Race in Ancient Egypt

Race describes classification of human into distinct groups by considering factors such as heritable phenotypic characteristics or geographic ancestry. It is influenced by such traits as appearance, culture, ethnicity, and socio-economic status of individuals.Advertising We will write a custom essay sample on Race in Ancient Egypt specifically for you for only $16.05 $11/page Learn More Race in ancient Egypt In the Ancient Egypt, there was minimal consideration in terms of race. Majority of population were black individuals, while the entire world was devoid of racism. Importantly, the dark skin was never seen as a sign of being inferior, this being depicted by the entire artworks from the ancient Egypt, Greece, and Rome. Civilization originated from Western countries, when the European powers colonized Africa in the nineteenth century. This resulted to the introduction of numerous adverse effects within the black community. The black pharaohs sprang fro m African civilization that had flourished on the southern banks of the Nile, and reunified and filled the landscape with glorious monuments. Western scholars began to pay attention to the skin tone of Egyptian individuals, as they viewed the blacks as being primitive and inferior compared to the white explorers. It is believed that all ancient Egyptians, from King Tut to Cleopatra, were black Africans. They ruled Ancient Egypt for thousands of years, after conquering non-black rule and accomplishing numerous tasks. Moreover, the stability of Egypt was always restored by the black leaders from the south. Ancient Egyptians had no racial distinctions between their populations, and they acknowledged and depicted the distinct differences that existed between themselves and the Libyans, Asiatic, Persians, Greeks, and Romans. Due to race infiltration in Egypt, majority of the black people were under-educated and denied the facts that spelled out the true history of Ancient Egypt, achievem ents of the black population, and their original works and practices. This was being spearheaded and promoted by the Europeans and Arab invaders. Racism affected the research process and findings, as most of the findings were only attributed to the whites, including their works. Moreover, various artifacts and certain achievements by the blacks were changed to depict the whites as being supreme.Advertising Looking for essay on african american? Let's see if we can help you! Get your first paper with 15% OFF Learn More The black population was regarded as having no influence on development of early civilization in Egypt, although they had the greatest influence in majority of the developments that had taken place in the ancient times. Racism was distributed across generations of teachers, students, and the public through misinformation of various known facts that described true black Africans. Ancient Egypt was full of numerous artifacts that existed from the ancient ti mes. These were made and designed by native Africans and later discovered by the white explorers who came as a result of colonization within Ancient Egypt, including the discovery of seven large stone statues of Nubian pharaohs, various portraits of blacks that were changed to depict white supremacists and so on. Majority of the occurrences, artifacts, and discoveries were turned round because of the existing racism to depict the strengths and achievements of the whites at the expense of the black population in ancient Egypt. Conclusion Ancient Egypt faced racism because of the introduction of civilization after the process of colonization in the nineteenth century, when the whites promoted oppression of the black population in terms of education, information, and the general achievements that had been brought by the black Africans. This led to majority of the achievements, works, and artifacts and so on, that were done and accomplished by the blacks being linked and notated to the whites. This essay on Race in Ancient Egypt was written and submitted by user M00nst0ne to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

DBQ on the Fall of the Western Roman Empire and how it collapsed.

DBQ on the Fall of the Western Roman Empire and how it collapsed. Rome faced many problems, during the third century A.D. The Germanic tribes invaded Rome, which seemed to sound the death knell for the Western Empire, in addition to internal decay. Historians have examined the internal and the external conditions that have lead to the fall of the Western Roman Empire.A main reason for that fall of the Western Roman Empire was that the people did not have many rights. The government had mostly all of the control in Rome. Most of the normal citizens would just be farmers, and couldn't be in the government.A main problem was that Rome had economic problems. No one in the city wanted to be in the army, because they wanted to be religious, and they just wanted peace, and there weren't as many kids to join the army. This lead to the Roman Empire hiring Mercenaries. They were Germans that went to war for little pay.Europe after the fall of the Western Roman Empire ...There were too many slaves in the city. farmers quit their jobs, because of the high taxe s. They quit their jobs, because slaves would do it for free. The city couldn't get all the supplies they needed with all of the slaves doing the work.The loss of money, and people being poor also lead to the fall of the Empire. When the empire stopped expanding, they couldn't get that much money for the empire. The government had to put a lot of money into the empire, to maintain the safety of the city. A lot of people left there jobs, because of taxes. People just couldn't afford it anymore. The establishment of the system welfare made people not want to work. They would still get paid even if they just sat at home all day. Then there were no jobs, which lead Rome into...

