Argumentative Essay Map Examples

Argumentative Essay Map ExamplesWhen writing an argumentative essay, you need to map out the overall structure, so that you can correctly answer all of the questions put forth by your essay. You also need to map out the title, the topic, and the objective. Although an argumentative essay is an important part of your composition, it is not a one-time writing exercise. You will have to keep these key elements in mind throughout the course of your essay.Before you begin writing your essay, you need to map out the entire essay, including the title, the title of the essay, the subject, and the objective. These map out everything that you need to remember during the course of your entire essay. You should do this before you begin writing, because it will serve as a guide for your entire essay.The title should describe your main idea, along with the subheadings for the rest of the essay. This is your anchor for the entire piece.Next, you need to map out the entire structure of your argument ative essay. This includes the thesis statement, your body, the conclusion, and your introduction, and paragraph breaks.The thesis statement should be your title, and should contain a short paragraph about your thesis. It should discuss your main idea, and the supporting evidence, and also discuss why you are writing the argumentative essay. Your thesis is your driving force, and you should look at it as a crowning achievement.The body should include the introduction, the body of the essay, and the conclusion. It is best to break your body up into paragraphs. You need to write sentences and paragraphs, so that you can clearly communicate to the reader what your idea is.The conclusion should include a paragraph or two, to prove your point, and include some supporting evidence. This proves that you have addressed the issue raised in your argument, and that you have provided good reasons for your conclusion.

