Estimation of the value of gravitational acceleration g based on Essay

Estimation of the value of gravitational acceleration g based on measurements from a simple pendulum - Essay Example Although the results obtained deviated slightly from the documented values, various sources of errors were discussed to account for the error noted. It was concluded that prior to accurate measurement of the quantities involved and reduction of reaction time during measurement, a more accurate value for gravitational acceleration can be evaluated Displacement of a pendulum from its equilibrium position results in a restoring force that is due to gravitational pull that maintains it in a swinging mode. The combination of force of gravity and the mass of the pendulum causes it to oscillate constantly about the equilibrium position (Homer & Bowen, 2014). The particular time required to make one complete oscillation is known as the period. Which can also be determined using equation (1) below. Equation 2 above implies that plotting a graph of the square of periodic time T against the length l of the pendulum is a straight line whose gradient is equal to. Using the gradient from the chart, the gravitational acceleration g can be evaluated. The measurement of error in physical quantities involved is important in determining the accuracy of the results obtained. The error is usually taken as the standard deviation of the measurements. Therefore the error in measurement of length can be determined by equation 3 below Pendulums find many applications in the world including the fact that their regular motion are used to regulate pendulum clocks (Homer & Bowen, 2014). Other applications are typical in seismometers, gravimeters, and accelerometers. As part of the hypothesis, the experiment seeks to determine the gravitational acceleration based on hypothesis that there is a relationship between the periodic time and length of the pendulum in determining the gravitational acceleration. In this research it is assumed that the amplitude of displacement for each trial is the same. The classic setup, for studying

Mystery Skull Lab Report Example | Topics and Well Written Essays - 1000 words - 1

Mystery Skull - Lab Report Example The mystery skull has the values of these indices recorded as 65, 23 and 90 respectively. The skulls were first grouped with reference to the index of supra-orbital height and the specimens D, F, G, H, I and B whose scientific names are given in chart 1 were found to the potential identities of the mystery skull. The recorded values for the supra-orbital values were 70, 58, 58, 70, 66 and 70 respectively which were close to the mystery skull’s values of 65. The observation was then narrowed down to the index of nuchal area height and only three specimens (F, G and I) bore a resemblance to our mystery specimen with recorded values of 21, 23 and 12 referenced against the mystery specimen’s value of 23. A reference was then made to the index of the condylar position and we only remained with G and I (Homo erectus and Archaic Homo sapiens respectively). In order to separate the two specimens the non-index characteristics were observed and the physical traits of the specimens that match the ones of the mystery skull #1 were noted. The specimen G has thick eyebrow projection while that is not the case for specimen I. in this case the mystery skull is similar to specimen I. it is also observed that the specimen G has a protruding face when compared to both specimen I and our mystery skull #1. A look at the shape of the eye orbits suggests that our mystery skull is skull I since skull G has square eye orbits while I and the mystery skull both have oval eye orbits. The height of the nasal orbit is also shorter for g when compared to the height of G and the mystery skull #1. The index characteristics; index of supra-orbital height, index of nuchal area height and the index of the condylar position of the mystery skull #2 are recorded in the chart 1 as 71, 37 and 44.

