The Reconstruction Period (1865-1877) - Free Essay Example

Sample details Pages: 1 Words: 329 Downloads: 2 Date added: 2017/09/17 Category Advertising Essay Type Argumentative essay Tags: Civil War Essay Crime Essay Political Rights Essay Did you like this example? The Reconstruction period (1865-1877) was the era of rebuilding, the south, after the Civil War. In the South reconstruction meant rebuilding the economy, establishing new state and local governments and establishing a new social structure between whites and blacks. Abolishing slavery, what should be demanded of the Southern states, restoring political rights to the South, and what should be the responsibility of the newly freed slaves were the concerns doing the Reconstruction period. They also wanted to know how the economy should be rebuilt based on free labor. Reconstruction addressed how the eleven seceding states would regain self-government and be reseated in Congress. The laws and constitutional amendments that laid the foundation for the most radical phase of Reconstruction were adopted from 1866 to 1871. The 13th, 14th, and 15th Amendments did many things. The 13th Amendment established the Freedmans Bureau which was an agency of the Federal government set up in 1865 to help former slaves and other persons suffering from the effects of the Civil War. The 13th Amendment said: Neither slavery nor forced labor shall exist within the United States or its possessions except as a punishment for one convicted of a crime. Congress may make laws to enforce this article. The 14th Amendment said in section four: The Federal Government shall pay all its debts, including debts contracted in putting down rebellion. But neither federal nor state governments may pay debts contracted by aiding a rebellion against the United States, nor pay anyone for the loss of slaves. The 15th Amendment said: Neither federal nor state governments can deny any citizen the right to vote because of his race or color, or because he was once in bondage. Congress can pass laws for carrying out this article. The Norths commitment to Reconstruction soon waned. Many Republicans came to believe that the South should solve its own problems without further interference from Wash ington. Reports of Reconstruction corruption led many Northerners to conclude that black suffrage had been a mistake. Don’t waste time! Our writers will create an original "The Reconstruction Period (1865-1877)" essay for you Create order

Symbolism on the Giver - 1232 Words

In the novel The Giver by Lois Lowry, there are many different symbols and come to together to help form the theme. Symbolism and themes are difficult to infer in a text, but understanding these literary elements makes the book more interesting and entertaining for the reader. Symbolism is defined using a concrete word, object, color, picture, name and so forth to strand for a name, abstract idea, image, or event. For example a heart could stand for love and an American flag as freedom or patriotism. Theme could be defined as a meaning moral or main message the writer is trying to tell you or the reader about the story. Theme is usually the life lesson or provide to human nature. Lois Lowerys The Giver contains symbolism and a†¦show more content†¦Right†¦). Jonas then gets to experience this himself, as the sled is his first memory. Of course, we see the same sled again at the end of the novel, as Jonas races downhill toward the village thats either a hallucination or t he Elsewhere of his dreams. The Giver explicitly spells out the simile for you, theres not much more to say in the vein of riding downhill = receiving memories. But we can think about what it means when Jonas actually does ride down the hill at the end of the novel. Until now, this action has been a sort of dream, someone elses memory, someone elses exhilaration, someone elses difficulty and pain. But now all of these things are very much Jonass own. The novel even states explicitly that now Jonas is using his own recollections, rather than drawing on the fleeting memories passed on to him by The Giver. In short, his dreams have become reality, and the sled clues us into that. Of course, its also possible that the final sled ride is just Jonass memory, and that its not happening at all, which would really shoot that theory down. There