Tutorial of Kinemtatics Essay Example

Tutorial of Kinemtatics Essay Applied Science Department (ASD) Centre for Foundation Studies and Extension Education (FOSEE) PPH 0095 Mechanics Foundation in Engineering ONLINE NOTES Chapter 2 Kinematics FOSEE , MULTIMEDIA UNIVERSITY (436821-T) MELAKA CAMPUS, JALAN AYER KEROH LAMA, 75450 MELAKA, MALAYSIA. Tel 606 252 3594 Fax 606 231 8799 URL: http://fosee. mmu. edu. my/~asd/ PPH0095 MECHANICS Contents 2. 0 2. 1 2. 2 2. 3 2. 4 2. 5 2. 6 2. 7 2. 8 2. 9 2. 10 2. 11 2. 12 2. 3 Introduction Definitions of Linear Motion Distance Displacement Speed and Velocity Average Velocity Instantaneous Velocity Average Acceleration Instantaneous Acceleration Equations of Linear Motions Motion Graphs Free Falling Objects under gravity Projectile Motion Uniform Circular Motion ASD 2011/12 KINEMATICS 1/23 PPH0095 MECHANICS Mind Map ASD 2011/12 KINEMATICS 2/23 PPH0095 MECHANICS OBJECTIVES Upon completion of this chapter, you should be able to: 1) 2) 3) 4) 5) define distance, displacement, velocity, acceleration. know how to apply all the equation for linear motion with constant acceleration. raw graph velocity versus time , distance versus time and explain them. understand the concept of free fall and should be able to solve the problem. understand the concept of projectile motion and uniform circular motion and should be able to solve the problem. 2. 0 INTRODUCTION Kinematics is the branch of mechanics which studies the motion of objects without considering the forces that cause the motion. Vector quantities such as displacement, velocity, and acceleration are involved. The study of the motion of objects under the action of forces is called dynamics. The study of the motion of objects, and the related concepts of force and energy, form the field called mechanics. Mechanics is customarily divided into two parts i. e. kinematics and dynamics. †¢ Kinematics : the description of how objects move. Kinematics in one dimension : describing an object that moves along a straight line path, which is one dimensional motion. Kinematics in two dimensions : the description of the motion of objects that move in paths in two (or three) dimensions. †¢ Dynamics : deals with force and why objects move as they do. In this part we will solve the following questions : What akes an object at rest begin to move ? What causes a body to accelerate or decelerate ? What is involved when an object moves in a circle ? We can answer in each case that a FORCE is required. 2. 1 †¢ †¢ DEFINITIONS of LINEAR MOTION Linear motion is motion along a straight line. Three types of motion: †¢ Translational †¢ Rotational †¢ Vibrational A SD 2011/12 KINEMATICS 3/23 PPH0095 MECHANICS †¢ Figure 1 †¢ †¢ We only discuss objects that move without rotating (Figure 1a) Motion in straight line; †¢ Vertical †¢ Horizontal †¢ Slanting Reference Frames †¢ †¢ Any measurement of position, distance or speed must be made with respect to a frame of reference. We will write a custom essay sample on Tutorial of Kinemtatics specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Tutorial of Kinemtatics specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Tutorial of Kinemtatics specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It is always important to specify the frame of reference when stating a speed. In everyday life, we usually mean with respect to the Earth. Position †¢ For one-dimensional motion, we often choose the x axis as the line along which the motion takes place. †¢ The position of an object at any moment is given by its x coordinate. †¢ If the motion is vertical, as for a dropped object, we usually use the y axis. 2. 2 †¢ †¢ †¢ DISTANCE The length of the actual path or total path length. It depends on the frame of reference, for example, Ipoh is 200 km away from Kuala Lumpur. A set of coordinate axes represents a frame of reference. ASD 2011/12 KINEMATICS 4/23 PPH0095 MECHANICS 2. 3 †¢ †¢ DISPLACEMENT The change in position of the object, i. e. displacement is how far the objects is from its starting point. For example : A change from an initial position xi to the final position xf, the displacement is, ? x = xf xi. The symbol ? (delta) means change in. So ? x means the change in x which is the displacement. It is a quantity that has both magnitude and direction and represented in diagrams by arrows. Example 1 : A person walking 70 m to the east and then turning around and walking back (west) a distance of 30 m. †¢ Total distance = 100 m Displacement = xf xi = 40 m 0 m = 40 m Figure 2 2. 