Rotational Dynamics Free Essays

string(40) " as accurately and precise as possible\." Rotational Dynamics Abstract Rotational dynamics is the study of the many angular equivalents that exist for vector dynamics, and how they relate to one another. Rotational dynamics lets us view and consider a completely new set of physical applications including those that involve rotational motion. The purpose of this experiment is to investigate the rotational concepts of vector dynamics, and study the relationship between the two quantities by using an Atwood machine, that contains two different masses attached. We will write a custom essay sample on Rotational Dynamics or any similar topic only for you Order Now We used the height (0. Mom) of the Atwood machine, and the average time (2. 5 s) the heavier eight took to hit the bottom, to calculate the acceleration (0. 36 m/SAA) of the Atwood machine. Once the acceleration was obtained, we used it to find the angular acceleration or alpha (2. 12 radar/SAA) and moment of force(torque) of the Atwood machine, in which then we were finally able to calculate the moment of inertia for the Atwood machine. In comparing rotational dynamics and linear dynamics to vector dynamics, it varied in the fact that linear dynamics happens only in one direction, while rotational dynamics happens in many different directions, while they are both examples of vector dynamics. Laboratory Partners Divine Kraal James Mulligan Robert Goalless Victoria Parr Introduction The experiment deals with the Rotational Dynamics of an object or the circular motion (rotation) of an object around its axis. Vector dynamics, includes both Rotational and Linear dynamics, which studies how the forces and torques of an object, affect the motion of it. Dynamics is related to Newton’s second law of motion, which states that the acceleration of an object produced by a net force is directly proportional to the magnitude of the net force, in the same direction as the net force, and inversely proportional to the mass of the object. This is where the famous law of F=ma, force equals mass times acceleration, which directly deals with Newton’s second law of motion. The important part of Newton’s second law and how it relates to rotational dynamics and circular motion, is that Newton’s second law of rotation is applied directly towards the Atwood machine, which is Just a different form of Newton’s second law. This equation for circular motion is: torque=FRR=l(alpha), which is important for helping us understand what forces are acting upon the Atwood machine. It is important to test the formulas because it either refutes or proves Newton’s second law of rotation and more importantly helps us discover the moment of inertia and what it really means. Although both rotational and linear dynamics fall under the category of vector dynamics, there is a big difference between the two quantities. Linear dynamics pertains to an object moving in a straight line and contains quantities such as force, mass, displacement, velocity, acceleration and momentum. Rotational dynamics deals with objects that are rotating or moving in a curved path and involves the quantities such as torque, moment of inertia, angular velocity, angular acceleration, and angular momentum. In this lab we will be incorporating both of these ideas, but mainly focusing on the rotational dynamics in the Atwood Machine. Every value that we discover in the experiment is important for finding the moment of inertia for the Atwood machine, which describes the mass property of an object that describes the torque needed for a specific angular acceleration about an axis of rotation. This value will be discovered by getting the two masses used on the Atwood machine and calculating the weight, then getting the average time it takes for the smaller weight to hit the ground, the height of the Atwood machine, the radius, the circumference, and the mass of the wheel. From these values, you can calculate the velocity, acceleration, angular acceleration, angular velocity, and torque. Lastly, the law of conservation of energy equation is used to find the formulas used to finally obtain the moment of inertia. Once these values are obtained, it is important to understand the rotational dynamics and how it relates to vector dynamics. It is not only important to understand how and why they relate to each other, but to prove or disprove Newton’s second law of motion and understand what it means. Purpose The purpose of this experiment is to study the rotational concepts of vector dynamics, and to understand the relationship between them. We will assume the relationships between the two quantities hold to be true, by using an Atwood machine with two different masses attached to discover the moment of inertia for the circular motion. Equipment The equipment used in this experiment is as follows: 1 Atwood machine 1 0. 20 kilogram weight 1 0. 25 kilogram weight 1 scale 1 piece of string 1 stopwatch with 0. 01 accuracy Procedure 1 . Gather all of the equipment for the experiment. 2. Measure the weight of the two masses by using the scale, making sure to measure as accurately as possible. 3. Measure the length of the radius of the wheel on the Atwood machine. Then after obtaining this number, double it to obtain the circumference. 4. After measuring what is need, proceed to set up the Atwood machine properly. Ask the TA for assistance if needed. 5. First start by tying the end of the string to both weights, double knotting to make sure that it is tight. 6. Set the string with the weights attached to the groove of the Atwood machine wheel, making sure that it is properly in place. 7. Then set the lighter mass on the appropriate end of the machine, and hold in place, so that the starting point is at O degrees. 8. Make sure that the stopwatch is ready to start recording time. 9. When both the timer and the weight dropper are ready to start, release the weight and start the time in sync with one another. 10. At the exact time the mass makes contact with the floor, stop the time as accurately and precise as possible. You read "Rotational Dynamics" in category "Papers" 1 1 . Repeat this process three times, so that an average can be obtained of the three run times, making the data a much more accurate representation of the time it takes he weight to hit the ground. 2. Now that the radius, masses, and time are recorded, it is time to perform the calculations of the data. 13. Calculate the velocity, acceleration, angular acceleration, moment of force or torque, and finally moment of inertia. 