Are Viruss Alive Essay

Are Viruss Alive Essay Are Viruss Alive? Essay Kaylee Drew December 3, 2013 A Block From the various facts including the reproduction and growth status of the organisms and proven statistics I believe that viruses are indeed alive. Science proves that the bacteria in viruses have the same characteristics that a living organism does. Viruses are the most efficient entities on this planet to circulate and breed genetic material. They can multiply in mass numbers within minutes, and cause destruction throughout the world. Viruses carry genes, DNA, RNA and have protein material. These are some basic elements that living organisms like virus’s carry. In addition one of the last things that make a virus a living structure is its ability to infect any eukaryotic celled species such as humans or animals. Only a living thing can infect others and carry contagious illnesses. Therefore the given physiognomies proves the life of a virus. A virus can reproduce in hundreds within hours. For a virus to multiply it goes through a never ending cycle. First the virus attaches to the cell becoming one with the host,the virus than injects its DNA into a cell, the viruses DNA uses the cells organelles to grow and to destroy the cell, lastly the virus break out the dead cell. For the virus to multiply it must first attack itself to a host cell. The main entity is that the virus lives, breeds, and feeds off of its host. They depend on the host cell to reproduce as it says in the article â€Å"Introduction to the viruses† by C. Emilliani, it says that when a virus comes into contact with a host that it inserts it genetic material into giving it the ability to spread and reproduce. Reproduction of a virus can be bad news. It takes days or hours for a virus to spread through contact. Many virus’s have wiped out and killed thousands of people; such as â€Å"Bubonic Plague† and â€Å"Spanish Flu†. Some virus’s such as these, have destroyed families and left victims dead and in suffering. Thankfully, modern science ha s allowed us to prevent and treat many serious cases of virus’s, so many lives can be saved. For an organism to be considered â€Å"living† it must carry genetic material such as DNA/RNA virus do carry DNA and RNA. Though some material from a virus is engineered most is natural. Also, virus’s hold organelles such as mitochondria, ribosomes, DNA, and proteins. These are the elements that prove that viruses are alive, even though many eukaryotic and prokaryotic cells carry same organelles. They help a cell function and carry out its basic needs for survival. Although some might believe that viruses are complex biochemical mechanisms, others believe they are simple organisms from nature. Viruses go through different phases of life to benefit their life span, and reproduction quantity. Causing them to grow, change, adapt, and expand to benefit themselves.But virus’s make it to their main goal to infect a host. With all the evidence and organelles a virus b etrays, it surely is a flourishing entity. The main purpose in a virus’s life is to infect and grow in a host. Viruses are known for their negative, fatal, and disapproving effect they have on humans and animals. Viruses can only contaminate eukaryotic celled species or

Hypsilophodon - Facts and Figures

Hypsilophodon - Facts and Figures Name: Hypsilophodon (Greek for Hypsilophus-toothed); pronounced HIP-sih-LOAF-oh-don Habitat: Forests of western Europe Historical Period: Middle Cretaceous (125-120 million years ago) Size and Weight: About five feet long and 50 pounds Diet: Plants Distinguishing Characteristics: Small size; bipedal posture; numerous teeth lining cheeks About Hypsilophodon The initial fossil specimens of Hypsilophodon were discovered in England in 1849, but it wasnt until 20 years later that they were recognized as belonging to an entirely new genus of dinosaur, and not to a juvenile Iguanodon (as paleontologists first believed). That wasnt the only misconception about Hypsilophodon: nineteenth-century scientists once speculated that this dinosaur lived high up in the branches of trees (since they couldnt imagine such a puny beast holding its own against contemporary giants like Megalosaurus) and/or walked on all fours, and some naturalists even thought it had armor plating on its skin! Heres what we do know about Hypsilophodon: this roughly human-sized dinosaur appears to have been built for speed, with long legs and a long, straight, stiff tail, which it held parallel to the ground for balance. Since we know from the shape and arrangement of its teeth that Hypsilophodon was a herbivore (technically a type of small, slender dinosaur known as an ornithopod), we can surmise that it evolved its sprinting ability as a way of escaping the large theropods (i.e., meat-eating dinosaurs) of its middle Cretaceous habitat, such as (possibly) Baryonyx and Eotyrannus. We also know that Hypsilophodon was closely related to Valdosaurus, another small ornithopod discovered on Englands Isle of Wight. Because it was discovered so early in the history of paleontology, Hypsilophodon is a case study in confusion. (Even this dinosaurs name is widely misunderstood: it technically means Hypsilophus-toothed, after a genus of modern lizard, in the same way that Iguanodon means Iguana-toothed, back when naturalists thought it actually resembled an iguana.) The fact is that it took decades for early paleontologists to reconstruct the ornithopod family tree, to which Hypsilophodon belongs, and even today ornithopods as a whole are virtually ignored by the general public, which prefers terrrifying meat-eating dinosaurs like Tyrannosaurus Rex or gigantic sauropods like Diplodocus.