4 †¢ †¢ †¢ †¢ SPEED and VELOCITY The most obvious aspect of the motion of a moving object is how fast it is moving, i. e. its speed or velocity. Speed is simply a positive number, (i. e. a scalar: having magnitude only) with units. Velocity, on the other hand, is used to signify both the magnitude (numerical value) of how fast an object is moving and also the direction in which it is moving. (velocity is therefore a vector). Average Speed is defined as the total distance travelled along its path divided by the time it takes to travel this distance, i. . average speed = distance travelled time elapsed ASD 2011/12 KINEMATICS 5/23 PPH0095 MECHANICS 2. 5 †¢ AVERAGE VELOCITY Average velocity is defined as the displacement divided by the elapsed time, i. e. average velocity, v ave = †¢ †¢ x f xi displacement ? x = = time elapsed ? t t f ti Average velocity would be zero if start ing and ending point are the same. Unit : ms-1 Figure 3: Velocity of a car as a function of time at constant velocity. Figure 4: Velocity of a car as a function of time with varying velocity. 2. 6 †¢ †¢ †¢ INSTANTANEOUS VELOCITY The instantaneous velocity is the velocity at any instant of time. In general the instantaneous velocity at any moment is defined as the average velocity over an infinitesimally short time interval. We define instantaneous velocity as the average velocity in the limit of ? t becoming extremely small, approaching zero. v = lim †¢ ?t > 0 ?x dx = ? t dt Let ? t approach zero, ? x approaches zero as well. But the ratio ? x/? t approaches some definite value, which is the instantaneous velocity at a given instant. KINEMATICS 6/23 ASD 2011/12 PPH0095 MECHANICS 2. 7 †¢ AVERAGE ACCELERATION Acceleration specifies how rapidly the velocity of an object is changing. Average acceleration is defined as the change in velocity divided by the time taken to make this change, i. e. v f vi change of velocity ? v average acceleration, aave = = = time elapsed ? t t f ti Unit : ms-2 †¢ 2. 8 †¢ INSTANTANEOUS ACCELERATION The instantaneous , a , is defined as the limiting value of the average acceleration as we let ? t approach zero. instantaneous acceleration, a = lim ? dx ? d? ? 2 dv ? dt ? = d x a = = dt dt dt 2 ?t > 0 ? v dv = ? t dt since v = †¢ dx , so dt Acceleration tells us how fast the velocity changes, whereas velocity tells us how fast the position changes. x v= dt and dv d 2 x a = = dt dt 2 2. 9 †¢ EQUATIONS of LINEAR MOTIONS Many practical situations occur in which the acceleration is constant, i. e. the acceleration doesnt change over time. We now treat this situation when the magnitude of the acceleration, a, is constant and the motion is in a straight line. In this case, the instantaneous and average acceleration are eq ual. To simplify our notation, let us take the initial time in any discussion to be zero the elapsed time, t initial velocity , vo the position at time t is s the velocity at time t is v †¢ ASD 2011/12 KINEMATICS 7/23 PPH0095 MECHANICS †¢ †¢ †¢ The acceleration, which is assumed constant in time , will be a = Multiply both sides by t and get: ? v = vo + at at = v ? vo v ? vo t †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ( 1. 9. 1 ) [omit s] velocity vo v O time t †¢ ?v +v? s=? o ? t ? 2 ? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦( 1. 9. 2 ) [omit a] †¢ Substitute equation (1. 9. 1) into (1. 9. 2), s =( v o + v o + at )t 2 or s = vot + ? at2 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ( 1. 9. 3 ) [ omit v ] †¢ †¢ We now derive the fourth equation, which is useful in situations where the time, t is not known. From equation ( 1. 9. 1 ) , solve for t, obtaining t= v ? vo a .. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ( 1. 9. 4 ) †¢ Substituting equation ( 1. . 4 ) into equation ( 1. 9. 3 ), we have ASD 2011/12 KINEMATICS 8/23 PPH0095 MECHANICS 2 2 ? v + v o v ? v o ? v ? v o s=? ?= 2a ? 2 a ? †¢ Solve for v 2 and obtain 2 v 2 = v o + 2as †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ( 1. 