14. Finally, compare the relationships of the rotational concepts inquired and draw conclusions. Notes and Observations The Atwood machine contained four outer cylinders that stuck out of the wheel, which cause air resistance in rotation, and contribute to the moment of inertia. The timer, was hard to stop at the exact right time when the weight made contact with he floor. Lastly, there was friction of the string on the wheel, when the weight was released and it rubbed on the wheel. Data Mass of the first weight: 250 g=O. Keg Mass of the second weight: egg=O. Keg Weight 1=MGM= 2. 45 N Weight 2=MGM= 1. 96 N Time 1: 2. 20 seconds Time 2: 2. 19 seconds Time 3: 2. 06 seconds Height: 82. 4 CM= 0. 824 m Radius: 17 CM= 0. 17 m Circumference (distance)= 0. 34 m Mass of the wheel= 221. G x 4= egg= 0. Keg 2 x (change in a= (change in 0. 36 urn,’92 a=r x (alpha) alpha= alarm = 2. 12 radar/92 Velocity’=d/t -?0. 58 m/s E(final) E(final) + Work of friction (l)g(change in height)= h + m(2)g(change in height) + h + h law v/r Moment of Inertia= 0. 026 keg x m/SAA summation of . 876 Error Analysis There was error to account for in this lab, which first started with the four cylinders that stuck out of the Atwood machine in a circular pattern. This caused air resistance in which we could not account for. We only measured the weight of the four cylinders for the total weight of the Atwood machine, because the wheel itself was massages in comparison. Even though it accounted for very little error in our experiment, it effected the other numbers that we calculated in our data, making them a little less accurate. When finding the amount of time it took the heavier weight to make contact with the rubber pad, there was human error in the reaction time of the timer in which we accounted for, making our data more accurate and precise. This is why we averaged all of the values in order to make the times more precise. Lastly, there was error for the friction of the string making contact with the wheel, which we did not account for, because there was no way of accounting for it. The reason why the force f the tension and the weight were not equal to each other was because of this friction force that existed, which we were not able to find. Conclusion Throughout this experiment we examined the circular dynamics of a pendulum when outside act upon it, making the pendulum move in a circular motion. We measured many values, including the period, in order to determine the theoretical and experimental forces acting on the pendulum. From this we were able to draw conclusions about how the experimental and theoretical forces relate to each other. We also were able to test Newton’s second law of motion determining whether or not t holds to be true. The values that we obtained to get our experimental and theoretical forces started with setting up the cross bar set-up, and attaching the string with the pendulum to the force gauge and obtaining the tension in the string which was 3 Newton’s, by reading the off of the gauge, while the pendulum was swinging in a circle. We then measured the mass of the pendulum with a balance scale to be 0. 267 kilograms, which were then able to find the weight to be 2. 63 Newton’s. Next we were able to find the length of the string and force gauge attached to the pendulum. Instead of measuring Just the string attached to the pendulum, we also measured the force gauge, because without it our readings would be inaccurate. After placing the wall grid under the pendulum, we received the numeric value of 0. 5 meters of the radius by reading it off of the chart, by measuring from the origin, to the end of the where the pendulum hovered the graph. Then we found the period by using the stopwatch, which was 1. 71 seconds. We started the time at the beginning of the first crossbar and ended it at the same place. With these numbers that we measured we were able o calculate the angle of the string to the crossbars when it was in motion to be 35. 5 degrees. Then we found the constant velocity by using V = nor/t, in which we obtained the value of 1. 84 meters/second. From this we used the formula a = ‘ГËÅ"2/r to calculate the constant acceleration which was 6. 67 m/SAA, which we came to the understanding that the pendulum was moving very quickly, and that it took a while to slow down. From this we used Newton’s famous second law, which was F=ma, to solve for the Force that was subjected on the pendulum. We knew that if this value was airily close to our experimental value that his theory would be proven correct. Me modified the equation to fit for the situation that was involved, in which we used F = m x ‘ГËÅ"2/r to receive the value of 1. 81 Newton’s. Lastly, by using all of the data that we obtained from the experiment, we used the formula Force Experimental= Ft(sin B) to get an experimental force value of 1. 74 Newton’s, which lead us to believe we solved for the correct formulas, and followed the procedure for the experiment correctly. Some of the discrepancy in our data comes from the instability of the crossbar set- up. This is because our crossbar holders were not in place correctly, which we couldn’t correct, so we obtained our data as accurately as we could. Another error in our data came from the force gauge, in that it didn’t stand still when we set the pendulum in motion. We couldn’t read exactly what was on the force gauge and it also kept changing numbers, so we had to estimate based on what we saw. Lastly, the error in reaction time of the stopwatch changed our data. Without these errors existing, I believe our experimental values would be closer to our theoretical values. Even though this may be true, our values were only different by 0. Newton’s, meaning we performed the experiment correctly for the most part. From the results that we obtained from the experiment, we now understand what we would have to do to improve our results in collecting data and obtaining the Experimental Force acting on the pendulum. Our error could have been improved by using a differen t table with more stability, improving our reaction time, and obtaining multiple values for the force gauge then averaging the results. We figured out that even though there was error in our experimentation, that our values were still pretty accurate Judging by the theoretical value. Theoretical values are based on what is discovered by physicists performing the experiment over and over again. So to use these values and get a number only fractions off, shows that the way we performed our experiment was not very far off. We proved Newton’s second law to be true, because by doing the experiment and getting similar values shows that his concept holds to be true. The forces that we used to move the pendulum showed the dynamics of the pendulum, and how this can be used to understand concepts of the planets rotating around the sun in the universe, Just at a much smaller scale. How to cite Rotational Dynamics, Papers