is definitely an association in The Giver between those who can receive memories and those who have light eyes. There isnt really any explanation for why this is, and it would pretty useless for us to sit around and speculate about why this is, logically or scientifically. Its better to think about it as an artistic device that Lowry used to help us makeShow MoreRelatedThe Giver Symbolism Essay874 Words   |  4 Pageschange the way we act and how other people act, negatively or positively. In the book, The Giver, written by Lois Lowery, a perfect world is created where there are no emotions nor color. Could you give up emotions for a perfect society? The Giver makes readers ask the question what the perfect society is, providing symbolism, like a sled, color and an important character, Gabriel. The first memory the Giver transfers to Jonas, the main character, is one memory of going down a hill of snow on a sledRead MoreWith Happiness Comes Pain in Lois Lowrys The Giver Essay545 Words   |  3 Pagesresulted in the cover of The Giver, which is a photo of a blind painter. This connects to the book because no one can see in color besides the giver and the receiver, which is Jonas. Lois Lowry uses the literary elements foreshadowing, symbolism, and imagery to express the theme that one cannot have happiness without pain, in the book The Giver. To begin the author uses the literary element, foreshadowing, to show that pain comes with happiness. The foreshadowing in The Giver allows you to predict whatRead MoreThe Giver: The Importance of Individuality Essay840 Words   |  4 PagesThe novel, The Giver, by Lois Lowry, is an everlasting story that shows the importance of individuality. This novel is about a young boy named Jonas who was elected as the Receiver of Memories, a person who is given the memories from the world that existed before their current society, Sameness. In this society there is no individualism. People can not choose who to marry, or what they want to do for a living. Over time Jonas becomes more and more wise, and realizes that the supposedly perfect communityRead MoreA Story of a Boy in a Dystopian Society in The Giver By Lois Lowry747 Words   |  3 Pages Lois Lowry, the author of the book The Giver, often portrays her young protagonists from her experience as a child. Lowry was born on March 20, 1 937 (Dellinger). During her early life, she was very interested in reading and was very solitary (Dellinger). This is where she got her idea to become an author. Lowry went on to pursue her dream of writing at Brown University (Dellinger). After graduating, she went back to college at the University of Southern Maine to further study writing (Dellinger)Read MoreThe Giver Analysis896 Words   |  4 PagesThe main theme shown in The Giver is the idea that good cannot exist without evil, and evil cannot exist without good, thus making reaching a perfect society impossible. It does not matter how amazing an experience is, unless you have something bad to compare it with you can never taste the true meaning of that moment. The members of Jonas’s community cannot appreciate the joys in their lives because they have never felt sadness. Correspondingly, they also do not feel grief because they have neverRead MoreSummary Of The Giver Essay781 Words   |  4 PagesLord, Elyse. Overview of The Giver. Novels for Students. Detroit: Gale, 1998. Literature Resource Center. Web. 27 Mar. 2016. Elyse Lord is one of the many critics who describe â€Å"The Giver† as terrifying but offering â€Å"hope and a constructive view† of the Utopian world in the book. She explains that other critics praise the book with many awards such as the Newberry Medal. Lord goes on to reason that the story is favored by different readers for its complexity, symbolism, metaphors, ambiguous endingRead MoreLove in One Perfect Rose by Dorothy Parker and Cinderella’s Diary by Ron Koertge1264 Words   |  6 Pagesfor another. The rose has often been associated with a sign of romance. The thought of romance is not as appreciated in today’s time period in comparison to, say, fifty years ago. With this in mind, we can examine how the love has changed in symbolism over the years using poetry and literature. â€Å"One Perfect Rose† by Dorothy Parker and â⠂¬Å"Cinderella’s Diary† by Ron Koertge both speak about the beauty and gratitude