Week 2-510 Essay Example | Topics and Well Written Essays - 3000 words

Week 2-510 - Essay Example needed information, and when they receive the inputs, they should process it and take the correct decision for the proper functioning of the organization. One of the important inputs or aids that will surely help an organization in the decision making process is the research and statistics component. That is, components like descriptive statistics and probability concepts with good hypothesis and research will go a long way in aiding the management to come up with correct decisions. In the case to be analyzed, USA World Bank (UWB) is on the threshold of launching a new product, with the board already initiating the decision making process. And the component that is aiding this decision making process is the statistics work done by the respective department. So, this paper by using the research and statistical concepts will analyze the UWB’s issue or problem, opportunities, stakeholders’ view, end state vision, available solutions and the results. USA World Bank is facing some important issues, which needs quick and appropriate attention. The first issue is USA World Bank’s track record in introducing new products, which cannot be considered successful. Brian Allen, President of New Product Development for USA Word Bank, agrees with this fact, â€Å"Our new products have pretty much tanked in the past couple of years. We’re under a lot of pressure† (Scenario). So, the issue or challenge is to break this trend and introduce a truly workable product. The next issue that is plaguing USA World Bank is the need to select a product to launch using faulty statistical results. That is, a survey was done to find which product out of two, a consumer credit card or a credit card for small business owners will work optimally. Even though, the survey clearly favored the normal consumer credit card, the issue with that result is that a statistics specialist found faults with the statistical analysis particularly the me thod used to collect the data. As the product

Creating a plan for addressing the needs and issues in a Essay - 1

Creating a plan for addressing the needs and issues in a muliticultural classroom - Essay Example an that empowers students to achieve their highest potential, which in turn demands an equal, fair, and a culture sensitive teaching-learning process. This process involves specific teaching methods and practices that address the different needs of a multicultural environment. To successfully decide on teaching methods that facilitates students’ learning, a teacher must initially be familiar with the students, both as an individual and as a group (Burnette, 1999).These students will originate from varied backgrounds and may have different learning needs. A classroom may have students with different ethnic, cultural and religious beliefs, or may consist of immigrants who speak only their own native language. Some students may have a different sexual orientation; others may come from lower economic status, or have been raised by a single parent. Instances are also rampant when students have specific learning and physical disabilities that require special teaching provisions. At the beginning of the school year, it may prove beneficial for teachers to complete a student profile. Profile includes anecdotal records, questions that elicit helpful information regarding their individual backgrounds. Informal interviews may also help gain further informatio n and build teacher-student rapport. Promoting Human Relations with Emphasis on Respect and Dignity Because the classroom environment influences effective learning, a teacher must ensure that all students feel welcomed and accepted. In an open and friendly environment, rules must be firmly set against oppressive remarks and verbal abuse that are highly discriminatory. While teaching general values such as human respect and justice may be vague, setting positive examples and providing reinforcement to positive behaviors may be effective. The way teachers relate with the students impacts the students’ confidence, outlook and their capacity to learn. However, some students may be misinterpreted by their teachers. A