Admiral Sir Bertram Ramsay, the Savior of Dunkirk

Admiral Sir Bertram Ramsay, the Savior of Dunkirk Born January 20, 1883, Bertram Home Ramsay was the son of Captain William Ramsay in the British Army. Attending the Royal Colchester Grammar School as a youth, Ramsay elected not to follow his two older brothers into the Army. Instead, he sought a career at sea and joined the Royal Navy as a cadet in 1898. Posted to the training ship HMS Britannia, he attended what became the Royal Naval College, Dartmouth. Graduating in 1899, Ramsay was elevated to midshipman and later received a posting to the cruiser HMS Crescent. In 1903, he took part in British operations in Somaliland and earned recognition for his work with British Army forces shore. Returning home, Ramsay received orders to join the revolutionary new battleship HMS Dreadnought. World War I A modernizer at heart, Ramsay thrived in the increasingly technical Royal Navy. After attending the Naval Signal School in 1909-1910, he received admission to the new Royal Naval War College in 1913. A member of the colleges second class, Ramsay graduated a year later with the rank of lieutenant commander. Returning to the Dreadnought, he was aboard when World War I began in August 1914. Early the following year, he was offered the post of flag lieutenant for the Grand Fleets cruiser commander. Though a prestigious posting, Ramsay declined as he was seeking a command  position of his own. This proved fortuitous as it would have seen him assigned to HMS Defense, which was later lost at the Battle of Jutland. Instead, Ramsay served a brief stint in the signals section at the Admiralty before being given command of the monitor HMS M25 on the Dover Patrol. As the war progressed, he was given command of the destroyer leader HMS Broke. On May 9, 1918, Ramsay took part in Vice-Admiral Roger Keyes Second Ostend Raid. This saw the Royal Navy attempt to block the channels into the port of Ostend. Though the mission was only partly successful, Ramsay was mentioned in despatches for his performance during the operation. Remaining in command of Broke, he carried King George V to France to visit the troops of the British Expeditionary Force. With the conclusion of hostilities, Ramsay was transferred to the staff of Admiral of the Fleet John Jellicoe in 1919. Serving as his flag commander, Ramsay accompanied Jellicoe on a year-long tour of the British Dominions to assess naval strength and advise on policy. Interwar Years Arriving back in Britain, Ramsay was promoted to captain in 1923 and attended senior officers’ war and tactical courses. Returning to sea, he commanded the light cruiser HMS Danae between 1925 and 1927. Coming ashore, Ramsay began a two-year assignment as an instructor at the war college. Towards the end of his tenure, he married Helen Menzies with whom he would ultimately have two sons. Given command of the heavy cruiser HMS Kent, Ramsay was also made chief of staff to Admiral Sir Arthur Waistell, commander in chief of the China Squadron. Remaining abroad until 1931, he was given a teaching post at the Imperial Defense College that July. With the end of his term, Ramsay gained command of the battleship HMS Royal Sovereign in 1933. Two years later, Ramsay became chief of staff to the commander of the Home Fleet, Admiral Sir Roger Backhouse. Though the two men were friends, they differed widely on how the fleet should be administered. While Backhouse firmly believed in centralized control, Ramsay advocated for delegation and decentralization to better allow commanders to act at sea. Clashing on several occasions, Ramsay asked to be relieved after just four months. Inactive for the better part of three years, he declined an assignment to China and later began working on plans to reactivate the Dover Patrol. After reaching the top of the rear-admirals’ list in October 1938, the Royal Navy elected to move him to the Retired List. With relations with Germany deteriorating in 1939, he was coaxed from retirement by Winston Churchill in August and promoted to vice admiral commanding Royal Navy forces at Dover. World War II With the beginning of World War II in September 1939, Ramsay worked to expand his command. In May 1940, as German forces began inflicting a series of defeats on the Allies in the Low Countries and France, he was approached by Churchill to begin planning an evacuation. Meeting at Dover Castle, the two men planned Operation Dynamo which called for a large-scale evacuation of British forces from Dunkirk. Initially hoping to evacuate 45,000 men over two days, the evacuation saw Ramsay employ a massive fleet of disparate vessels which ultimately saved 332,226 men over nine days. Employing the flexible system of command and control that he had advocated in 1935, he rescued a large force which could immediately be put to use defending Britain. For his efforts, Ramsay was knighted. North Africa Through the summer and fall, Ramsay worked to develop plans for opposing Operation Sea Lion (the German invasion of Britain) while the Royal Air Force fought the Battle of Britain in the skies above. With the RAFs victory, the invasion threat quieted. Remaining at Dover until 1942, Ramsay was appointed Naval Force Commander for the invasion of Europe on April 29. As it became clear that the Allies would not be in a position to conduct landings on the continent that year, he was shifted to the Mediterranean as Deputy Naval Commander for the invasion of North Africa. Though he served under Admiral Sir Andrew Cunningham, Ramsay was responsible for much of the planning and worked with Lieutenant General Dwight D. Eisenhower. Sicily and Normandy As the campaign in North Africa was coming to a successful conclusion, Ramsay was tasked with planning the invasion of Sicily. Leading the eastern task force during the invasion in July 1943, Ramsay coordinated closely with General Sir Bernard Montgomery and provided support once the campaign ashore began. With operation in Sicily winding down, Ramsay was ordered back to Britain to serve as Allied Naval Commander for the invasion of Normandy. Promoted to admiral in October, he began developing plans for a fleet that would ultimately include over 5,000 ships. Developing detailed plans, he delegated key elements to his subordinates and allowed them to act accordingly. As the date for the invasion neared, Ramsay was forced to defuse a situation between Churchill and King George VI as both desired to watch the landings from the light cruiser HMS Belfast. As the cruiser was needed for bombardment duty, he forbade either leader from embarking, stating that their presence put the ship at risk and that they would be needed ashore should key decisions need to be made. Pushing forward, the D-Day landings commenced on June 6, 1944. As Allied troops stormed ashore, Ramsays ships provided fire support and also began aiding in the rapid build-up of men and supplies. Final Weeks Continuing to support operations in Normandy through the summer, Ramsay began advocating for the rapid capture of Antwerp and its sea approaches as he anticipated that ground forces might outrun their supply lines from Normandy. Unconvinced, Eisenhower failed to quickly secure the Scheldt River, which led to the city, and instead pushed forward with Operation Market-Garden in the Netherlands. As a result, a supply crisis did develop which necessitated a protracted fight for the Scheldt. On January 2, 1945, Ramsay, who was in Paris, departed for a meeting with Montgomery in Brussels. Leaving from Toussus-le-Noble, his Lockheed Hudson crashed during takeoff and Ramsay and four others were killed. Following a funeral attended by Eisenhower and Cunningham, Ramsay was buried near Paris at St.-Germain-en-Laye. In recognition of his accomplishments, a statue of Ramsay was erected at Dover Castle, near where he planned the Dunkirk Evacuation, in 2000.

Marketing cases analysis Essay Example | Topics and Well Written Essays - 500 words

Marketing cases analysis - Essay Example The strategy will implement 147, 000 of which 135,000 will be used for the remuneration of the extra staff and only 12,000 will be used for advertising. The strategy is good because it aims at cutting costs. However, the company needs to invest more on advertising so that it can keep up with the competitors who are advertising more every day. The company should also invest in advertising because there are new products that the company would like to launch. That means that the company will have to advertise so that the products can become known to all the company customers and other potential customers. That means that the option of adding an extra personnel and only investing few money in advertising will not be a viable option for the company for the moment. For any brand or product to be successful, advertising and promotional activities have to be utilized. That will ensure that the products become known to the target customers. The right marketing channel must be used to ensure that the adverts reaches the people that it is intended to reach. In the case of Haverwood furniture, the company should use television adverts, magazine adverts, and the use of billboards. Television adverts will reach a wide number of people. That will create some form of interest among the customers and that will be a positive thing towards the sales of the company. For example, the company should use the most viewed television channels. That will ensure that the ads will have a large number of views. Magazine adverts will also be advisable to use because magazines will be read for a long duration of time. The adverts can be run on lifestyle magazines that are read by most middle-aged people. The company can also use website advertising. This channel of adverts will ensure that the company is able to reach a wide number of people especially the young who are technosavey and they spend most of their free time on