The Trojan Women Monologue Analysis Essay Example For Students

The Trojan Women Monologue Analysis Essay A monologue from the play by Euripides NOTE: This monologue is reprinted from The Plays of Euripides in English, vol. i. Trans. Shelley Dean Milman. London: J.M. Dent Sons, 1920. ANDROMACHE: Hear, that with pleasure I may touch thy soul Not to be born, I argue, and to die, Are equal: but to die is better far Than to live wretched; for he knows not grief Who hath no sense of misery: but to fall From fortune\s blessed height, to the low state Of abject wretchedness, distracts the soul With the keen sense of former happiness. Like as the light of life she ne\er had seen, Polyxena is dead, and of her ills Knows nothing: I, who aimed at glorious rank, And reached my aim, from fortune widely erred: All that to prudent matrons gives a grace, In Hector\s house was ever my employ. First, for in this to women blame is due, Charged or not charged, to such as rove abroad, I checked this wand\ring humour, and remained At home, within my house; nor gay discourse Of females there admitted, but intent On ordering what was useful, deemed myself Well occupied. With silence of the tongue And cheerfulness of look I entertained My husband: where my province to command I knew, and where to yield obedience to him. The fame of this was bruited through the host Of Greece, and wrought my ruin; for the son Of fierce Achilles, soon as I was made A captive, wished to take me as his wife, Doomed in the house of those, whose slaught\ring hands I rue, to be a slave. From my fond heart Could I rend Hector, and expand my breast To this new husband, faithless to the dead Should I appear: if I disdain his love, I shall excite the malice of my lords. Short time, they say, to a new lord disarms A woman\s hate: but her my soul abhors, Who for new nuptials slights her former husband, And loves another: e\en the social steed, Divided from its fellow, draws the yoke Reluctant; yet the beast, by nature formed Less excellent, nor speech nor reason knows. O my loved Hector, I was blest in thee, Thou was the lord of all my wishes, great In understanding, noble birth, and wealth, And valour: from my father\s house thou first Ledd\st me a virgin to the bridal bed: Now thou are perished, and I mount the bark For Greece, a captive to the servile yoke. Hath not the death then of Polyxena, Whom thou bewailest, lighter ills than mine! For not to me e\en Hope, which still is left To all of mortal race, remains; no thought That better fortune e\er will visit me With pleasing expectation cheats my mind. We will write a custom essay on The Trojan Women Monologue Analysis specifically for you for only $16.38 $13.9/page Order now

John Wycliffe and the English Language Essays

John Wycliffe and the English Language Essays John Wycliffe and the English Language Essay John Wycliffe and the English Language Essay John Wycliffe was born in 1320 at Wycliffe in Yorkshire, educated and worked at Oxford, and died while at Mass on December 31, 1384.He is known as one of the first English reformers, a heresiarch of the Wycliffite (or Lollard) movement, and as one of the first translators of the Vulgate Bible into English, although his actual involvement in this latter project has been questioned (cf. Hudson).His work in the endeavors of â€Å"vernacular theology† (i.e.: the translation of Scripture and dissemination of theology in the English vernacular) served to raise the English language to a footing more on par with Latin and French within the sphere of religion.Margot Lawrence claimed that Wycliffe’s most profound influence on the history of language is the fact that he â€Å"[h]e did for Middle English prose what Chaucer did for poetry, making English a competitor with French and Latin; his sermons were written when London usage was coming together with t he East Midlands dialect, to form a standard language accessible to all† (O.C.E.L, 1135). While the grandiosity of such statements has been questioned, it has also been argued that current scholarship must acknowledge more completely the debt which present-day English owes Wycliffe (Aston,†Wycliffe,† 283.) In addition, to his contribution to an appreciation of the English vernacular, Wycliffe’s influence on the English language has been traced in the observed uniqueness of Lollard writings.Anne Hudson has set forth the preliminaries for an analysis of a possible separate Lollard vocabulary or idiom.She takes her cue from Henry Knighton, a contemporary hostile to Lollardy, who was recorded as noting a distinctive â€Å"eloquence† in Wycliffites.Hudson notes that in Wycliffite writings many instances are found where the semantic force of a word â€Å"appears to be, if not peculiar to Lollard texts, at least, characteristic of them† (Hudson., 170). It seems that a so