Speech Analysis Essay Example for Free

Speech Analysis Essay On October 10, 2013 I gave a speech to my classmates about the three most important steps in investigating a murder case. These are including separating witnesses, collecting evidence, and interviewing suspects. Watching the video of my speech, I observed many strengths and weaknesses: strengths including a lot of facts, an interesting topic, and talking at an average pace. Weaknesses that stuck out to me were my hands consistently being in my pockets and reading directly off my notecards. The first thing I thought I did well was including a lot of facts. This is important because it was an informative speech and the goal was to inform the audience of information about a topic they were not aware of. I feel as if adding information, that wasn’t necessarily told to the public, about JonBenet Ramsey’s case was a good decision on my part. For example, I incorporated that JonBenet’s father received a raise earlier that year of the same exact amount of money that was asked for in the ransom note. The second thing I thought I did well was picking an interesting topic. The subject of criminal justice is just exciting all around. From mysteries to solving crimes it is all enjoyable to learn about. Criminal justice and the JonBenet case was a good topic to choose because it kept the audience’s attention. When hearing about a mystery or an unsolved murder crime it is practically expected to stick around and listen to the end to see if it has been figured out if not people are left with a cliff hanger. The third strength would be talking at an average pace. If one talks too fast it’s hard to comprehend all the information that’s being thrown at you. Therefore maintaining a good pace helps to add onto time and to keep the audience’s responsiveness. Talking too slow can affect the outcome also though. There has to be a happy medium. Now that I have discussed strengths, I will now move onto weaknesses and how I can improve them in the future. During my speech I kept moving my hands in and out of my pockets. This is considered as a distracting mannerism and can affect the audience’s attention to my hands rather than what I am saying. I can improve this by keeping my hands to my side where they are out of the way and ignore my nervous habits. The final weakness I noticed was how often I looked at my notecards. It honestly just looks extremely weird looking up and down constantly. Memorization is key and I can improve this by practicing more often and in front of different people to get more comfortable with my words. I can’t just sit here and say I need to do this either, because it won’t change unless I continue to take action to make myself better. All in all I thought my speech went well over all. There are positives and negatives out of everything one does. In this case the strengths were a lot of facts, interesting topic, and talking at an average pace. The weaknesses were hands in my pockets and reading directly off my cards. Both of these weaknesses are completely capable of being changed. By the end of this semester I plan to have successfully given a speech without the little mistakes. All it takes is practice, motivation, and knowledge and quite frankly I feel as if I have all three!

All Quiet on the Western Front: Taking Leaves :: World Literature

Paul Bäumer's leave from the war is an opportunity for him to see life removed from the harshness of war. As he makes the journey home, the closer he gets the more uncomfortable he feels. He describes the final part of his journey, "then at last the landscape becomes disturbing, mysterious, and familiar." (154) Rather than being filled with comfort at the familiarity of his homeland, he is uneasy. War has changed him to the extent in which he can no longer call the place where he grew up home. Bäumer visits with his mother and recognizes that ideally this is exactly what he wanted. "Everything I could have wished for has happened. I have come out of it safely and sit here beside her." (159) But ultimately he will decide that he should have never gone on leave because it is just too hard to be around his family and see how different he has become. Bäumer finds that it is easier to remain out on the war front than return to his family. Before Bäumer gets leave to return to his family, he often discusses how the war has changed him and his comrades. However, he does not understand to the great extent in which he has changed until he returns to his old life. Seeing his family, his old home, his bedroom, his piano, and dressing in his old clothes is a direct confrontation with the distance the war has created between his old self and his new self. "A sense of strangeness will not leave me; I cannot feel at home amongst these things... I am not myself there. There is a distance, a veil between us." (160) It is heartbreaking for Bäumer to see his family because he has learned to disconnect his emotions in the war. Once soldiers train themselves to be so disconnected, it is different to reverse the effect. The emotional disconnection has destroyed Bäumer's sense of humanity and makes it difficult for him to be around not just his family, but all people who are not soldiers like him. He enjoys the scenery of his homeland but does not like being around all of the people. "It is pleasant to sit quietly somewhere... This is good, I like it. But I cannot get on with the people.