Politeness theory Essay Example | Topics and Well Written Essays - 1250 words

Politeness theory - Essay Example he same time also uses a variety of non-verbal communications such as through hand gestures, eye gaze (or specific types of eye contact known as oculesics), facial expressions (a smile or frown), touch or tactile messages (known as haptics), the approximate distance when speaking to another person (known as proxemics), and the speaking style used (together with the tone, pitch, volume, and rate of speaking the words such as harried, urgent, or demanding, known as prosody). It is collectively termed as kinesics or the study of body language (Birdwhistell, 2011). Modern civilization came about as the result of the use of sophisticated communications through verbal and non-verbal means; the spoken word, speech, and language are used to convey ideas and thoughts to other people. While this is a cultural universal (meaning it appears in all the cultures of the world), there are certain specific meanings or nuances involved in each type of culture where language is used. While kinesics is admittedly an important emerging field of study for sociologists, highly-evolved societies employ a variety of means to convey messages in a way that kinesics cannot. People in all cultures value the importance of a positive self-image as a way to structure the hierarchy in a society that in turn helps people to maintain harmony. When people interact with each other, it is the spoken word that is primarily used to aid in conveying a message but this process is a complex one as it involves both the speaker and the listener. Put differently, a speaker has to make a careful choice of words to ensure his listener is not put in a bad light or in a difficult situation; messages and their meaning must be conveyed in the right way to avoid unintentional embarrassment, possible conflict or undue misunderstanding which can harm interpersonal relationships and negate the very purpose of communication. This desire to maintain excellent social relationships gives rise to the concept of face or

Fermentation Lab Report Essay Example for Free

Fermentation Lab Report Essay Increased production of CO2 is a result of increased temperatures acceleration of the rate of fermentation. Abstract: We have tested the affects of increased temperature above room temperature on the rate of fermentation of yeast. We had 6 flasks filled with 6mL DI water, 2mL Yeast suspension and 6mL glucose of which 3 were at 25 °C and 3 were at 37 °C. The flasks at 37 °C had each mixture pre-heated at 37 °C for 2 minutes before being combined and then added to the flask where it was put into the bath heated to 37 °C. We then checked CO2 levels in each flask every 2 minutes for 20 minutes. We came out results that showed a marginal difference between the amounts of CO2 produced at different temperatures. The results showed that increased temperature causes an increase in fermentation rate and increased production of CO2. Introduction: Fermentation is the break down of organic matter, by microorganism, in the absence of oxygen also known as anaerobic (Van Neil, 2008). Our reactions occurs when yeasts is added to a solution of glucose and water. Fermentation starts with a process called glycolysis. In glycolysis Glucose is broken down into two molecules of pyruvate and a net yield of 2 NADH (electron carrier) and 2 ATP (adenosine triphosphate) molecules. The first step of glycolysis is the energy investment phase. In which 2 ATP’s are added to the Glucose molecule, which produces 2 ADP’s and Fructose 1, 6-biphosphate. This is followed by the energy payoff phase. In this phase NAD+ is reduced to NADH and ADP is reduced to ATP. The total number of ATP created is 4 and 2 NAHDH. After the energy payoff phase what is left is 2 pyruvates. Fermentation then takes place only in the absence of oxygen. In fermentation the pyruvate is converted into ethyl alcohol, through the oxidation of the 2 NADH molecules, which returns them to two NAD+’s (Freeman, 2011). Oxidation is the loss of an electron in this case H+. We used information from previous labs in which we tested yeasts ability to break down disaccharides, sugar in that case, at different temperatures and found that 37 °C was the optimal temperature for yeast to break down sugar, to formulate our hypothesis. Our sources we collected also indicated that different yeasts have different optimal operating temperatures, such as baker’s yeast, which requires higher temperature for yeast to ferment the proteins (Fell, 2008). Since we were using bakers yeast in our experiment we therefore came to the conclusion that increased temperature would increase yeasts ability to ferment glucose. Using this information and our sources we came up with the hypothesis that increasing the temperature of the solution would increase the rate of fermentation. We thought this was a reasonable hypothesis based upon earlier results from our other lab on temperatures affect on the yeasts ability to break down disaccharides. The predictions we came up with for the results of our tests were that the flasks at 37 °C would have a much more accelerated rate of CO2 production then that of the 25 °C Flasks. Materials and Methods: In the experiment we obtained 9 small beakers and 6 fermentation flasks. In the one beaker we added 18mL of Glucose. In the next we added 6ml of Yeast Suspension followed by another beaker with 18ml of distilled water. We then took those 3 beakers and placed them in the incubating bath set at 37ËšC for 5 minutes. After 5 minutes took the beakers out and added 6mL of distilled water, 2mL of yeast suspension and 6mL of Glucose into 3 separate beakers and mixed them together. We then immediately added them at the same time to separate fermentation flasks and measured their CO2 levels using a ruler. We then placed them in the incubating bath set for 37ËšC and set out timer for 2 minutes. We then prepared 3 beakers using 6mL of distilled water, 2mL yeast suspension and 6mL Glucose solution. Except that this time the yeast, water and glucose was a room temperature (25ËšC). We then proceeded to pour these mixtures into 3 separate fermentation flasks and measured their CO2 levels using a ruler. We then set a timer for 2 minutes. Each time the timer went off we would check the CO2 levels using a ruler. We continued to repeat this checking every 2 minutes for 20 minutes for each set of flasks. Results: My results indicated that increased temperature increased the rate of fermentation. In the CO2 Evolution graphs it is clear that as time increased as 2-4 minutes you can see a noticeable increase in the level of CO2 in the fermentation flask. As time increases that difference only increases and increases. Then when you look and the average alcohol fermentation graph it is clear that in total amount of CO2 produced in the flasks fermented in the 37ËšC incubating bath were much quicker in the process of fermentation, so therefore they produced much more CO2 then those at room temperature (25ËšC). Discussion: My Data supported my hypothesis. Each of my graphs data supported this finding. In the graph showing CO2 evolution the data showing 37ËšC had a steep positive slope, while the 25ËšC data showed an almost unnoticeable positive slope. This shows how over time the fermentation in the flasks at 37ËšC had a noticeable increase in its rate. The other graph shows the overall production of CO2 for each set of flasks. For the flasks at 25ËšC their average CO2 produced was .7mm, while the flasks at 37ËšC produced on average was 9.2mm. This increase rate and total production increase from that at 25ËšC and 37ËšC without a doubt supported my hypothesis. Also our minimization of errors landed itself to accurate results. We minimized any error by having the same person measure levels of CO2 and measure out substances such as yeast suspension. This increases my confidence that the results of our experiment not only support my hypothesis, but also supports that our bodies’ temperature (37ËšC) is the optimal temperature for cell respiration and not room temperature. Another follow-up experiment that could be used to give more detailed information about what happened is an experiment in which you run the same test, except include a 3rd condition in which the temperature is below room temperature such as 0ËšC. This could show the increase from freezing to room temperature and room temperature to 37ËšC. References: Cornelias B Van Niel, â€Å"Fermentation,† in AccessScience,  ©McGraw-Hill Companies, 2008. Web. Freeman, Scott. Biological Science. 4th ed. Boston: Benjamin Cummings, 2011. Print. Jack W. Fell, Herman J Phaff, Graeme M. Walker, â€Å"Yeast,† in AccessScience,  ©McGraw-Hill Companies, 2008. Web. Reddy. Effect of Fermentation Condition on Yeast Growth and Volatile Composition of Wine Produced from Mango Fruit Juice. Food Biproducts Processing: Transactions of the Institute of Chemical Engineers Part C 89.4 (2011): 487-91. EBSCO. Web. 2 Oct. 2012. Web.

