a noble figure by birth. Laertes, on the other hand, is the son to a councillor. They are both recognizable, but not of nobility. Laertes differs from Hamlet by encompassing less gratifying tra its. Hamlet’s characteristics can be seen through his foils. Horatio and Hamlet hold the same position in education and studied at the same university. They are both religious and courageous figures. They differ in terms of their nobility and constant moods. Fortinbras and Hamlet share lineage and nobility but are different in terms of aggressiveness and philosophical nature, or lack there of. Laertes and Hamlet are both impulsive, good with sneaky male parentage. They differ in terms of their nobility and even irrational thinking. Hamlet is Shakespeare’s most loved character. However, he is a combination of other characters. Thus he is not as truly unique, as one initially perceived.