9. 5 ) [ omit t ] †¢ From equation ( 1. 9. 1 ) , solve for vo, obtaining vo = v – at†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (1. 9. 6) †¢ Substitute equation (1. 9. 6) into (1. 9. 2), s =( v + v ? at )t 2 or s = vt ? ? at2 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ( 1. 9. 3 ) [ omit vo ] Example 2:: Spotting a police car, you brake a porsche from 75 km/h to 45 km/h over a displacement of 88 m. a) What is the acceleration assumed to be constant ? Given: vo = 75km / h = 75 ? 103 = 20. 83 m/s 3600 45 ? 103 v = 45km / h = = 12. 5 m/s 3600 s = 88 m, a = ? v 2 = vo + 2a s (12. 5 m/s)2 = (20. 83 m/s)2 + 2a(88 m) a = -1. 6 m/s1 2 b) What is the elapsed time ? s = ? (vo + v)t 88 m = ? (12. 5 m/s + 20. 83 m/s)t t = 5. 4 s c) If you continue to slow down with the acceleration calculated in (a), how much time will elapse in bringing the car to rest from 75 km/h ? v = vo + at 20. 83 m/s = 12. 5 m/s + (-1. 6 m/s2 )t t = 13 s ASD 2011/12 KINEMATICS 9/23 PPH0095 MECHANICS d) In ( c ) what distance will be covered ? s = vot + ? at2 = (20. 3 m/s)(13 s) + ? (-1. 6 m/s2)(13 s)2 = 137 m e) Suppose that later, using the acceleration calculate in (a) but a different initial velocity , you bring your car to rest after travelling 200 m . What is the total braking time ? s = vt ? ? at2 200 m = (0 m/s) t – ? (-1. 6 m/s2) t2 t = 16 s 2. 10 MOTION GRAPHS †¢ The motion of a body can be illustrated by o a displacement-time ( x t ) graph. o a velocity-time ( v ) graph o an acceleration-time ( a t ) graph Displacement-time graph or s t graph of a body shows how the displacement of the body varies with time. o Instantaneous velocity, v= †¢ dx = gradient of the s – t graph. dt Figure 5 shows the x – t graphs for four types of motion. Figure 5a o Constant velocity Velocity = gradient of the graph = constant ASD 2011/12 KINEMATICS 10/23 PPH0095 MECHANICS Figure 5b o Constant acceleration with initial velocity u = 0 When t = 0, gradient = 0 Gradient increases as t increases ? Velocity increases Figure 5c o Constant acceleration with initial velocity u ? 0 When t = 0, gradient ? 0 hence initial velocity ? 0 Gradient increases as t increases ? Velocity increases ASD 2011/12 KINEMATICS 11/23 PPH0095 MECHANICS Figure 5d †¢ Non-uniform acceleration When t = 0, gradient ? 0 Hence initial velocity ? 0 When t = t, gradient = 0 Hence velocity = 0 When t = t2, gradient ; 0, Hence velocity is negative. When vel ocity is negative, object is moving in the opposite direction. Velocity–time graph or v – t graph of a body shows how the velocity of a body varies with time. Velocity, v = dx dt Displacement, s = ? v dt = area under the v – t graph. Instantaneous acceleration, a = †¢ dv = gradient of the v t graph at that instant. dt Figure 6 shows the v – t graphs for six types of motion. ASD 2011/12 KINEMATICS 12/23 PPH0095 MECHANICS Figure 6a Uniform velocity Gradient = 0, acceleration = 0 Displacement from t = t1 to t = t2, s = shaded area , A Figure 6b o Uniform acceleration Initial velocity = 0 Gradient = constant, hence Acceleration = constant Displacement from t = t1 to t = t2, s = shaded area , A ASD 2011/12 KINEMATICS 13/23 PPH0095 MECHANICS Figure 6c o Uniform acceleration Initial velocity ? 0 Gradient = constant, hence Acceleration = constant Displacement from t = t1 to t = t2, s = shaded area , A Figure 6d o Uniform acceleration Initial velocity ? 0 Co nstant negative gradient implies constant negative acceleration (constant deceleration) ASD 2011/12 KINEMATICS 14/23 PPH0095 MECHANICS Figure 6e o Non-uniform velocity Initial velocity = 0 Gradient decreases, hence acceleration decreases, Displacement from t = t1 to t = t2, s = shaded area , A Figure 6f o Increasing acceleration Initial velocity = 0 Gradient increases, hence acceleration increases. †¢ Acceleration-time graph or a – t graph of a body shows how the acceleration of the body varies with time. dv a = dt Increase in velocity = ? a dt = area under the a – t graph. Figure 7 shows four acceleration–time graphs. †¢ ASD 2011/12 KINEMATICS 15/23 PPH0095 MECHANICS Figure 7a o Constant acceleration Gradient=constant Area, A = increase in velocity from t = t1 to t = t2 Figure 7b o Acceleration increases uniformly Gradient=constant Area, A = increase in velocity from t = t1 to t = t2 Figure 7c o Decreasing acceleration Area, A = decreasing in velocity from t = t1 to t = t2 ASD 2011/12 KINEMATICS 16/23 PPH0095 MECHANICS Figure 7d o Uniform velocity When velocity = constant, acceleration , a = 0 2. 