Free Hamlet Essays: The Perspective of Aristotle on Hamlet :: GCSE Coursework Shakespeare Hamlet

Custom Written Essays - The Perspective of Aristotle on Hamlet One of the foremost Elizabethan tragedies is Hamlet by William Shakespeare and one of the earliest critics of tragedy is Aristotle. One way to measure Shakespeare's work is to appraise it using the methods of classical critics and thereby to see how if it would have retained its meaning. Hamlet is one of the most recognizable and most often quoted tragedies in the all of English literature. Aristotle, is concerned with the proper presentation of tragic plays and poetry. Aristotle defines tragedy as: "...a representation of an action that is worth serious attention, complete in itself, and of some amplitude; in language enriched by a variety of artistic devices appropriate to the several parts of the play; presented in the form of action, not narration; by means of pity and fear bringing about the purgation of such emotion. (Aristotle 38 - 9) Shakespeare uses character, plot and setting to create a mood of disgust and a theme of proper revenge, as opposed to fear and pity, hence Aristotle would have disapproved of Hamlet. It is the above mentioned elements; character, plot and setting, used in a non- Aristotelian way, that makes Hamlet work as a one of the English language's most renown tragedies. By proper revenge we refer to the Elizabethan view that revenge must be sought in certain cases, for the world to continue properly. This is the main plot of Hamlet. In Poetics, Aristotle defines for us, the element of plot and shows us how he believes it must be put together. He also believes in various unities which he states are necessary for a proper tragedy. Aristotle believes in what he calls "Unity of plot" (Aristotle 42 - 3). This "Unity" leaves no room for subplots, which are crucial to the theme of Hamlet. Without the subplot of Laertes' revenge and the subplot of Fortinbras' revenge, we are left with a lugubrious play where the ending, although necessary, is pointless. The three sub-plots together as a unit, allow us to understand what Shakespeare thought of revenge. Another of the ways Aristotle defines plot in tragedy as "The noble actions and the doings of noble persons"(Aristotle 35). By this definition, Hamlet should be a noble person, who does only noble things.

World heritage at malacca

Melaka is one of the historic cities built along the Straits of Melaka. The city has been developed over 500 years of the mixture of trading and cultural exchanges between East and West traders. The influences of Asia and Europe have endowed the towns with a specific multicultural heritage that is both tangible and intangible. With its government buildings, churches, squares and fortifications, Melaka demonstrates the early stages of this history originating in the 1 5th-century Malay sultanate and the Portuguese and Dutch periods beginning in the early 16th century.The Stadthuys was one of the official residences for the Dutch Governor but now has become one of the famous attractions for visitors from all over the world. The legacy of the Dutch is still very much alive and felt in Malacca in a form of a red building called the Stadthuys. It used to be the administrative centre of successive governments but now it is a history museum. The Stadthuys can be easily found as it is Just b eside the Christ Church. Opposite the Stadthuys is the famous Jonker Street visited by many tourists.The Stadhuys is an evidence of a fine Dutch architecture. The building is so firmly made that even with little alteration and maintenances, it still stands firmly and upright. This shows that the Dutch had a great knowledge about the making of architecture. There are many tourists' shops along the walls of the Stadhuys. From the roof of the Stadhuys, one can see a great view of the Christchurch. The Stadthuys was built between 1641 and 1660 on the ruins of a fort which belongs to the Portuguese. It is believed that the Stadthuys is the oldest Dutch building in the East.This massive red building displays all the common features of the Dutch colonial architecture which includes substantial solid doors and louvered windows. Since its completion to 1980, the Stadthuys was used as the administrative centre of successive governments for a period of 300 years. It was in 1982 when the Stadth uys was converted into a history museum which exhibits Malacca's history starting from the great Malay Sultanate and the Portuguese, Dutch and British colonization till the present day.This building also has his history in the field of education, which in the 19th century during the British rule, a school run by the clergy known as the Malacca Free School was built in the yard Stadhuys Building. When the free education given by the English school. However most of the students in the school is composed of the children of the wealthy Chinese. Historical records show a letter dated 19 April 1825, stating the need to set up an English school in Malacca. The letter was sent to the council signed by a representative of the church, Mr.J. Humprey , JW Overee and A. W. Baumgarten . The school finally opened on December 7, 1826 with only 18 students. Malacca Free School Principal was Mr TH Moore. Soon the number of students at the school increased to 200. Study time from 9 am to 12 noon and f rom 2pm connected to 4 pm. Number of Malay students at that time not many because most parents send their children to Malay schools or religious schools. Although the language of instruction is English, other languages such as Malay, Portuguese and Chinese are also taught.In August 1878, the British government took over the administration ot the schools ot the clergy and called Malacca High School or High School Malacca. The new principal is Mr. A. Armstrong. In 1931, Malacca High School moved to its new site in Jalan Chan Koon Cheng until now. The building now houses the Museum of History and Ethnography. Daily display of this museum is a traditional wedding dress and artifacts from the heyday of Malacca. In conclusion, all the history past made the Stadthuys had been chosen as one of the world heritage.