Learning and Teaching Styles Essay

Wk. 2 Learning and Teaching Styles â€Å"In almost every actual well-designed study, Mr. Pashler and his colleagues write in their paper, ‘Learning Styles: Concepts and Evidence,’ the pattern is similar: For a given lesson, one instructional technique turns out to be optimal for all groups of students, even though students with certain learning styles may not love that technique. † (2009) I wanted to start this paper with this quote since it did involve some sort of evidence that teaching in one style still works. Students can and do succeed and have received equal scores as their peers whose learning styles matched the teachers methods of teaching. I do believe however that students may not catch on as fast and lose interest easier when being taught material. This is why I would still use different methods of teaching versus just one. As a visual learner, I understand how difficult it can be to orally receive directions for an assignment or other activity. I thrive on written directions and learning materials that need to be read or are graphed. I often had to ask the teacher numerous times to repeat the directions because I wasn’t sure what I was supposed to do. This put me behind and my grades occasionally suffered as a result. As a past teacher who worked in a school that believed in teaching using the multiple intelligences method, I found great joy in seeing my students succeed. As teachers, we were required to hand in our lesson plans weekly to the principal. Our lesson plans had to involve each of the intelligences. This was my first real job as a teacher and I did not completely understand why we were required to do this and not use our own personal methods. Looking back, I am so grateful that I learned and saw first hand the consequences of teaching using the multiple intelligences. I enjoyed seeing my student’s motivation rise as their type of learning was focused on for a particular lesson. When I go back to teaching, I will with no doubt in my mind, use this method again. It completely fits with my style of teaching most likely because it was my first real experience and works even for those students who have a completely different learning style than I do. In an ESL classroom, â€Å"dividing a lesson into phases† (Palmberg) to make sure I use each of the intelligences is ideal. I firmly believe that this method works no matter how different a student’s learning style is from the teacher. In a sample lesson for example, I would explain the topic (i. e. vocabulary words on food items) and give the students an overview of what they will need to do and what they are expected to learn. I would read them a story relating to food or going shopping. Next I would have them write down their own list of items that their families normally buy often for a real-life experience. The next phase is to divide the class into groups and share each other’s lists. They would also discuss what their ideal list and store layout would be like if they could buy any type of food that they wanted from their ideal grocery store. They would then move on to thinking about a song or songs that is about food. We would play that song the following day. For the students who feel comfortable, creating their own body expressions describing food would be next and sharing these movements with the rest of the class. This exercise could be turned into a fun lesson where the rest of the class would have to guess which food item is being emphasized (like charades). We would next come up with a class list of favorite food items. There would more than likely be some disagreement so I would divide them up in half asking them to have a debate based on reasonable food limits and favorites to come up with an ideal list. We would do the same thing for the ideal store layout. For the sake of repetition, each original group would compare with the class their original lists and new â€Å"reasonable† list and layout. I believe this lesson would take a few days but involves most if not all intelligences. Being a visual learner, I can benefit from the students who are different from me as much as they benefit from me and the lessons I teach them using the different intelligences. For example, as I try and improve my weaknesses in some forms of learning, I can benefit from the students who learn better in a completely different way (say kinesthetic). They will get much benefit from the part of the lesson that involves movement and I will get the same benefit seeing how they react and learn to this part of the lesson. To make things fun for the students (and me) those willing could come up with their own way of teaching each other about a certain topic. I would of course give them the general rules and guidelines and they would do the rest. I think each student could benefit from this because they would more than likely use their favorite way of learning to â€Å"teach† a lesson. For those who do not want to do this, they could also benefit from this since it is an exercise that is not ordinarily done and will hold interest longer. I am not a teacher and never have been one who forces students to do something that makes them feel uncomfortable (i. e. standing up and doing a charade). I think that this will do more harm than good. The student may back off and not participate or be eager to learn for fear that they may be picked on by their peers or even the teacher. I had this experience in middle school and know how it feels. I began to pull myself away from the class and especially the teacher. As a result, I did poorly in the class. For these types of students, a more gentle approach is necessary. The teacher may ask this type of student to write an explanation of what they would do or simply tell the teacher what they would do for an assignment. This is why I am such a believer of the multiple intelligences method. It involves all students and doesn’t single out particular ones. Everyone benefits and everyone learns based on their own learning strengths. Another less popular/obvious benefit of this teaching method is related to the impact that the students learning has on their own family and home life. I think that because a student is more eager to learn as a result of the multiple intelligences method, they will carry their positive attitude into their home life and be more compliant towards their family and of course themselves. As we all know, a student’s home life reflects their attitudes and success in school. References: chronicle. com/article/Matching-Teaching-Style-to/49497/ www. sube. com/†¦ /integrating_learning_styles_and_skills_in_e†¦ www. tecweb. org/styles/gardner. html www. tefl. net/esl-lesson-plans/multiple-intelligences. htm Gardner, Howard. 1993. Multiple intelligences. The theory in practice. New York: Basic Books.