11 FREE FALLING OBJECTS UNDER GRAVITY †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Any object moving freely under the influence of gravity, regardless of its initial motion. When an object is in free fall, we assume that air resistance is negligible and that the only force acting on it is gravity. Object thrown upward/downward, will both experience the same acceleration as an object released from rest. Assuming air resistance is negligible, the rate of acceleration (g) of all objects in free fall is approximately 9. 8 m/s2. The vertical motion of a freely falling object is equivalent to motion in one dimension under constant acceleration. The equations for uniformly accelerated motion can be applied to free fall. Since the motion is vertical, y replaces x and y0 replaces x0 while g replaces the symbol a. It is arbitrary whether we choose y to be positive in the upward or downward direction; but we must be consistent about it throughout a problem’s solution. Thrown downward: a = g = +9. 80 m/s2 Thrown upward: a = g = -9. 80 m/s2 For example: When a ball is thrown vertically upwards, its velocity decreases as it rises because the acceleration of free fall is in the opposite direction to the motion. If the upward direction is assumed to be positive, then the acceleration a = 9. 8 m/s2. When the ball reaches the maximum height, o The velocity v = 0, and o The acceleration a = -9. 0 m/s2 Figure 8 shows the graphs for the motion of the ball. †¢ ASD 2011/12 KINEMATICS 17/23 PPH0095 MECHANICS Figure 8 †¢ Equations for free-fall acceleration: o v = v o + gt o y = (v + v o )t o y = vo t + gt 2 o y = vt 1 gt 2 2 1 2 1 2 o v = v o + 2gy 2 Example 3: A boy on a bridge throws a stone vertically downward toward the river below with an initial velocity of 14. 7 m/s . If the stone hits the water 2. 00 s later, what is the height of the bridge above the water? Solution: Take y as positive downward Given: v0 = 14. 7 m/s , ( downward) , t = 2. 00 s and g = + 9. 8 m/s/s 1 y y o = v o t + at 2 2 = (14. )(2. 00) + (1 / 2)(9. 8)(2. 00) 2 = 29. 4 + 19. 60 y = 49. 0 m 2. 12 PROJECTILE MOTION †¢ †¢ It is the motion in two dimensions under the action of gravity only (downward) We Can study the motion of a projectile by considering ASD 2011/12 KINEMATICS 18/23 PPH0095 MECHANICS †¢ †¢ o The vertical component. And o The horizontal component of the motion. The vertical component of motion is motion under uniform acceleration. The horizontal component of motion is motion under uniform velocity If air resistance is negligible, then the horizontal component of motion does not change; thus ax = 0 and vx = vx0 = constant. The vertical component of motion is affected by gravity and is described by the equations for an object in free fall. To describe it, choose a suitable origin, O and the axes (Figure 9). Let vo denote the initial velocity and ? the angle between vo and the positive x-axis. †¢ Figure 9 †¢ From diagram, the motion can divide in two components, horizontal (x-axis) and vertical (y-axis). Two assumptions: o The free-fall acceleration, g is constant over the range of the motion and is directed downward. (-g) o The effect of air resistance is negligible that is the horizontal motion has zero acceleration. x-component 0 vxo = vocos? 0 = 0 vx x y-component -g vyo = vosin? yo = 0 vy y Acceleration Initial velocity Initial position Velocity Position ASD 2011/12 KINEMATICS 19/23 PPH0095 MECHANICS From this, one can show that: Vertical component (y-component): Vertical velocity component: v y = v yo gt = v o sin ? gt Vertical position component: 1 1 y = v yo t gt 2 = (v o sin ? )t g t 2 2 2 *from v = vo + at *from y = v o t + 1 2 at 2 †¢ At maximum Height, H, the vy = 0. 2 From, v = vo + 2a y 2 0 = (v o sin ? ) 2 ? 2 gH H= v0 sin 2 ? 