Needs Assessment

The Merchants of Cool is a documentary about researchers and marketers exploring out into the society to see what is popular or cool in the latest trends within teenagers. These people would spend days going around the streets, malls, and even schools to find out what is the next big thing that will give them the attention from people. They would have the teenagers participate in surveys and studies while analyzing them thoroughly to portray the founded characteristics into the media. These marketers realized that teenagers are actually portraying themselves to the media so the media would then reveal it back to the teenagers, which teenagers then sees it and portrays them that way. The only disadvantage of that was once the marketer reveals what is cool to the world, they would have to go on the radar and find out what is the next thing that is cool. We live in a culture, a consumer culture to be specific where we are driven to buy things, especially teenagers, which is fueled by corporate motivation to annual grow profits. There was a teenager in the video and she stated that no matter where she goes, she must always get ready to look nice before she leaves the house. As mentioned earlier, sometimes the media depicts things that will cause teenagers to feel like they are not good enough, thin enough, or pretty enough and the negative thoughts build up. Although this video was made about twelve years ago, teenagers are still the same as today. Teenagers should not have look into the media or advertisement to find out what they want or how are they supposed to be. Each individual is different with a unique mind so every teenager should act and be like however they want. Teenagers just needs to understand that the cool hunters are just being paid to find people who they think are cool to ask questions and find answers, which advertisers and producers will then use this cool information to sell more products. Needs Assessment In the needs assessment process, the broadest possible set of people who are affected should be included. The list will include students, professors, and school personnel from academic institutions from those who are implementing semesters and trimesters. The views of these people will then be used to assess the debate between these two schedules of academic year and also assess the feasibility of this study. Just like the story of the six blind men and the elephant, different people recognize different pieces of the puzzle but when taken together, these views will contribute to a holistic understanding of this debate.The breadth of experiences and viewpoints will enrich the understanding of the problems that exist in the organization. Likewise, the ideas that will be generated will shed light about other dimensions of this debate that might not have been highlighted before.A combination of research tools and strategies will be utilized in order to get the views of these people as ef fectively as possible. A preliminary understanding of the problems facing the organization is called for. As such, content analysis of what have been written before may be undertaken to arrive at a summary of discussions and arguments. This will aid in the creation of a questionnaire and writing of interview questions.Using questionnaire is more time efficient since more people will be reached and if closed questions are utilized, then the analysis will be easier. However, open-ended questions yield more varied insights and responses although they are more difficult to quantify and analyze (Gall, Borg & Gall, 2002). Interviews, on the other hand, yield what Stringer (2003) called epiphanies and illuminative experiences. Interviews are also very personal and will dig the personal views and attitudes of the respondents regarding their preference in the debate and the various reasons behind these preferences. ReferenceGall, M., Borg, W., and Gall, J. (2002). Educational Research: An In troduction (7th ed.). Pearson, Allyn, & Bacon.Stringer, E. (2003). Action Research in Education (1st ed.). Upper Saddle River, NJ: Prentice Hall. Needs Assessment The Merchants of Cool is a documentary about researchers and marketers exploring out into the society to see what is popular or cool in the latest trends within teenagers. These people would spend days going around the streets, malls, and even schools to find out what is the next big thing that will give them the attention from people. They would have the teenagers participate in surveys and studies while analyzing them thoroughly to portray the founded characteristics into the media. These marketers realized that teenagers are actually portraying themselves to the media so the media would then reveal it back to the teenagers, which teenagers then sees it and portrays them that way. The only disadvantage of that was once the marketer reveals what is cool to the world, they would have to go on the radar and find out what is the next thing that is cool. We live in a culture, a consumer culture to be specific where we are driven to buy things, especially teenagers, which is fueled by corporate motivation to annual grow profits. There was a teenager in the video and she stated that no matter where she goes, she must always get ready to look nice before she leaves the house. As mentioned earlier, sometimes the media depicts things that will cause teenagers to feel like they are not good enough, thin enough, or pretty enough and the negative thoughts build up. Although this video was made about twelve years ago, teenagers are still the same as today. Teenagers should not have look into the media or advertisement to find out what they want or how are they supposed to be. Each individual is different with a unique mind so every teenager should act and be like however they want. Teenagers just needs to understand that the cool hunters are just being paid to find people who they think are cool to ask questions and find answers, which advertisers and producers will then use this cool information to sell more products.