New Challenges for Africa and the Islamic World Essay Example for Free

New Challenges for Africa and the Islamic World Essay * Songhai flourished during the 1400s and 1500s, with an empire stretching 1500 miles east to west. (from Gao to the Niger River) a. Timbuktu * Timbuktu became a major center for trans-Saharan trade. Large supplies of gold, ivory, and slaves were sent abroad. * Timbuktu was a major center of Islamic scholarship, in particular because of the Islamic University of Sankore. * Civil war over succession weakened the empire which was then destroyed by Moroccan forces. B. Other West African States * The small Sudanic kingdoms that formed after the fall of Songhai were parts of a closely linked commercial network. * For example, the Dyula moved goods by donkey and canoe, dominating the regional trade. * A few non-Muslim states, including those of the Guinea Coast, had a matrilineal social structure. a. The Kanem-Bornu Kingdom * The Islamic kingdom of Kanem-Bornu prospered from trans-Saharan trade and reached its height under king Idrus Aloma. a. The Hausa and the Trans-Saharan Trade * The Hausa had trade-oriented states in modern-day Chad, eastern Niger, and Nigeria where cotton cloth and leatherwork were manufactured for export. * Islam became dominant, but women continued to play vital social and political roles. b. Trade on the Guinea Coast * A few non-Muslim states, including those of the Guinea Coast and Volta River basin, had a matrilineal social structure, and prospered from mining and trading in gold to the north. c. Europeans in West Africa * Portuguese encountered such large trading centers as the one at Guinala, (Guinea Bissau), where 12,000 men and women met weekly to trade. C. Bantu Trading Cities and Kingdoms (East) * Bantu settlers and Arab immigrants formed the Swahili culture. * The Swahili city-states grew wealthy by trading in African goods to peoples from around the Indian Ocean. a. Trade on the East African Coast * Swahili city-states were parts of the great trading network generally dominated by seafaring Arabs and Indian Muslims. d. The Shona and the Ganda * The Shona exported gold and ivory through the city of Sofala to the Middle East and India. * The Ganda people established the kingdom of Buganda west of Lake Victoria and Buganda dominated the region by the 1700s. e. The Kingdom of Kongo * In the Congo River basin, the Bantu kingdom of Kongo became one of the first great African states to be visited by European explorers. * The kingdoms of Luba and Lunda resisted European power into the nineteenth century. f. The Xhosa and the Zulu * The Xhosa and Zulu were the main Bantu-speaking groups to migrate into southern Africa. D. Africa in the Hemispheric System * Sub-Saharan Africans lacked interregional connections. * Sub-Saharan African was cut off from European and Asian trade. * Marginally fertile soils, scarce exploitable minerals, and few good harbors impeded development in Sub-Saharan Africa. a. Africa the Unknown * West and East Africa supplied gold, ivory, and other commodities to the Middle East and Europe for centuries. * The remaining Amharic Christians in modern-day Ethiopia were surrounded by Muslims and essentially cut off from contact with Europe. g. The Opening of Africa * Europeans set out to penetrate â€Å"Darkest Africa† with the â€Å"light† of the West, while also looking for direct routes to Asian spices and silk. * Africans were shocked and dismayed upon first sighting Europeans. h. The Beginning of the African Slave Trade * Europeans looked for slaves after setting up in the Americas. * Slavery had a long tradition in Africa, which involved Muslim traders. * Europeans already had enslaved their own peoples, though not with a racialized reason. II. EUROPEAN IMPERIALISM AND THE TRANS-ATLANTIC SLAVE TRADE * Racism developed from early exploitative relationships forged by Portuguese and Dutch adventurers along the two coasts of Africa and in its southern reaches. A. The Portuguese and African Encounters * By the late 1400s the Portuguese had colonized the Cape Verde Islands and the nearby coastal region of Guinea-Bissau. * They also established a long relationship of cooperation with the prosperous Kongo kingdom of south central Africa and sent Catholic missionaries. a. Bartolomeu Dias and Vasco de Gama * In 1487 Bartholomeu Dias rounded the Cape of Good Hope and the Indian Ocean. Vasco da Gama established relations with East African Swahili trading cities. * In India, European goods could not compete with more valuable and finer products from India, China, Indonesia, and Persia. Da Gama had finally located the sea route to the east. * The Portuguese set up a network of trading bases around the Indian Ocean, and tried to limit the activity of their Arab, Ottoman, Persian, and Indian rivals. i. The