2g 2 If T is the time taken from O to A, to find the T, y = 0, t = T From, y = v o t + 1 2 at 2 1 gT 2 2 0 = (v o sin ? T ? T = 2v o sin ? g Horizontal component (y-component): Horizontal velocity component : vx = vxo = vo cos ? Horizontal position component : x = vxot = (vo cos ? )t To find the horizontal Range, R, t = T, x = R ASD 2011/12 KINEMATICS 20/23 PPH0095 MECHANICS From x = vo t + 1 2 at ,a =0 2 ? 2v sin ? ? ? R = (v o cos ? )? o ? ? g ? ? R= v o sin 2? g The maximum horizontal range is achieved when ? = 45o. At any time the distance, r of the projectile from the origin is r = x 2 + y2 By eliminate, the trajectory (the relation between x and y) is a parabola, Vertical position component : y = (v o sin ? )t †¢ 1 2 gt 2 Horizontal position component : x = (vo cos ? ) t x t = v o cos ? ? x ? 1 ? x ? y = (vo sin ? )? ? v cos ? ? ? 2 g ? v cos ? ? ? ? ? ? o ? ? o ? g x2 = (tan ? )x ? 2 2 2vo cos ? = x tan ? ? gx 2 sec 2 ? 2 2v 2 gx 2 y = x tan ? ? 2 (1 + tan 2 ? ) 2v ASD 2011/12 KINEMATICS 21/23 PPH0095 MECHANICS †¢ Since sin 2? = sin (180o 2? ), there would be two angles of projection, ? and (90o- ? ), that would achieve a particular range R for a certain speed of projection vo . For the speed of projection vo , however, the maximum range is obtained only when the angle of projection is 45o as shown in Figure 10. Figure 10 2. 13 UNIFORM CIRCULAR MOTION An object that moves in a circle at constant speed is said to experience uniform circular motion where the magnitude of velocity remains constant the direction of velocity continuously change †¢ Acceleration is defined as the rate of change of velocity. The rate of change of velocity depends on the change in direction as well as the change in the magnitude. Therefore, object revolving in a circle is continuously accelerating (even when the speed remains constant). An object moving in a circle of radius r with constant speed v, has an acceleration whose direction is toward the center of the circle and whose magnitude is given by the formula 2 †¢ aR = (Please refer to text book section 5. 2, pages 120, how to get this equation) v r ASD 2011/12 KINEMATICS 22/23 PPH0095 MECHANICS v1 aR aR v1 Figure 11 †¢ †¢ †¢ The acceleration vector always points toward the center of the circle. The velocity vector always points in the direction of motion (tangent to the circle or perpendicular to the radius of the circle). Circular motion is often described in terms of the frequency f as so many revolutions per second. The period T of an object revolving in a circle is the time required for one complete revolution. T= 1 f v= 2? r T END OF CHAPTER 2. ASD 2011/12 KINEMATICS 23/23

20 Expository Essay Topics Meet the Top Ideas on the History of Art

20 Expository Essay Topics Meet the Top Ideas on the History of Art If you need interesting expository essay topics for your next writing assignment on the history of art, there are many ideas from which to choose. That being said, if you need some help getting started, consider the following 20: Religious Influence on Artwork How Art Depicts Religion Art as Historical Documentation for Buddhism Late Renaissance Artistic Tendencies Baroque Artistic Tendencies How Art Emphasized Relationships Between Political, Social, and Economic Atmospheres Transitional Artistic Periods of Time The Utilization of New Components for Human Features and Natural Beauty Biblical Depictions Paintings Versus Statues Mannerism Influence in Italy The High Renaissance Influence for Italian Composers and Artists Ancient Greek Artwork Ancient Native American Art How New Artists Include Themes and Techniques of Older Generations History of African Art History of Asian Art Cultural Influence In Artistic Trends How Local Natural Elements Influence Artistic Design Around the World Changes in Historically Important Artistic Periods Aren’t those topics cool? To get a better idea of some interesting facts on the History of Art, plus additional guidance on how to write an expository essay about it check the hyperlinks. Below is a sample expository essay on one of the topics listed above to give you additional assistance: 10 facts, how to. Sample Expository Essay on Art as the Historical Documentation of Buddhism Art has a long history of serving as a record keeper for historical events and this is also true of Buddhism. There are three foundations or Jewels of Buddhism. The first is the Buddha, and the second is Dharma which is the