Why Evolution is True Book Review Sample

Why Evolution is True Book Review Sample Why Evolution is True Book Review Example Why Evolution is True Book Review Example Throughout the history, scientists and thinkers made numerous attempts to resolve the mystery of the origin of life. Evidently, evolution has become a point of concern for many scientific and academic disciplines. At the same time, evolution can be viewed as a matter of ethics and philosophy. The following research is a critical reflection on a book by Jerry A. Coyne’s titled Why Evolution Is True. The Book Why Evolution Is True by Jerry A. Coyne In the introduction to his book, Coyne (2009) admits that no other scientific problem â€Å"has caused more fascination and fury† than evolution (p. 14). On the one hand, uniqueness of the changes that occur to the species and distinctness of features peculiar to each single organism dwelling on Earth can be regarded as the main reasons of ambiguities and discrepancies the issue of evolution can cause (Coyne, 2009, p. 14). On the other hand, the issue of evolution is fundamental in itself in a sense that hypothetically, it can give us an answer to eternal questions, such who we are, where we come from, and where we are going. In this regard, Jerry A. Coyne (2009) claims the following: â€Å"Evolution gives us the true account of our origins, replacing the myths that satisfied us for thousands of years. Some find this deeply frightening, others ineffably thrilling† (p. 14). The research by Jerry A. Coyne gives a detailed insight to different approaches towards understanding the evolutionary processes. Therefore, critical consideration of the points made by the author of the research and rationalizing from the main ideas of the research can be viewed as a means of better understanding the process of evolution as such. Speaking of evolution, the issue of how it is being treated by the communities across the world is important. Thus, the concept of evolutionism has evolved to denote a scientific tendency of being committed to the theory of evolution. Charles Darwin is referred to as the author of the theory of evolution. Darwin’s evolution theory views natural selection as one of the driving forces of evolution. The theory of evolution is opposed to the creationist theory. Creationism, in its turn, admits the fact that the origin of life and the diversity of species are merely the outcomes of some divine intervention. Coyne (2009) admits that evolution â€Å"is far more than a â€Å"theory†, let alone a theory in crisis† (p. 13). Developing this statement further, the researcher claims that â€Å"evolution is a fact† (p. 13). Considering the idea of evolution as it is understood in the modern society, Coyne (2009) admits the subjectivity of human perception of the evoluti onary processes in a sense that typically people tend to perceive the events, entities, and phenomena through the lens of their own vision, and evolution makes no exception in this particular case (p. 17). As far as the correlation between religion as such and creationism is concerned, the researcher asserts that creationism is only possible and makes sense merely within the framework of religion (Coyne, 2009, p.17). In this regard, Jerry A. Coyne (2009) claims that â€Å"enlightened religion has always found a way to accommodate the advances of science† (p. 19). At the same time, understanding the essence of the evolutionary processes may presumably broaden our recognition of the living world and the place human species takes in it (p. 20). Thus, the conflict between the creationist theory and the theory of evolution is, in its turn, described as follows: â€Å"the battle is a part of wider war, a war between rationality and superstition† (p. 13). It is possible to as sume that the author’s main idea is that reconsidering and exploring the key aspects of the theory of evolution, on the one hand, and creationism on the other, is one of the primary tasks of modern science, ethics, and philosophy. In the first chapter of his book Why Evolution Is True, titled â€Å"What Is Evolution† Jerry A. Coyne (2009) is reflecting upon evolution as a scientific notion (p. 3). It is worth noting that the author admits both simplicity of the term ‘evolution’, and scientific sophistication that characterizes it. Specifically, Coyne (2009) gives the following explanation of the theory of evolution: Life on earth evolved gradually beginning with one primitive species - perhaps a self-replicating molecule - that lived more than 3.5 billion years ago; it then branched out over tie, throwing off many new and diverse species; and the mechanism for most (but not all) of evolutionary change is natural selection (p. 3). To put it simpler, the theory of evolution is based upon six key principles, namely, evolution as such (as the gradual and constant evolvement of biological species, including all the possible consequences of the process), â€Å"gradualism, speciation, common ancestry, natural selection, and nonselective mechanisms of evolutionary change† (Coyne, 2009, p. 3). By evolution, in this case, a genetic change is also implied (Coyne, 2009, p. 3). The idea of gradualism illustrates that evolutionary processes are long-running (Coyne, 2009, p. 4). Diversity of species, including their distinctive features acquired in the course of evolution, and improbability of cross-species mutations have to do with the tenet of speciation (Coyne, 2009, pp. 4-6). The concept of common ancestry has to do merely with the idea of genetic reconstruction of the species already extinct for the purposes of disambiguating the diachronic interspecies relationships (Coyne, 2009, p. 8). Natural selection, while being a purely materialistic process, is addressed as one of the driving forces of the evolutionary process. At the same time, natural selection is counted among Darwin’s greatest â€Å"intellectual achievements† within the framework of the theory of evolution, being acknowledged also as the process that â€Å"doesn’t require creation or guidance by supernatural forces† (Coyne, 2009, pp. 10-11). Contemplating the essence of theory as such, Coyne (2009) arrives at the following conclusion: â€Å"For a theory to be considered scientific, it must be testable and make verifiable predictions† (p. 16). Testifying the truthfulness of the theory of evolution, Jerry A. Coyne provides the following evidences. First of all, the presence of fossil remains of ancient life; the researcher asserts the need of speciation in the fossil record, as well as the exploration of link between the species that are likely to have common ancestry; studying the genetic variations of traits of biological species; account of imperfection as an attribute of evolutionary change; watching the ways processes of natural selection manifest themselves in the wild (Coyne, 2009, pp. 18-19). Taking each of these aspects into consideration, the author of the research notes that the theory of evolution is by all means truthful. In the second chapter of the book Why Evolution Is True, titled â€Å"Written in the Rocks†, Jerry A. Coyne (2009) explores the role of the fossil record in the genetic reconstruction of species for the purposes of studying the diachronic interspecies relationships. It is worthy of note that the role of fossil record within the framework of genetic reconstruction of species for the purposes of studying the diachronic interspecies relationships is of great importance. However, the author of the research admits the incompleteness of fossil record (Coyne, 2009, p. 23). In this regard, Coyne (2009) admits: â€Å"†¦the fossil record gives no evidence for the creationist prediction that all species appear suddenly and then remain unchanged. Instead, forms of life appear in the record in evolutionary sequence, and then evolve and split† (p. 34). On the other hand, Jerry A. Coyne (2009) stresses upon the importance of studying the fossil record of the so-called transitional species, claiming that transitional species have spanned the gap between the organisms in the course of the evolutionary process (p. 36). Developing this statement further, the researcher states that the discovery of transitional forms between fish and amphibians in 2004 became a landmark within the framework of the evolutionary biology (Coyne, 2009, p. 38). The link between birds and reptiles, as explored and asserted by Charles Darwin, has been underestimated for a long time. On the contrary, nowadays it is viewed as one of the key arguments in favor of the theory of evolution (Coyne, 2009, p. 43). In the end of the chapter, Jerry A. Coyne (2009) resumes: â€Å"Darwinism predicts †¦ that new species will be modified versions of older ones. The fossil record amply confirms this prediction† (p. 57). In chapter 3, â€Å"Remnants: Vestiges, Embryos, and Bad Design†, the author of the research explores the various anatomic manifestations of the evolutionary processes in the living organisms. The chapter opens with a beautiful metaphor, explaining the nature of evolution. A metaphor is a reference to palimpsests, recycled manuscripts written on parchment and vellum: an initial text was scraped off the page, and a new one was written (Coyne, 2009, p 59). In such a way, according to Coyne (2009), the basic principles of evolution are working. Specifically, organisms are compared to the ancient texts and addressed in the research by Coyne as ‘the palimpsests of the evolutionary history’ (Coyne, 2009, p. 60). In this particular case, the term ‘the palimpsest of the evolutionary history’ is synonymous to anatomic manifestations of the evolutionary processes in the living organisms. According to Stephen Jay Gould, â€Å"these biological palimpsests are th e â€Å"senseless signs of history† (as cited in Coyne, 2009, p. 60). Vestiges, atavisms, dead genes, and so-called ‘bad designs’ are the main types of mutations, specifically, some specific changes that manifest themselves anatomically and/or physiologically in a living organism. Vestigial trait is commonly referred to as a specific feature that can be viewed as an adaptation that either has â€Å"lost its usefulness completely† or â€Å"has been co-opted for new