of being in love, Parker speaks more to the materialistic view of love that has beenRead MoreThe Giver : What Makes A Person?1384 Words   |  6 PagesThe book The Giver had many significant meanings and symbols that make a person evaluate how precious life really is. One would like to erase a particularly unpleasant memory, but if one could accomplish that then life would have no meaning. If a person only had pleasant memories and did not know what an unpleasant situation feels like, it would be living with no significance. Like in the book, The Giver, people live in an isolated community with no choices, no pain or true happiness. The protagonistRead MoreAnalysis Of `` Brave New World `` By Aldous Huxley And The Giver1493 Words   |  6 PagesWorld† by Aldous Huxley and the film â€Å"The Giver† directed Phillip Noyce, the roots of politics stem from the art of total and li mitless control. The novel Brave New World presents a futuristic society that has tried to create a perfect community where everybody is happy, they use science to mass produce people and condition them to do and want only things prescribed to them, taking away freedoms such as the freedom to think for one self. While, â€Å"The Giver† sets a story in a society which at firstRead MoreAnalysis of The Giver Book by Lois Lowry1507 Words   |  7 PagesThe Giver starts off as the ordinary story of an eleven-year-old boy named Jonas. When we meet the protagonist, he is apprehensive about the Ceremony of Twelve, at which he will be assigned his job. Although he has no clue as to what job he might be assigned, he is astonished when he is selected to be the Receiver of Memory. He learns that it is a job of the highest honor, one that requires him to bear physical pain of a magnitude beyond anyone’s experience. As the story progresses, we realise

Centripetal Force Lab Activity Free Essays

Centripetal Force Lab Activity Analysis: 1. A) Average Percent Difference: 50g: (values expressed in newtons) Step 1: Calculate the average value of the two variables Average Value= Value 1+ Value 2 /2 = 0. 49+ 0. We will write a custom essay sample on Centripetal Force Lab Activity or any similar topic only for you Order Now 61/2 = 1. 1/2 = 0. 55 Step 2: Calculate the difference between the two variables Difference= Value 2- Value 1 = Fc- Fg = 0. 61- 0. 49 = 0. 12 Step 3: Calculate % difference % difference= difference of the variables / average of the variables x 100 = 0. 12/ 0. 55 x 100 = 21. 81% 100g: (values expressed in newtons) Step 1: Calculate the average value of the two variables Average Value= Value 1+ Value 2 /2 = 0. 98+ 1. 84/2 = 2. 82/2 = 1. 41 Step 2: Calculate the difference between the two variables Difference= Value 2- Value 1 = Fc- Fg = 1. 84- 0. 98 = 0. 86 Step 3: Calculate % difference % difference= difference of the variables / average of the variables x 100 = 0. 86/ 1. 41 x 100 = 60. 99% 150g: (values expressed in newtons) Step 1: Calculate the average value of the two variables Average Value= Value 1+ Value 2 /2 = 1. 47+ 2. 19/2 = 3. 66/2 = 1. 83 Step 2: Calculate the difference between the two variables Difference= Value 2- Value 1 = Fc- Fg = 2. 19- 1. 47 = 0. 72 Step 3: Calculate % difference % difference= difference of the variables / average of the variables x 100 = 0. 72/ 1. 83 x 100 = 39. 34% 200g: (values expressed in newtons) Step 1: Calculate the average value of the two variables Average Value= Value 1+ Value 2 /2 = 1. 96+ 2. 66/2 = 4. 62/2 = 2. 31 Step 2: Calculate the difference between the two variables Difference= Value 2- Value 1 = Fc- Fg = 2. 66- 1. 96 = 0. 70 Step 3: Calculate % difference difference= difference of the variables / average of the variables x 100 = 0. 70/2. 31 x 100 = 30. 30% 250g: (values expressed in newtons) Step 1: Calculate the average value of the two variables Average Value= Value 1+ Value 2 /2 = 2. 45+ 3. 57/2 = 6. 02/2 = 3. 01 Step 2: Calculate the difference between the two variables Difference= Value 2- Value 1 = Fc- Fg = 3. 57- 2. 45 = 1. 12 Step 3: Calculate % difference % differen ce= difference of the variables / average of the variables x 100 = 1. 12/ 3. 01 x 100 = 37. 20% Average % difference: = Sum of all 5 averages/5 21. 81+ 60. 99+ 39. 34+ 30. 30+ 37. 20/ 5 = 189. 64/ 5 = 37. 92% B) Slope Calculations (Graph is displayed on a separate sheet) 50g: Slope= Rise/Run = 0. 