Chivalry Codes

Is chivalry dead? Chivalry is a combinations of qualities expected from an â€Å"ideal† knight, in the contemporary times. Some ideas of chivalry include courage, honesty, loyalty, courtesy, and truth. Chivalry was the medieval principles governing knighthood and knightly conduct, if you were a knight; you were expected to follow these rules. But not all knights in the seventeenth century followed these rules honestly or courageously. Some knights dishonored the code, putting their pride above the people they were supposed to serve.If there were dishonest knights in the contemporary times, chivalry in the modern world is indefinitely dead. Generations of dishonesty of corrupted knights from the contemporary times to modern caused the neglection of chivalric duties to collapse. The nature of these fraudulent knights is to put themselves above others, their character influence the young and future knights to be. When Wictred fought with Prince Tristan in the literary work, Trist an & Isolde, his true corrupted side showed as he cheated to defeat the prince. According to the chivalric code, honesty was absent, which shows lost of chivalric regards.Wictred’s way of play reflected off of the younger beings who probably will mock his way of traits and qualities, which begin the chain of deceitful knights and people, each losing more chivalric manners along the way. As more degraded knights ascend the line of modern time, they carry a burden on their shoulders, which is symbolized by chivalry. As careless features begin to arise within the generations of knights, the fewer burdens they want on their shoulders. As time passes on, chivalric codes are decreasing, and soon, dropped forever.