uses† (Coyne, 2009, p. 61). Wings of an ostrich can be viewed as an example of a vestige (Coyne, 2009, p. 61). Atavism is closely connected with the concept of anomaly. The term vas derived from the Latin word ‘atavus’, meaning ‘an ancestor’ (Coyne, 2009, p. 68). Unlike a vestige, an atavism occurs as in an organism individually. A fifth toe in a horse and â€Å"coccygeal projection† in humans can be viewed as the example of atavisms (Coyne, 2009, pp. 69-70). Dead genes are typically termed as the â€Å"genes that once were useful b ut are no longer intact or expressed† (Coyne, 2009, p. 71). The concept of dead genes is closely related to the so-called â€Å"biogentic law†, formulated by Ernst Haeckel; â€Å"biogentic law† goes as follows: â€Å"Ontogeny recapitulates phylogeny† (as cited in Coyne, 2009, p. 83). Bad design proves that certain imperfection in a living organism are attributed to the evolutionary process. Laryngeal nerve of mammals, in this case, can be viewed as an example of â€Å"nature’s worst designs† (as cited in Coyne, 2009, p. 87). In chapter 4, â€Å"The Geography of Life†, Coyne (2009, p. 93) touches upon many aspects related to natural species. The author poses a question that makes everyone think of evolution from a different perspective: why some types of endemic species can be found over a certain territory, whereas others are not represented there at all. The distribution of species across the globe is for sure the matter of evolution. However, it cannot be always explained. It is a strange fact, but somehow similar climate and terrain cannot be appropriate for plants or animals that have much in common, but, none the less, are rather different. Darwin claimed that the distribution of species was caused not by the creation, but the evolution (as cited in Coyne, 2009, p. 96). Presumably, Darwin’s assumption is the most logical of all existing explanations, and, therefore, it is right. However, the theory does not provide the explanation for many questions such as a large distribution of some species and a very limited one of othera. The scientific achievements of the last century answer these questions. From a genetic and biological perspective no distribution could have been if there was no evolution (Coyne, 2009, p. 98). The author of the book provides numerous examples that refute all theories made regarding the geographic distribution except evolution. Although life of one person is not enough to see the substantial changes, one can notice that almost every living organism tries to adjust to new conditions, and the strongest of them becomes prosperous. Adaptation should be regarded as an aspect of evolution. Therefore, evolving different species that came from the same ancestor managed to occupy diverse territories, adapting to new conditions and, consequently, becoming different from what they initially were. If to consider this approach as correct, the diversity of speeches can also be explained by evolution. In chapter 5, â€Å"The Engine of Evolution†, Jerry A. Coyne addresses the concept of selection. In this regard, the author of the research admits: â€Å"Selection is not a mechanism imposed on a population from outside. Rather, it is a process, a description of how genes that produce better adaptations become more frequent over time† (Coyne, 2009, p. 127). Variability, the presence of some genetic basis for change, and affecting the probability of living offspring are the three main aspects of natural selection (Coyne, 2009, pp. 128-129). Animal and plant breeding, exploration of evolution at the molecular level in a laboratory setting, as well as observation of micro- and macroevolutionary changes in the wild, are the essential attributes of current studies. Evidently, the meaning of natural selection is exceptional within the framework of evolutionary process. The purpose of evolution, according to Coyne (2009) is â€Å"to explain how every adaptation evolved, step by step, from traits that preceded it† (p. 130). Taking all aforementioned facts into consideration, the author of the research draws the following conclusion: natural selection results in the adaptive evolution (Coyne, 2009, p. 155). At the same time, minor changes can potentially cause significant changes (Coyne, 2009, p. 155). In chapter 6, â€Å"How Sex Drives Evolution†, the author wants to imply that evolution is not just about adaptation (Coyne, 2009, p. 157). Analyzing the condition of a peacock, Coyne states that the animal manages to live and survive despite all claims of Darwinism. Therefore, Darwin made some oversight in his theory. There is no doubt that evolution makes nature and every living organism change. However, evolution is related not only to bearing the features of the ancestors and developing characteristics that would help to survive. Sexual dimorphism (Coyne, 2009, p. 159) proves to matter as well. The ‘peacock enigma’ is solved now. Although the long tail and bright colors at first sight seem to contradict the essence of evolution since these features involve wasting the energy and time and, therefore, reduce survival as make the males more noticeable for predators, the reality is different. These features brightly denote the essence of evolution as they are the way males adjusted to be differentiated from females so that those could pay attention to them. It makes one assume that sex and continuation of the family are needed for existence, and dimorphism became the evolution technique – two genders adapted to the fact that they need to be easily distinguished and deter the predators from the female and descendants. Evaluating the topic of sex, Coyne (2009, p. 169) concludes that pathogenesis on its own would not have been that evolutionary. When species reproduce sexually, the genes of both male and female are intertwined in the offspring. The absolutely unique genes appear, making their possessor somehow different from the rest of representatives. It is a pure aspect of evolution. All organisms are different in some way, especially those that reproduce sexually. They are not clones, but a result of evolution. In chapter 7, titled â€Å"The Origin of Species†, the author of the research emphasizes the importance of exploring the mechanism of both evolutionary changes and evolvement of new species (Coyne, 2009, p. 185). In this regard, the issue of understanding the nature of species as scientific notion is claimed to assert itself. Commenting on that particular matter Jerry A Coyne claims that evolution itself and speciation (as the process of disambiguating discrete groups of organisms/species) are of primary importance (Coyne, 2009, p. 185). Species, according Mayr, â€Å"a group of interbreeding natural populations that are reproductively isolated from other such groups† can be termed as species (as cited in Coyne, 2009, p. 187). At the same time, species is an autonomous, envolutionary, and reproductive community (Coyne, 2009, p. 189). Classifying the extinct species, in this case, constitutes one of the most challenging issues of modern naturalism and genetics (Coyne, 20 09, p. 190). All in all, Jerry A. Coyne resumes that there is a great deal of resemblance between the biological speciation itself and ‘speciation’ of languages in a sense that â€Å"Like species, languages can diverge in isolated populations that once shared an ancestral tongue† (Coyne, 2009, p. 192). In chapter 8, titled â€Å"What About Us?†, Jerry A. Coyne gives an insight into the origin of human species. To put it simpler, the author describes briefly, but thoroughly, each of the species from which that human species could possibly evolve. Roughly speaking, Jerry A. Coyne outlines the history of our kin. The author of the research admits that human evolution provokes a heated discussion between the proponents of both the theory of evolution and creationism (Coyne, 2009, p. 209). Specifically, Coyne (2009) asserts that the vast majority of people are hardly exposed to accept the fact that our species descended from the apes (p. 192). In chapter 9, titled â€Å"Evolution Redux†, Jerry A. Coyne is contemplating the purposes of both evolutionary biology and theory of evolution (pp. 241-242). Thus, few statements of paramount importance are made. By asserting that evolution is true, one means that the main aspects, conceptions, and principles of Darwin’s theory of evolution are verified (Coyne, 2009, p. 243). Discrepancies and controversies of the theory of evolution are regarded as the weak points and are criticized by the proponents of creationism. Coyne’s response on that matter is as follows: â€Å"A science without controversy is a science without progress† (Coyne, 2009, p. 244). In my opinion, that is a rather fair observation. Finally, the author of the research admits that there is always a very huge possibility of gene instability (Coyne, 2009, p. 251). Taking all the aforementioned facts into consideration, it is possible to make the following conclusions. First of all, Jerry A. Coyne, in his book Why Evolution Matters, positions himself as a strong proponent of the theory of evolution. Throughout the history of evolutionary biology, discoveries of the links between fish and amphibians, birds and reptiles have become truly pivotal. The criticism of the theory of evolution on part of those, who adhere to creationist theory, consists merely in the fact that people tend to believe more in the origin of life as a Divine Providence, rather than a complicated and sustained biological process. Moreover, people tend to reject the idea of their biological ancestry as it is. Making attempts to justify the discrepancies and controversies of the theory of evolution, Coyne proves that controversies contribute to the development of science. Contemplating the purpose of scientific research on the whole, Jerry A. Coyen proves that evolution is by all means a matter of science (naturalism and genetics in particular). However, by doing so the author does not diminish the ethical, philosophical, and religious aspects of the theory of evolution. All things considered, the book can be classified as an important and credible source while studying different elements of the theory of evolution.