teachings. The third is the Sangha - the community. Buddhists are generally distinguished from non-Buddhists through taking refuge in the third Jewel. Other facets of the practice include supporting the monastic community, becoming a monk, developing a mindfulness in meditation, practicing meditation, cultivating higher discernment and wisdom, studying the scriptures, practicing devotion, and practicing traditional ceremonies (Kohn 143). In early South Asian artwork, the four great miracles of the Buddha’s life are described along with his life cycle. It is encompassed by the aforementioned ideals through a combination of influential styles and symbols which were indicative of the political, social, and economic condition of the specified period. From this transitional time period of the Buddhism expansion came the four panels depicting the stories from the holy text pertaining to the life of the Buddha. The stupas are depicted in chronological order, focusing on the four great miracles in the life of Buddha (Saunders). The Buddha is represented in symbols of trees, pillars, thrones, and the wheel of Dharma. All until the moment when Buddha is shown as human and has reached the enlightenment. Greek and Indian combinations in terms of the iconology are demonstrated throughout the forms that Buddha takes in all four panels. Form of the Buddha in the first panels shows the perfect oval egg for the head, eyebrows which show an Indian bow curve, lotus bud eyes, ears which represent a Sanskrit symbol, and the embodiment of a lion through the wide breast and narrow waist. The head is meant to represent a bull while the arms are indicative of elephant trunks. The hands are lotus petals (Saunders). Early text suggests that the Buddha was born on the Indian subcontinent during the 5th century BC where his father was an elected chieftain. The Theravada text states that he was born in modern-day Nepal in the year 563 BC, raised in Kapilavastu. One of the four great miracles, depicted as one of the four great events was this birth. In the common artwork, the Buddha emerges from the right hip of his standing mother Maya with a halo. The halo is the symbol of divine radiance and is affiliated with deities and royalty in South Asian communities. The artwork borrows from Greek and Roman art in terms of the wreaths placed around the woman’s head, the people holding cornucopias, and the long-sleeved clothing (Dehejia). The second great miracle was the Buddha’s enlightenment. After the birth of this prince, it was prophesized by an astrologer that he would either be a king like his father or a holy man upon leaving the palace walls. It is clear that his father was against the notion of a holy man because he was forbidden to leave. Upon his departure, he encountered an old suffering man, a sick suffering man, a corpse, and an ascetic holy man which all encouraged the four sights and his spiritual quest. He began studying under famous religious teachers that day, first mastering meditation. Discovering that mere meditation did not end suffering, the Buddha continued on his path to fasting, holding his breath, and exposing himself to pain in order to end suffering, but this did not work. It was through this near death experience and closeness to the earth that he discovered the idea of moderation in terms of self-mortification and self-indulgence. When he was 35, he sat in a sacred fig tree to m editate in Bodh Gaya, India. He did not rise until he achieved enlightenment. The second piece of artwork shows the Buddha under a tree meditating while he is attacked by demons of Mara. After achieving enlightenment, a monastic order was instituted at the first teaching of his new band of followers. Teaching the path to awakening, he traveled and taught until his death. The third panel is the first sermon, which is meant to portray the humanity in the Buddha as he preaches to a crowd. The deer in the panel is used to describe the location of Deer Park at Sarnath. The two deer here are meant to demonstrate the willingness and appreciation of the earth and all creations of the enlightenment that the human Buddha attained. Between the two deer the dharma is placed which is an icon from Hindu indicative of kingship. While