61/0. 49 = 1. 25 100g: Slope= Rise/Run = 1. 84/0. 98 = 1. 877 150g: Slope= Rise/Run = 2. 19/1. 47 = 1. 489 200g: Slope= Rise/Run = 2. 66/1. 96 = 1. 357 250g: Slope= Rise/Run = 3. 57/2. 45 = 1. 457 After calculating the slope of each section of the graph (each section corresponds to a certain mass used in the lab activity) it is evident that it varies from it’s expected value by a great amount. The expected value of the slope was 1 as the rise and the run were supposed to be equal. However in our case the rise and the run varied greatly and therefore because they were different numbers the slope did not turn out to be 1 (the only way to get a slope of 1 is if both the numerator and denominator are equal, as a number divided by itself is always 1 and a number divided by a different number can never equal 1). 2. Yes the data collected did verify the equation Fc=42Rmf2. This is because the only varying value in this case â€Å"f†, had a direct relationship with the value of Fc. The only other values that had to be determined in this lab was the radius and the mass of the rubber stopper but they were constant variables (constant at 0. 87m and 12. 4g respectively) meaning that they had no varying effect on the value of Fc. For there to be a relationship between Fc and 42Rmf2 when the value of any of the variables changes the value of Fc has to change as well Because the value of â€Å"f† had a direct relationship with the value of Fc, when the value of â€Å"f† changed the value of Fc changed as well. In this particular case when the value of â€Å"f† grew so did the value of Fc. For example, during the 50g test the frequency was 1. 2Hz and the Fc was 0. 61N, and during the 100g test the frequency was 2. 08Hz and the Fc was 1. 84N. This shows that as the frequency increases so does the Fc acting on the system. This therefore shows the relationship between Fc and 42Rmf2. 3. A) When the string was pulled down and the stopper was still spinning, the stopper started spinning at a faster rate (took less time to complete 1 cycle around the trip) B) This happens simply because the radius is being shortened. Because the stopper on the end of the string is moving around the horizontal circle at a constant speed it is therefore being acted upon by a constant net-force. In this case the net-force acting upon it (the stopper) is Fc, therefore because it is Fc acting upon it, the force can be calculated by the formula 42Rmf2 as that is equal to Fc. In this case because the string with the stopper on the end was being pulled down this means that the radius of the entire circle was decreasing (less string= smaller distance= smaller radius). In that formula if the radius is smaller that means that the centripetal force will be larger. In this case that larger the centripetal force acting on the rubber stopper, the faster the rubber stopper rotates around the horizontal circle. C) The laws of conservation of energy state that the total energy in the system stays the same but simply takes on different forms (kinetic and potential being examples). Therefore this case is not contrary to the laws of conservation of energy simply because when the radius is decreasing the rubber stopper speeds up. In the laws of conservation of energy when an object is speeding up the object is gaining kinetic energy. However in this case while the stopper is speeding up the hanging mass (along with some of the string) is falling to the ground. From a conservation of energy perspective when an object loses height it loses potential energy. Therefore in this case the object at the top gains kinetic energy while the mass loses potential energy. Because of this energy transfer no energy is lost in the system as hen the object is losing potential energy the other object in the same system is gaining kinetic energy, therefore the energy stays the same. D) In figure skating the skaters do the exact same thing as what was done in this lab experiment. In order to spin faster they bend low (get low to the ground) and tuck their arms and legs in. This causes them to spin much faster than they were originally spinning and follows the same principles that the rubber stopper experiment followed. When they get low they lose potential energy but getting low causes them to tuck in (tuck in their legs and arms) and ultimately have a smaller