Portuguese and the Kongo * The Christian King Alfonso I, a Portuguese ally, controlled the Kongo and attempted to emulate Portugal by expansion and modernization. * Slavery soured Portuguese-Kongolese relations. j. Queen Nzinga and African Resistance * After Alfonso’s death, the Portuguese conquered Kongo and Ndongo. Kongolese and Ndongo warriors were no match for Portuguese armies. Queen Nzinga of Ndongo strongly resisted the Portuguese. * Kongolese Christian kings appealed to the Pope to halt the slave raids. The Kongolese kings allied with the Dutch to curb Portuguese influence. Kongo endured civil wars, which led to the capture of more slaves. * Portuguese forces occupied several major Swahili trading cities. They eventually controlled several trading ports from the Persian Gulf to China. They used brutal methods to achieve their ends. k. The Decline of Portuguese Influence * Portuguese influence waned on the East Coast of Africa by the 17th century after they destroyed much of the trade by dissuading merchants to venture to the cities they nominally controlled. * In the late 1600s, Arabs from Oman pushed the Portuguese out. E. New Challenges for the Shona States and Ethiopia (East) * The Portuguese controlled the lower Zambezi Valley in order to dominate the gold trade. * They also moved up the Zambezi River and ended up controlling the largest Shona state of Monomotopa. * They also settled coastal Mozambique and mixed culturally, often through intermarriage. a. Ethiopian Civil War * The Portuguese forces assisted Ethiopians against their Muslim neighbors. * Jesuit missionaries converted Ethiopian king to Catholicism. * Attempts to change the Ethiopian Church did not succeed, and the missionaries and other Portuguese were expelled. F. South Africa and Dutch Colonization * Dutch settlers in Cape Town traded with the Khoikhoi, but then seized their land. They enslaved or killed all the Khoikhoi living near the Cape, then imposed white rule over Africans. * Slaves were imported from Madagascar, Mozambique, and Indonesia. * As the economy developed, Africans and Asians outnumbered whites. a. The Boers and â€Å"trekking† * Some Dutch settlers, or Boers, moved eastward to escape governmental control and look for new land to settle. * The Boers tried to take over Xhosa and Zulu lands. G. The Trans-Atlantic Slave Trade * Europeans enslaved Africans to fulfill their labor needs in the Americas on plantations and in mines. * Physical differences established racial basis of trans-Atlantic slavery. a. The Slave Trade Expands * West Africa was fragmented, which made it vulnerable to slave trading. The Europeans established trading forts from Senegal to Angola. * The Europeans traded cotton goods, guns, iron, rum, and tobacco for slaves. The Europeans often cooperated with local African chiefs to obtain slaves. * The exact number of enslaved Africans is uncertain, but it probably totaled 25 to 30 million individuals. The trans-Atlantic slave trade reached its peak between 1700 and 1800. l. Horrors of the Middle Passage * Slaves were branded, chained together, and packed into overcrowded slave ships. * Many slaves committed suicide before reaching the Americas, so slavers installed nets along the sides of slave ships to catch jumpers. There were also many attempted mutinies en route. * The majority of slaves were sold to plantations without regard to personal ties. m. Rationalizing the Slave Trade * Europeans justified slavery by claiming that Africans were inherently inferior. * Some Westerners argued that slavery benefited Africans by exposing them to Western culture, values, and religion. H. The Slave Trade and African Societies * Some coastal regions of West and Central Africa succumbed to chronic raiding, kidnapping, and warfare. * Some societies were particularly destabilized when huge numbers were enslaved. * Out of these patterns of human enslavement emerged the Atlantic System. a. The Impact of the Slave Trade on Africa * Some African societies prospered by selling neighboring peoples into slavery. The kings of Benin obtained firearms by trading cotton textiles, pepper, ivory, and beads, and prohibited the sale of male slaves. * States such as Dahomey prospered by cooperating with the slave traders. Coastal regions from Senegambia down to Angola suffered the most (ex. family damage.) * The trans-Atlantic slave trade created economic imbalances that hindered the evolution of local industries, though African societies arguably benefited from the introduction of peanuts and corn. n. Early Imperialism and Colonialism in Africa * Europeans practiced imperialism and colonialism in Africa. * The scramble for Africa intensified with industrialization in Europe. Western industrialization helped end the slave trade, but accelerated the need for African natural resources.