Character and Setting Analysis of the Play Fences

Character and Setting Analysis of the Play 'Fences' Arguably August Wilsons most renowned work, Fences explores the life and relationships of the Maxson family. This moving drama was written in 1983 and earned Wilson his first Pulitzer Prize. Fences  is part of  August Wilsons Pittsburg Cycle, a collection of ten plays. Each drama explores a different decade in the 20th century, and each examines the lives and struggles of African-Americans. The protagonist, Troy Maxson is a restless trash-collector and former baseball athlete. Though deeply flawed, he represents the struggle for justice and fair treatment during the 1950s. Troy also represents human natures reluctance to recognize and accept social change. In the playwrights setting description, symbols connected to his character can be found: the house, the incomplete fence, the porch, and the makeshift baseball tied to a tree branch. Origins of Troy Maxson According to Joseph Kelly, editor of The Seagull Reader: Plays, Troy Maxson is loosely based upon August Wilsons step-father, David Bedford. The following can be said about both men: Talented, young athletes.Unable to attend college.Turned to crime for income.Killed a man.Spent decades in prison.Married and settled down to a new life after a  prison term. The Setting Reveals the Man The set description provides several clues to the heart of Troy Maxsons character. Fences takes place in the front yard of Troys ancient two-story brick house. The house is a source of both pride and shame for Troy. He is proud to provide a home for his family. He is also ashamed because he realizes that the only way he could afford the house is through his brother (a mentally unstable WWII veteran) and the disability checks he receives because of it. Building Fences Also mentioned in the setting description, an incomplete fence borders part of the yard. Tools and lumber are off to the side. These set pieces will provide the literal and metaphoric activity of the play: building a fence around Troys property. Questions to consider in an essay about Fences: What does the act of building a fence symbolize?What is Troy Maxson trying to keep out?What is he trying to keep in? Troy's Porch and Homelife According to the playwrights description, the wooden porch is badly in need of paint. Why does it need paint? Well, in practical terms, the porch is a recent addition to the house. Therefore, it could simply be seen as a task not quite finished. However, the porch is not the only thing in dire need of attention. Troys wife of eighteen years, Rose, has also been neglected. Troy has spent time and energy on both his wife and the porch. However, Troy ultimately does not commit to his marriage nor to the unpainted, unfinished porch, leaving each to the mercy of the elements. Baseball and "Fences" At the beginning of the script, August Wilson makes certain to mention an important prop placement. A baseball bat leans against the tree and a ball of rags is tied to a branch. Both Troy and his teenage son Cory (a football star in the making - if it wasnt for his embittered father) practice swinging at the ball. Later on in the play, when the father and son argue, the bat will be turned on Troy - though Troy will ultimately win in that confrontation. Troy Maxson was a great baseball player, at least according to his friend Bono. Although he played brilliantly for the Negro Leagues, he was not allowed to on the white teams, unlike Jackie Robinson. The success of Robinson and other black players is a sore subject for Troy. Because he was born at the wrong time, he never earned the recognition or the money which he felt he deserved and discussion of professional sports will often send him into a tirade. Baseball serves as Troys main way of explaining his actions. When he talks about facing death, he uses baseball terminology, comparing a face-off with the grim reaper to a duel between a pitcher and a batter. When he bullies his son Cory, he warns him: TROY: You swung and you missed. Thats strike one. Dont you strike out! During Act Two of Fences, Troy confesses to Rose about his infidelity. He explains not only that he has a mistress, but that she is pregnant with his child. He uses a baseball metaphor to explain why he had an affair: TROY: I fooled them, Rose. I bunted. When I found you and Cory and a halfway decent job . . . I was safe. Couldnt nothing touch me. I wasnt gonna strike out no more. I wasnt going back to the penitentiary. I wasnt gonna lay in the streets with a bottle of wine. I was safe. I had me a family. A job. I wasnt gonna get that last strike. I was on first looking for one of them boys to knock me in. To get me home.​ ROSE: You should have stayed in my bed, Troy. TROY: Then when I saw that gal . . . she firmed up my backbone. And I got to thinking that if I tried . . . I just might be able to steal second. Do you understand after eighteen years I wanted to steal second. Troy the Garbage Man The final details mentioned in the setting description reflect Troys later years as a hard-working garbage man. August Wilson writes, Two oil drums serve as garbage receptacles and sit near the house. For nearly two decades, Troy worked from the back of the garbage truck alongside his friend Bono. Together, they hauled junk throughout the neighborhoods and alleyways of Pittsburg. But Troy wanted more. So, he finally sought a promotion - not an easy task due to the white, racist employers and union members. Ultimately, Troy earns the promotion, allowing him to drive the garbage truck. However, this creates a solitary occupation, distancing himself from Bono and other friends (and perhaps symbolically separating himself from his African-American community).