radius. This smaller radius causes them to have a much greater centripetal force and ultimately causes them to spin faster and causes them to gain kinetic energy. This follows the laws of conservation of energy as when they lose potential energy they gain kinetic energy (theoretically no energy lost- only transferred) Sources of Error: In this particular lab activity there were not very many potential sources of error simply because it was not as complicated an activity as many others. Therefore all errors that were made were simply human measurement errors. The main source of error in this lab activity was measuring the period/frequency. This was a challenge simply because the person measuring had to do many different things in a very small amount of time. That one person was responsible for firstly choosing a spot along the path of the horizontal circle to begin the measurement from, then that same person had to start the watch during the very small time frame in which the rubber stopper passed by that specific point on the circle. From there the person had to count the stopper pass by 5 times and stop the watch when it passed by the 5th time. This made it very difficult to get a completely accurate measurement for the period and the frequency, as it was very difficult to get an exact measurement of that time period. These slight miscalculations of the frequency caused the calculation of the centripetal force to be slightly wrong as well because the calculation of centripetal force depended on the frequency. This is evident because our â€Å"Fg† and â€Å"Fc† calculations are way off, as they were supposed to be nearly the same number as Fg= Fc. – X-axis= Fc – Y-axis= Fg – point 1= 50g – point 2= 100g – point 3= 150g – point 4= 200g – point 5= 250g Data: Mass of stopper: 12. 4g Radius of Rotation: 87cm Mass of suspended masses| Time for 5 cycles| Period (T)| Frequency (f)| FgFg=mhg| FcFc=42Rmf2| 50g| 4. 2s| 0. 84| 1. 2Hz| 0. 49N| 0. 61N| 100g| 2. 44s| 0. 48| 2. 08Hz| 0. 98N| 1. 84N| 150g| 2. 23s| 0. 44| 2. 27Hz| 1. 47N| 2. 19N| 200g| 1. 99s| 0. 4| 2. 5Hz| 1. 96 N| 2. 66N| 250g| 1. 65s| 0. 34| 2. 9Hz| 2. 45N| 3. 57N| How to cite Centripetal Force Lab Activity, Essay examples

A Study On Food And Culture Of New Zealand †MyAssignmenthelp.com

Question: Discuss about the Study On Food And Culture Of New Zealand. Answer: Food and culture of New Zealand Culture of New Zealand is largely influenced by the western countries and its reflection is seen on its food culture. According to Food Culture and Tradition, (2018), dairy products, especially, milk is very famous in New Zealand. From fruits to seafood and deserts, diversity is seen among New Zealand food habits. Roasted lamb is also an absolute delicacy of most New Zealanders. Sugar is largely consumed in this region. New Zealanders are passionate about desserts and candies and especially about kiwi. Cheese with wine deserves mention while describing food of New Zealand. New Zealand follows mainly British cuisine, whereas Indian food is quite different. Indian cuisine is generally vegetarian. However, in some regions, non-vegetarian foods are observed. Variety of spices is used in most places in India. Generally, Indian food is considered as spicy, which is completely different from New Zealand cuisine. New Zealand food culture can be distinguished from Indian food culture in terms of diversity. Different states of India offer different variety of food (Timothy, 2015). For instance, South Indian cuisine is completely different from North Indian cuisine. In contrast, New Zealand cuisine is moreover same throughout the country. People often have a negative perception towards the food culture of a foreign culture or country. However, one needs to explore the food culture of that country. For instance, mostly Indians perceive that the food culture of New Zealand is not good as Indian Cuisine. Since Indians love curry, they often fail to appreciate New Zealand delicacies like Kiwi burgers, Pavlova and Hokey pokey. However, after exploring the New Zealand cuisine, most Indians like it. References Food Culture and Tradition. (2018).New Zealand Foods. [online] Available at: https://www.food-links.com/new-zealand-foods/ [Accessed 22 Mar. 2018]. Timothy, D. J. (Ed.). (2015).Heritage cuisines: Traditions, identities and tourism. Routledge.