Domestication of Maize in Mesoamerica

Domestication of Maize in Mesoamerica One of the most basic needs of a human being is that of food. We most eat and drink to survive. Subsistence is a natural thought which consumes every modern humans day. What will I eat for breakfast? What will I take for lunch or will I eat out? Should I take something out for dinner or pick something up on the way home? All of these questions seem at times quite complicated, however are without a doubt, much simpler than what may have crossed the minds of prehistoric humans. Just as it is today subsistence was the center of each cultures world. Whether you were nomadic or sedentary each group of hunter-gatherers had to eat. It is the survival of these societies which allows us as archaeologists a peak into the past. The process of gathering enough food in which to obtain a sufficient amount of calories was first and foremost in everyday life. The process of domestication of certain plants eventually led to more nucleated settlements. Let us keep in mind Morgans theory of culture, if this is correct, that cultural progression is lineal; than it is safe to assume that the only natural progression for prehistoric humans was to transition from the hunter gather stage of obtaining subsistence to a more agricultural life style. One cultigen in particular was maize, now referred to as corn. In this paper an attempt will made to properly explain what maize is, how maize became a major staple in prehistoric peoples diet, and lastly how has maize been detected in Mesoamerica through evidence in the archaeological record. What is maize? It is a large species of American grass of the genus Zea (Z. Mays) widely cultivated as a forage and food plant; known as Indian corn (http://archaeology.about.com). Maize is a cultigen; this is a crop that cannot propagate in the wild without human intervention. Plant domestication can be defined as the human creation of a new form of plant, dependent on human intervention, harvesting and planting for survival. Maize has a distinct planting season, growing season, and harvesting season. There is a worldwide importance placed on corn. In the Western Hemisphere it is by far the most important human food crop (Beadle, 615). It is still the most important crop in all of Latin America. On a worldwide basis it is the third most important human food crop, with an annual production of some two hundred metric tons (Beadle, 615). When Columbus arrived from the Old World and stumbled upon this strange crop on the island of Cuba, essentially all major races of maize-some two to three hundred- were already in cultivation and had been disseminated from its place of origin, probably southern Mexico (which will be explained further in the paper), to mid-Chile in the south and to the mouth of the St. Lawrence River in the north. The passage below from a science magazine will further help explain the definition of maize. Corn, also known as maize (from the Spanish maiz) was first domesticated nearly 10,000 years ago from teosinte, a wild grass that looked quite different from our modern crop. Teosinte grew in Mexico and Central America as a bushy plant with many spikes, the precursor to our familiar ear of corn. The small teosinte spikes had only two rows of nearly inedible kernels, or seeds, each enclosed by a hard covering. These seeds separated individually at maturity and were dispersed widely. In probably less than a thousand years, the tiny spikes of ancestral teosinte transformed into larger ears with edible kernels that remained on the cob for easy harvest. How these dramatic changes occurred has been a puzzle for over a century. Geneticists are now convinced that humans living in the Balsas River region of Mexico were foraging teosinte seeds when they noticed rare aberrations-likely caused by random mutations-that increased spike size dramatically. Seeds were propagated from these bigger spi kes, and thus the remarkable events of domestication began. By studying the maize genome, researchers have now confirmed that mutations in single genes, such as Teosinte glume architectural (Tgal). Alter kernel and plant structure and that changes in many genes influence complex developmental traits, such as the time to flowering. As human populations migrated throughout the Americas, new varieties of maize were selected to grow in local environments. Some varieties were maintained as so-called landraces, each growing in ecological niches in Mexico and South America. Now, these varieties and landraces hold a wealth of genetic diversity, which is being tapped for both basic research and as traits for crop breeding(http://www.sciencemag.org/products/posters/maize_poster) How did maize become a major staple in prehistoric peoples diet? Where there other uses or maize other than subsistence? New research shows that there is unequivocally four major independent centers of plant domestication; the Near East, China, Eastern North America and Mesoamerica. (Smith 1989: 1566) The