Biography of Subrahmanyan Chandrasekhar

Biography of Subrahmanyan Chandrasekhar Subrahmanyan Chandrasekhar (1910-1995) was one of the giants of modern astronomy and astrophysics in the 20th Century. His work connected the study of physics to the structure and evolution of stars and helped astronomers understand how stars live and die. Without his forward-thinking research, astronomers might have labored far longer to comprehend the basic nature of stellar processes that govern how all stars radiate heat to space, age, and how the most massive ones ultimately die. Chandra, as he was known, was awarded the 1983 Nobel Prize in physics for his work on the theories that explain the structure and evolution of stars. The orbiting Chandra X-Ray Observatory is also named in his honor. Early Life Chandra was born in Lahore, India on October 19th, 1910. At the time, India was still part of the British Empire. His father was a government service officer and his mother raised the family and spent much time translating literature into the Tamil language. Chandra was the third oldest of ten children and was educated at home until the age of twelve. After attending high school in Madras (where the family moved), he attended Presidency College, where he received his bachelors degree in physics. His honors standing afforded him a scholarship for graduate school to Cambridge in England, where he studied under such luminaries as P.A.M. Dirac. He also studied physics in Copenhagen during his graduate career. Chandrasekhar was awarded a Ph.D. from Cambridge in 1933 and was elected to a fellowship at Trinity College, working under astronomers Sir Arthur Eddington and E.A. Milne.   Development of Stellar Theory Chandra developed much of his early idea about stellar theory while he was on his way to begin graduate school. He was fascinated with mathematics as well as physics, and immediately saw a way to model some important stellar characteristics using math. At the age of 19, onboard a sailing ship from India to England, he began thinking about what would happen if ​Einsteins theory of relativity could be applied to explain the processes at work inside stars and how they affect their evolution. He worked out calculations that showed how a star much more massive than the Sun would not simply burn up its fuel and cool, as astronomers of the time assumed. Instead, he used to physics to show that a very massive stellar object would actually collapse to a tiny dense point- the singularity of a black hole. In addition, he worked out whats called the Chandrasekhar Limit, which says that a star with a mass 1.4 times that of the Sun will almost certainly end its life in a supernova explosion . Stars many times this mass will collapse at the ends of their lives to form black holes. Anything less than that limit will stay a white dwarf forever. An Unexpected Rejection Chandras work was the first mathematical demonstration that such objects as black holes could form and exist and the first to explain how mass limits affected stellar structures. By all accounts, this was an amazing piece of mathematical and scientific detective work. However, when Chandra arrived at Cambridge, his ideas were soundly rejected by Eddington and others. Some have suggested that endemic racism played a role in the way Chandra was treated by the better-known and apparently egotistical older man, who had somewhat contradictory ideas about the structure of stars. It took many years before Chandras theoretical work was accepted, and he actually had to leave England for the more accepting intellectual climate of the United States. Several times after that, he mentioned the overt racism he faced as a motivation for moving forward in a new country where his research could be accepted regardless of his skin color. Eventually, Eddington and Chandra parted cordially, despite the o lder mans previous disdainful treatment. Chandras Life in America Subrahmanyan Chandrasekhar arrived in the U.S. at the invitation of the University of Chicago and took up a research and teaching post there that he held for the rest of his life. He plunged into studies of a subject called radiative transfer, which explains how radiation moves through matter such as the layers of a star such as the Sun). He then worked on extending his work on massive stars. Nearly forty years after he first proposed his ideas about white dwarfs (the massive remains of collapsed stars) black holes and the Chandrasekhar Limit, his work was finally widely accepted by astronomers. He went on to win the Dannie Heineman prize for his work in 1974, followed by the Nobel Prize in 1983. Chandras Contributions to Astronomy Upon his arrival in the United States in 1937, Chandra worked at the nearby Yerkes Observatory in Wisconsin. He eventually joined NASAs Laboratory for Astrophysics and Space Research (LASR) at the University, where he mentored a number of graduate students. He also pursued his research into such varied areas as stellar evolution, followed by a deep dive into stellar dynamics, ideas about Brownian motion (the random motion of particles in a fluid), radiative transfer (the transfer of energy in the form of electromagnetic radiation), quantum theory, all the way to studies of black holes and gravitational waves late in his career. During World War II, Chandra worked for the Ballistic Research Laboratory in Maryland, where he was also invited to join the Manhattan Project by Robert Oppenheimer. His security clearance took too long to process, and he was never involved with that work. Later in his career, Chandra edited one of the most prestigious journals in astronomy, the Astrophysical Journal. He never worked at another university, preferring to stay at the University of Chicago, where he was Morton D. Hull Distinguished Professor in astronomy and astrophysics. He retained emeritus status in 1985 after his retirement. He also created a translation of Sir Isaac Newtons book Principia that he hoped would appeal to regular readers. The work, Newtons Principia for the Common Reader,  was published just before his death.   Personal Life Subrahmanyan Chandrasekhar was married to Lalitha Doraiswamy in 1936. The couple met during their undergraduate years in Madras. He was the nephew of the great Indian physicist C.V. Raman (who developed the theories of light scattering in a medium that carry his name). After emigrating to the United States, Chandra and his wife became citizens in 1953. Chandra wasnt just a world leader in astronomy and astrophysics; he was also devoted to literature and the arts. In particular, he was an ardent student of western classical music. He often lectured on the relationship between the arts and the sciences and in 1987, compiled his lectures into a book called Truth and Beauty: the Aesthetics and Motivations in Science,  focused on the confluence of the two topics. Chandra died in 1995 in Chicago after suffering a heart attack. Upon his death, he was saluted by astronomers around the world, all of whom have used his work to further their understanding of the mechanics and evolution of stars in the universe. Accolades Over the course of his career, Subrahmanyan Chandrasekhar won many awards for his advancements in astronomy. In addition to those mentioned, he was elected a fellow of the Royal Society in 1944, was given the Bruce Medal in 1952, the Gold Medal of the Royal Astronomical Society, the Henry Draper Medal of the U.S. National Academy of Sciences, and the Humboldt Prize. His Nobel Prize winnings were donated by his late widow to the University of Chicago to create a fellowship in his name.