Notes About Note and Its Relations

Notes About Note and Its Relations Notes About Note and Its Relations Notes About Note and Its Relations By Mark Nichol Note (from the Latin noun nota, meaning â€Å"note,† and its verb form notare, meaning â€Å"to mark or note†) is one of those wallflower words that serves many functions and is the basis of numerous compounds. Here’s a rundown of its uses. The noun note has multiple senses: It refers to a condensed or informal record, a brief comment or explanation, or a comment or reference associated with a text passage. It may apply to an informal letter quickly dashed off, a brief, focused scholarly or technical essay, or a meticulously prepared diplomatic communication. (Various types of such documents include the note collective, the note diplomatique, and the note verbale.) In fiscal connotations, note might refer to a written promise to honor a debt (a promissory note is also called a note of hand), a piece of paper money (also called a banknote), or a corporate or government bond. Note also means simply â€Å"a piece of paper,† one on which a message has been written, and people frequently write or speak of producing a note of appreciation or a note of sympathy. It’s also the basis of notelet, the technical name for the format of the greeting card. Figurative senses are of a characteristic feature (such as when a wine is described as having â€Å"a note of oak†), an analogy to the tone or resonance of a communication or an event (for example, as used in the phrases â€Å"a note of regret† or â€Å"ended on a low note†). It also denotes distinction or reputation (as in â€Å"a personage of note†) and is used in such phrases as â€Å"taking note.† A note, too, is a symbol that identifies the length and pitch of a tone, as well as the sound itself. The adjective note-perfect refers to a flawless music performance, and something notable or noteworthy is deserving of attention. As a verb, note means â€Å"notice or pay attention,† or â€Å"say or write.† Note is combined with various other words to form compounds: notebook, notepad, notepaper (but â€Å"note card†). The act of recording information is note-taking. (The insertion of the hyphen serves to prevent the visual confusion engendered by notetaking, though the noun form notetaker does not align with that style.) Several open and closed compounds exist for fiscal terms of art, such as â€Å"note payable† and â€Å"note receivable,† â€Å"note broker,† and noteholder. Words and compounds derived from the Latin root include notary (from notarius, meaning â€Å"clerk† or â€Å"secretary†) and â€Å"notary public,† the phrase denoting an official witness to the signing of a legal document (sometimes shortened to notary; either â€Å"notary publics† or â€Å"notaries public† serves as the plural form). The associated verb and noun forms are notarize and notarization; the office or state of being a notary is notaryship, and the adjective is notarial. Latin phrases preserved in English usage include two signals for special attention: â€Å"nota bene† (â€Å"note well,† often abbreviated n.b.) and notandum (â€Å"something to be noted†). Meanwhile, notae tironianae (Latin for â€Å"Tironian notes†) is a system of shorthand said to have been invented by Marcus Tullius Tiro, scribe to Roman orator and statesman Cicero. Notation is any symbolic system for presenting information; notate and notative are the verb and adjectival forms. â€Å"Note of exclamation† and â€Å"note of interrogation† are alternatives to â€Å"question mark† and â€Å"exclamation point.† Closed compounds with note as the second element include headnote, sidenote, and footnote, which refer to comments or references formatted at the top, side, or bottom of a page. Sidenote and footnote are also used figuratively to refer, respectively, to a digression or a trivial role (a person who fails to achieve greatness or an incident of only passing significance might be identified as a footnote in history). Keynote, meanwhile, denotes the most important idea or part of something (often seen in reference to a presentation or a speech considered the highlight of a conference). I often use connote (â€Å"note with†) and denote (â€Å"thoroughly note†) in discussions of definitions: To connote is to imply or suggest, whereas to denote is to specifically indicate. (The noun forms are connotation and denotation.) These verbs supplanted the now-obsolete words connotate and denotate, but to annotate (â€Å"note to†) is to add comments or notes; the product of such an effort is an annotation. (Editions of literary works that provide contextual notes are described as annotated works.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:When to use "on" and when to use "in"Proved vs. ProvenMankind vs. Humankind