Americas is believed to provide the clearest record there is of agriculture origins anywhere in the world, providing new understanding of the process involved in this key transformation in human history. However, the process is believed to have started in Mesoamerica. Maize has many uses; food, feed for live stock and energy for industries. As a food, the whole grain, either mature or immature, may be used; or the maize may be processed by dry milling techniques to give a relatively large number of intermediary products, such as maize grits of different particle size, maize meal, maize flour and flaking grits. (http://fao.org) These materials have a significant number of applications in a large variety of foods. Maize grown in subsistence agriculture continues to be used as a basic food crop. In developed countries more than 60 percent of the production is used in compounded feeds for poultry, pigs and ruminant animals. In recent years, even in developing countries in which maize is a staple food, more of it has been used as an animal feed ingredient. High moisture maize has been paid much attention recently as an animal feed because of its lower cost and its capacity to improve efficiency in feed conversion. The by-products of dry milling include the germ and the seed-coat. The former is used as a source of edible oil of high quality. The seed-coat or pericarp is used mainly as a feed, although in recent years interest has developed in it as a source of dietary fiber (Earl et al., 1988; Burge and Duensing, 1989). Wet milling is a process applicable mainly in the industrial use of maize, although the alkaline cooking process used in manufacturing tortillas (the thin, flat bread of Mexico and other Central American countries) is also a wet milling operation that removes only the pericarp (Bressani, 1972). Wet milling yields maize starch and by-products such as maize gluten, used as a feed ingredient. It is this flat bread or tortilla that is speculated to have been used in pre-historic times. This is not the tortilla that we think of today, however, the basic concept is rudimentary and could have been used even 10,000 years ago. George W. Beadles research shows that the probability of maize being similarly used as what we refer to as popcorn is high. This high probability points to the use of teosinte, which has been argued among scholars as an un-usable product, therefore not an ancestor of maize. Beadles research has proven that even the triangular kernel of teosinte could have been heated on heated sand, hot rock or fire and would have popped. There is speculation that in prehistoric time, maize had a religious and ceremonial purpose. It is written that in the height of the Incan empire maize was used in ritual and ceremonial gatherings in the form of beer. (Fernandez-Arnesto; 243) There isnt anything to indicate any different anywhere else that maize has turned up within the archaeological record. With a better understanding of maize and its possible functions, lets address where maize originated. Blake, Clark, Chisholm, and Mudar consider the transition to agriculture in the Formative period of coastal Mesoamerica (from approximately 1500 B.C. to the birth of Christ), specifically along the Pacific coast of Chiapas, Mexico. These scholars review the evidence from this area in terms of two competing hypotheses: the competitive feasting model of Hayden (1990) and the interaction of plants and humans as described by Rindos (1984) and Flannery (1986). MacNeishs work in the Tehuacan Valley has shown that the origins of maize and its integration into a system of agricultural production that included a variety of plants began as early as 7000 B.C. The earliest people to use and domesticate these plants were not sedentary, instead, they were nomadic foragers who incorporated these domesticates into a complex seasonal pattern of hunting and collecting (MacNeish 1967, 1972; Flannery 1968; Flannery 1986). It has been believed that from Formative times forward that maize is typically seen as the main staple crop in Mesoamerican prehistory. Agricultural advancement has long been thought of as the cornerstone of early sedentary village life and one of necessary conditions for the development of complex society (MacNeish 1972). Maize yields a high amount of caloric intake which is necessary in the process of sustaining the level of activity that prehistoric people in Mesoamerica needed to survive. A recent re-analysis by Farnsworth et al (1985) of archaeological data from the Tehuacan Valley, including a stable carbon and nitrogen analysis of the human skeletal remains, suggests that a heavy dependence on grains, including maize began as early as the Coxcatlan phase (ca. 5000-3000 B.C.). In Oaxaca, excavated macrobotanical remains show that domesticates, including maize, beans, squash, and avocados, were in use and consumed both before and after the appearance of the first sedentary villages (Flannery 1976, 1986). Kirkbys (1973) study of agricultural