18th and 19th Amendments Research Paper Example | Topics and Well Written Essays - 750 words

18th and 19th Amendments - Research Paper Example This paper tells that both the 18th and 19th amendments to the American Constitution and their implementation history show such a complex path of rising and fall. The 18th amendment, that came into effect between 1920 and 1933, prohibited manufacture, selling and transportation of alcohol in the country. The 19th amendment was ratified in 1920, which made constitutional the right of every citizen to cast vote in elections without being discriminated on the basis of race or gender. The alcohol prohibition amendment had to be later repealed as there was â€Å"widespread abuses of†¦(the)†¦ law†. But the 19th amendment stood the test of time and despite the attempts to legally contest it, the amendment was endorsed by Supreme Court as part of the Constitution. The 18th amendment had become a historical necessity because of the poverty and economic backwardness that grew in the society, as associated with drinking. In the first century and half of the colonial rule in Ame rica, drinking was considered quite a normal entertainment activity. Though drunkenness was considered as a vice, the blame always went to the drinker, not to those who manufactured or sold alcohol. But slowly, people came to understand the real nature of alcohol that is addictive and unhealthy. Thus alcohol came to be identified with poverty, breakage of peace in the family and also in the social fabric as well. The late 1800s and early 1900s saw the formation of temperance societies which campaigned against alcoholism. Though by 1916, 23 states enacted prohibition laws, it was the 18th amendment, passed in 1920, that applied prohibition to the whole of the nation. The major drawback of this legislation which eventually led to its repeal (owing to being ineffective), was that it only prohibited the manufacture, sale, and transportation of liquor, while possession, consumption or home production were not banned. The amendment had given a one year relaxation period to clear the exist ing stocks but this omission further weakened the legislation.