Computer Sciences and Information Technology Essay - 5

Computer Sciences and Information Technology - Essay Example The recent years have been marked by a shift of resources to more secure designs now that the implementation bags have proved to be scarce courtesy of SDL (Viega and McGraw, 2002, p. 67) Threat models are SDL’s cornerstone as they make it possible for the development team to figure out secure designs in a way that is structured. To achieve this effectively, threat model has been simplified into several tasks; coming up with pictures of data flows software, the application of the â€Å"stride per element† method in an effort to identify threats applicable to the desired design, taking a look at each threat and verification to ensure that the software has been modeled enough by putting into consideration each threat and addressing all the discovered threats (Pfleeger, 1997, p. 78) The basic element of a threat model is in its delineation of the entry points in its application. The threat model is in such a way that it is able to capture the entry points in form of trust b oundaries during the phase commonly referred to as the â€Å"picture-drawing†. Good examples of this include; registry and files entry points and networking entry points. A threat model that is good enough should also be in a position to capture the authorization as well as the authentication requirements and the network accessibility of the interfaces. This process involves network accessibility via the IP address including the remote and local, local-only access and local subnet. The process also includes the authorization and authentication levels, user access, administrator-only access and anonymous access. When it comes to Windows access control lists (ACLs), the authorization levels come as finer-grained (Pfleeger, 1997, p. 56). The process identity is another critical data piece that is always captured by this model. In this case, the running code’s interference is what is taken to be the entry point and the resulting process which is high-privilege is considere d to be very dangerous if it is compromised. In the case of Windows, the administrator or the system process are regarded as being the highest privilege. In Mac OS X or Linux situation, the running process happens to be the most privileged (Viega and McGraw, 2002, p. 108). References List Pfleeger, C. 1997. Security in Computing. Prentice Hall: New Jersey Viega, J & McGraw, G. 2002. Building Secure Software. Addison-Wesley: New York DQ: RBAC The Role-Based Access Control (RBAC) is an essential access management approach. It offers a provision method that is straight forward and in the right access level and to the correct users every time it is being applied. Despite RBAC applications, most of the security teams are still facing difficulties when it comes to account implementation and the process of access management on RBAC. The reason for the above scenario is that most of the internal developer’s teams and vendors are not coming up with capabilities based on the expected r ole into the solutions at hand. RBAC has been applicable in major overhaul in the last two years resulting to its application being assigned to more than 20, 000 users on each product. Many vendors tend to be attracted to such products. This indicates how RBAC has value to the management and its users. The latest RBAC model is designed in such a way that it enforces the least segregation and

Transformational Leader Case Study Example | Topics and Well Written Essays - 1250 words

Transformational Leader - Case Study Example Gandhi respected the Hindu religion that he observed through out his life. His values and principles had basis on religion and the understanding of basic human rights, gained from his career in law. To Indians, Gandhi is the founding father of their nation. Gandhi lived according to his philosophy of creating harmony of thought, speech, and action (Allen, 2008). His philosophies are still worthwhile and applicable today. Mohandas was the last-born son of karamchand, from his fourth wife. Mohandas got into marriage at an early age, marrying his age mate. Theirs was an arranged marriage reflecting the Indian culture instilled in Gandhi. In his childhood, there was nothing peculiar, Gandhi lived to respect his parents and was an ordinary student in school (Jegen and Deats, 2005). In 1888, Gandhi left India for London, to further his studies. He spent three of his years studying law in London. Gandhi spent the first three months of his life trying to accustom himself to fit in the English culture but gave after he realized that he could handle a simple life better. He gave up on the English sophistication. He settled down to concentrate on his studies and obtained his degree in law. Gandhi travelled back to India after his studies to rejoin his wife and kids. Gandhi returned to India only to face disappointment because he could not get a job. Fortunately, an opportunity opened up in South Africa. He set out to South Africa, and his stay there transformed the soft-spoken Gandhi to a more assertive individual. In his first formal trip, he faced discrimination for being Indian. South Africa was under the British rule and the colonialists discriminated all other races. Gandhi chose to fight for the rights of Indians in South Africa. Therefore, he extended his stay in South Africa. The oppressing system did not allow Indians to vote and Gandhi wrote petitions concerning this issue. However, Gandhi was a man of his own kind in philosophy and he decided to fight