production suggests that the main staple, maize, was cultivated and relied upon from the Early Formative Tierras Largas phase (1400-1150 B.C.) onwards. She suggests, however, that maize did not reach a threshold of productivity, until about 100B.C. when larger varieties allowed greater yields per cultivated hectares of land. The assumption is that as maize cob size grew, and the plant became more productive, then early villagers c ame increasingly to rely on it as a subsistence staple. Both the Tehuacan and the Oaxaca data suggest that after agricultural products, particularly maize, became important in the subsistence system by the Late Archaic period, the trend towards increasing reliance on these plants continued through time. The movement of a relatively small amount of maize from established agro-ecology over long distances into a new environment is equivalent to an evolutionary bottleneck or a founder event (King, 1987; Mayr, 1963). Because only a small portion of the population is represented after one of these events, sampling error will result in, among other things, changed gene frequencies, breakdown of co-adapted gene complexes, and sometimes increased additive genetic variability (Cheverud and Routman, 1996). The above mentioned on page 2 and 3 of this paper attempted to explain the process of genetics when involved in the process of advancement of a plant. We can refer to this as agricultural evolution. Farming in modern day seems to be, from an outsider looking in; hard work, dirty work, and monotonous work. If with modern equipment farming is difficult what would it have been like in prehistoric Mesoamerica? Why farm at all? We look at hunting game now in present day society as romantic and sportsman like. There is a challenge to the game. There is fancy equipment purchased and well kept. Hunters tell stories that are passed on from generation to generation, hunting stories in prehistory had to be just as exciting and the stuff of which myths were made. So, again why farm at all? Many scholars have argued that without agriculture societies would not have existed. Only agriculture, with its pattern of population growth, urbanization, and economic surpluses has produced civilizations (Reed, 5). Thus helping to explain why agriculture led to complex societies. Varying conditions such as altitude, rainfall, soil, and seasonal temperature rand and latitudinal differences in the length of day during growing seasons led to the eventual diffusion of maize northward into North America, however for the sake of this paper the focus will remain on Mesoamerica. The research indicates that the evidence in the archaeological record states that the coastal areas show maize before any other area. Coe and Flannery until the 1980s were the only two researchers to report domesticates at Early Formative cities along the Pacific Coast of either Chiapas or Guatemala. Other than these few incidences relatively few sites have produced macrobotanical evidence of cultigens among their subsistence remains. Richard Scotty MacNeish conducts what he called the great corn hunt in 1958. MacNeish believed by tracking pre-ceramic caves in the southern part of Mesoamerica, namely, in the caves of Copan and the Comeagua Valley of Honduras he would have a better chance of tracking the corn (MacNeish 1962). His search extended to Zacapa Valley of Guatemala in 1959, as well having brief visits in Oaxaca and the Rio Balsas Valley of Guerrero. In 1961 MacNeish and his team started the Tehuacan project which yielded to be a great unbelievable success. Among many question with this project MacNeish and his colleagues were able to solve the problem of the origins of corn and were able to attack the how and the why of many other domesticated plants in highland Mesoamerica. According to MacNeish the amount of artifacts (50,000 lithics, more than 100,000 plant remains, over 10,000 bones and some 250 human feces) found in the 454 sites gave the team a time span that roughly stretched from 20,000 to 2000 B. C. Since MacNieshs research and excavations there have been over 1000 sites found and more archaeological evidence to support his original findings. In conclusion, the topic of maize is one that has intrigued and puzzled archaeologists for many years. The domestication and evolution of maize in and of itself causes much debate. It is because of great archaeologists like MacNeish and his unwavering curiosity of the great corn hunt as to why we have the information that we have today. The mere evidence of 454 sites becoming 1000 in a matter of years speaks for itself. The fact remains that there are 4 major independent centers of plant domestication, the Near East, China, North America, and Mesoamerica. It is the intent of this paper to have clearly introduced even the novice of persons to what exactly is the definition of maize, how maize became a major staple in prehistoric peoples diet, and how maize has been detected in Mesoamerica through evidence in the archaeological record.