Dipole Moment Definition

Dipole Moment Definition A dipole moment is a measurement of the separation of two opposite electrical  charges. Dipole moments are a vector quantity. The magnitude is equal to the charge multiplied by the distance between the charges and the direction is from negative charge to positive charge: ÃŽ ¼ q  · r where ÃŽ ¼ is the dipole moment, q is the magnitude of the separated charge, and r is the distance between the charges. Dipole moments are measured in the SI units of coulomb ·meters (C m), but because the charges tend to be very small in magnitude, the historical unit for a dipole moment is the Debye. One Debye is approximately 3.33 x 10-30 C ·m. A typical dipole moment for a molecule is about 1 D. Significance of the Dipole Moment In chemistry, dipole moments are applied to the distribution of electrons between  two bonded atoms. The existence of a dipole moment is the difference between polar and nonpolar bonds. Molecules with a net dipole moment are polar molecules. If the net dipole moment is zero or very, very small, the bond and molecule are considered to be nonpolar. Atoms that have similar electronegativity values tend to form chemical bonds with a very small dipole moment. Example Dipole Moment Values The dipole moment is dependent on temperature, so tables that list the values should state the temperature. At 25 °C, the dipole moment of cyclohexane is 0. It is 1.5 for chloroform and 4.1 for dimethyl sulfoxide. Calculating the Dipole Moment of Water Using a water molecule (H2O), its possible to calculate the magnitude and direction of the dipole moment. By comparing the electronegativity values of hydrogen and oxygen, there is a difference of 1.2e for each hydrogen-oxygen chemical bond. Oxygen has a higher electronegativity than hydrogen, so it exerts a stronger attraction on the electrons shared by the atoms. Also, oxygen has two lone electron pairs. So, you know the dipole moment must point toward the oxygen atoms. The dipole moment is calculated by multiplying the distance between the hydrogen and oxygen atoms by the difference in their charge. Then, the angle between the atoms is used to find the net dipole moment. The angle formed by a water molecule is known to be 104.5 ° and the bond moment of the O-H bond is -1.5D. ÃŽ ¼ 2(1.5)cos(104.5 °/2) 1.84 D

American Patriotism During World War One Essay Example | Topics and Well Written Essays - 1500 words

American Patriotism During World War One - Essay Example The army provided concise stirring and patriotic speeches in the local communities. The information had both positive and negative effect on patriotism. On one hand, it persuaded people to identify with America and think that, their country was doing the right thing. On the other hand, the information demonized those who opposed the war. Among other things showing American patriotism is the Espionage Act of 1917. The act recommended stiff penalties to those who declined to work in the American armed forces during the war, helped the enemy or distributing information against the war. The Sediction Act was also enacted making it illegal to engrave or publish anything that criticized the government, the army or the constitution on the basis of the war. As a result, many people ended up being convicted by the law for violating these acts as they were considered unpatriotic. All these acts were created in an attempt to create and define patriotism due to the World War 1. The United States wanted to prove that it was a world power thus, the need to make the people invest their efforts in the war. The only way the government could do this is by increasing people’s patriotism to the country. ... For instance, some communities barred teaching of German language in government schools; hence, German Americans were irregularly targets of mob violence. Those Americans who opposed the government’s participation in the war or condemned president’s administration strategies faced challenges to their patriotism. They also risked being convicted or imprisoned based on the Sedicition and Espionage Acts. Even at the end of the war, any patriotic Americans became worried due to the threatened homeland security resulting from the radical ideas adopted, hence, the red scare. During World War 1, passionate patriotism was widespread in the United States. It was as a result of the patriotism, that the red scare took place. During this war, Armistice was performed in 1918 and around nine million people were employed in war industries as suggested by Lorini (1999). Other four million worked in the armed forces hence this shows how people were being patriotic. The Americans showed their patriotism in two main ways during the World War 1. First they showed patriotism by sending sixteen million soldiers to fight in the war. In order to achieve this number of fighters the government had to create a sense of patriotism among the citizens. This patriotism was created through circulation of information (propaganda) which was either correct or not. This was aimed at creating the citizens’ interest in their country hence the willing to fight for it. Secondly, there were also many companies which produced wartime materials. The American government established many companies which ensured sufficient supply of fire arms used by the soldiers during the World War 1. Many people including women who wanted to proof patriotic to the country participated in these companies and