Bonds Between Mother and Daughter :: essays research papers

Bond 2 Bonds Between Mother and Daughter   Ã‚  Ã‚  Ã‚  Ã‚  Even before birth a mother and child share a special bond. This bond is like no other, for it is miracle to have a baby growing inside your body. The feelings that emerge with this miracle are too strong for words. After birth, the bond develops into a greater emotional and physical bond. The child will spend much of his or her time learning in the first years of life with the mother, who is usually the primary caregiver. Much of what the children learn from their mother will effect their whole life. Through the processes of social learning and modeling the child will learn his or her values, social roles, social identity and gender identity from their mother. Gender identity development is related to the emotional relationships that develop between children and their mothers (Chodorow).   Ã‚  Ã‚  Ã‚  Ã‚  On global rating scales mothers indicated higher levels of warmth toward their infants if the infant was a girl (Sear, Maccoby, Levin). If this is truly the case, mothers are nurturing closer relationships and a greater sense of continuity with their daughters than with sons. Research by Benenson, Morash, and Petrakos (1998) provides evidence that girls are more emotionally involved with their mothers than boys. Over time, women maintain their connectedness with their mothers, whereas men’s maternal attachment decreases. (Calloni and Handal). Boy and Girls form different emotional relationships with their primary caregiver based on their gender ( Chodorow).   Ã‚  Ã‚  Ã‚  Ã‚  Surry (1985) found that the self is organized and developed within the contest of significant relationships. For women, these significant relationships seem to be with their mothers. Perhaps this is caused by the social role of women and men. Males and Bond 3 females act differently to the opposite sex because of the roles they are bound to by society. The stereotypes that are associated with maleness and femaleness in one’s culture is learned through a process called sex typing. Women talk about their feelings to one another and emotionally bond with other females. On the other hand, males are supposed to be strong and fearless, with no show of emotion or getting too personal with other males. Although we are very gradually moving away from the traditional gender stereotypes there is still much room for improvement.   Ã‚  Ã‚  Ã‚  Ã‚  A mother’s attitudes are significant predictors of the attitudes of their daughters (Acock and Bengston, 1978; Arditti, Godwin, and Scanzoni, 1991; Dalton 1980; Jennings and Niemi, 1982; Smith, 1983). Bonds Between Mother and Daughter :: essays research papers Bond 2 Bonds Between Mother and Daughter   Ã‚  Ã‚  Ã‚  Ã‚  Even before birth a mother and child share a special bond. This bond is like no other, for it is miracle to have a baby growing inside your body. The feelings that emerge with this miracle are too strong for words. After birth, the bond develops into a greater emotional and physical bond. The child will spend much of his or her time learning in the first years of life with the mother, who is usually the primary caregiver. Much of what the children learn from their mother will effect their whole life. Through the processes of social learning and modeling the child will learn his or her values, social roles, social identity and gender identity from their mother. Gender identity development is related to the emotional relationships that develop between children and their mothers (Chodorow).   Ã‚  Ã‚  Ã‚  Ã‚  On global rating scales mothers indicated higher levels of warmth toward their infants if the infant was a girl (Sear, Maccoby, Levin). If this is truly the case, mothers are nurturing closer relationships and a greater sense of continuity with their daughters than with sons. Research by Benenson, Morash, and Petrakos (1998) provides evidence that girls are more emotionally involved with their mothers than boys. Over time, women maintain their connectedness with their mothers, whereas men’s maternal attachment decreases. (Calloni and Handal). Boy and Girls form different emotional relationships with their primary caregiver based on their gender ( Chodorow).   Ã‚  Ã‚  Ã‚  Ã‚  Surry (1985) found that the self is organized and developed within the contest of significant relationships. For women, these significant relationships seem to be with their mothers. Perhaps this is caused by the social role of women and men. Males and Bond 3 females act differently to the opposite sex because of the roles they are bound to by society. The stereotypes that are associated with maleness and femaleness in one’s culture is learned through a process called sex typing. Women talk about their feelings to one another and emotionally bond with other females. On the other hand, males are supposed to be strong and fearless, with no show of emotion or getting too personal with other males. Although we are very gradually moving away from the traditional gender stereotypes there is still much room for improvement.   Ã‚  Ã‚  Ã‚  Ã‚  A mother’s attitudes are significant predictors of the attitudes of their daughters (Acock and Bengston, 1978; Arditti, Godwin, and Scanzoni, 1991; Dalton 1980; Jennings and Niemi, 1982; Smith, 1983).

The Great Gatsby and the American Dream :: The Great Gatsby

Introduction F. Scott Fitzgerald’s novel, â€Å"The Great Gatsby†, is one of the few novels he wrote in 1925. The novel takes place during the 1920’s following the 1st World War. It is written about a young man named Nick, from the east he moved to the west to learn about the bond business. He ends up moving next to a mysterious man named Gatsby who ends up giving him the lesion of his life. After love circles with Gatsby and his cousin Daisy, lastly Jordan and gossip resulting with killings end up discussed over his experience resulting going back east. Through reading the book, it shows how the experience of selfness and World War 1 made the high social optimistic over their lives. It showed how they wanted to forget the past and build themselves back into their social class. Also, by the experience of Daisy and Jordan treatment from the men in the stories allows the reader to see how time still hasn’t changed how relationships work with men. This novel is a great novel to give an example on how reality is to people even the high class. Through the discussion of the passage, poem and scholarly article will show how the path towards the American Dream can turn into a negative or positive outcome in a person’s life. Theme When Mr. Fitzgerald wrote â€Å"The Great Gatsby,† he described the actions of the human society. In a certain way, not only did he describe and critic the high class but also the lower class, which ended up critiquing the American Dream. The American Dream was a idea give to believe that a human being should pursue being happy, wealthy, and loved which has cause any human being to go in search for this idea. All that is end up being found is the fact of having the illusion of having more material is to be happy than being happy by valuing what you already have. Gatsby would be a great example of not valuing his materials. He had everything he wanted – except Daisy of course – but he never used or appreciated the materials he was surrounded by. â€Å"You know, old sport, I’ve never used that pool all summer,† said Gatsby. He didn’t value anything but Daisy since the reason for everything he did was for her. It only leaves to question to whether he really loved her or wanted her wealth or maybe just even the accomplishment of having her.

American Westward Movement: Significance of the Contributing factors

American Westward movement, advocated by many as the divine destiny of the United States, is the movement of the people from the settled regions of the United States to lands farther west between early 17th and late 19th century. The earliest and most significant of the factors which contributed to the westward spread of ‘American frontier’ was the economic motives of the colonists.Fur traders in New England, New York and Pennsylvania bartered with the Native Americans in the Ohio River Valley and the Great Lakes for beaver pelts. Southerners reached to the Mississippi and beyond to trade with native Americans for deerskins. Later, the farmers who could not meet their mortgage payments on their lands as a result of the depression caused by the financial collapse in 1837 also moved westward for free land. Epidemics was another major contributing factor for the westward movement.In the East, more people died of such diseases as typhoid, dysentery, tuberculosis, scarlet fev er and malaria than from any other cause. Yellow fever so decimated the population of New Orleans and settlements along the Mississippi River to the north that the regional death rate exceeded its birth rate for nearly a century and in the 1830s an epidemic of cholera, which had started in Asia, rampaged through Europe, and came across the Atlantic on passenger ships, struck the East Coast and spread inland.The third significant contributing factor was The American Civil War. The civil war caused so much misery that thousands of people looked upon west as a means of escape from their devastated homes. To these people the West was the means to achieve health, wealth and happiness. The significance of these factors lies in the fact that the western expansion they caused resulted in making United States one of the most powerful countries in the world.Further, the American expansion also meant that the west was dominated by Anglo-American ways of life and institutions rather than French or Spanish ones; because latter were also trying to expand in North America in 16th, 17th and 18th centuries. However, the American westward movement curbed their efforts in this regard. Nonetheless, though the American westward movement was very beneficial for the United States, it proved fatal to the Native Americans who were the indigenous people settled in these lands. Their culture and way of life suffered destruction as a result of the westward expansion.