normally attached to Hindi gods to demonstrate their materialistic authority, in this case it is used to demonstrate the spiritual authority. This panel demonstrates the period which was the first Buddhist law (Dehejia). The journey to nirvana is the concept demonstrated in the fourth panel. On this panel his death in India is indicative of the entire Buddhist belief. The panel shows chieftains mourning the immense loss while looking over his body with grief and lack of understanding while the monks are at peace, enlightened by the idea that his passing is nothing more than a release from the endless cycle of rebirth. References: Dehejia, Vidya. Stupas and Sculptures of Early Buddhism. Asian Art, Vol. 2 No. 2 1989. Freedberg, David. The power of images.  Art History  15.2 (1992): 275-278. Kohn, Michael. The Shambhala Dictionary of Buddhism and Zen. Shambhala. 1991. Gombrich, Richard. Theravada Buddhism: A Social History from Ancient Benares to Modern Colombo.  Routledge and Kegan Paul, 1988. Preziosi, Donald, ed.  The Art of Art History: A Critical Anthology: A Critical Anthology. Oxford University Press, 1998. Robinson et al.,  Buddhist Religions, page xx;  Philosophy East and West, vol 54, Williams,  Mahayana Buddhism, Routledge, 1st ed., 1989. Saunders, Dale. Murda: A Study of Symbolic Gestures in Japanese Buddhist Sculptur.e New York Pantheon Books, 1960 pl. 11.

The Difference Between a Resume and a CV

The Difference Between a Resume and a CV The Difference Between a Resume and a CV A resume or CV (curriculum vitae) can be used as an introduction to an employment opportunity or academic environment. These documents are used as a standardized way to acquaint an individual with people reviewing candidates for jobs, scholarships, or university programs. The pieces are differentiated by length and content. A resume can be a list of skills, work experience, educational background, and basic qualifications, often listed chronologically and dispassionately. A CV, on the other hand, lists publications the individual is featured in, special achievements, awards, and special honors received by the individual. It often provides detail about which attributes single out an applicant from a crowd of similarly-accomplished candidates. CV vs. Resume in Canada If you’re a Canadian, using a CV is often a prerequisite for seeking work out of the country, as it shows special skills and accomplishments that might not be reflected on a matter-of-fact resume. If you’re competing against Americans for a job in their country, you need to show every extra ability and reward that might give you an edge. Resume Function A resume states the specific qualifications an individual possesses to competently fit into a desired slot, job or position. While it may indicate if an individual is qualified to meet a threshold of competency, a resume does not elucidate potential for excellence (or proficiency) in the job. Function of CV A CV is intended to reflect a more qualitative description of an individual’s abilities. CV’s are often greater in length. The qualitative information typically exceeds a resume’s list-like structure. The Big Difference A CV and resume have separate purposes. A resume is seen most commonly in a regular job search scenario. A CV is used, typically, in an academic setting and highlights academic achievements (e.g. publication, research, and awards). These two tools differ because they have different purposes and uses. Resume and CV editing services are often useful to help job seekers exhibit the right balance of information in the proper format for a particular scenario. can help you impress your intended audience. Give us a

Computer Physical Security Essay Example | Topics and Well Written Essays - 1000 words

Computer Physical Security - Essay Example Biometric characteristics are exclusively individual; therefore making such characteristics a basis of user identification provides high reliability of protection. So we may define a biometric system as 'a pattern recognition system which recognizes a user by determining the authenticity of a specific physiological or behavioral characteristic possessed by the user'2. The tests made by the International Computer Security Association (ICSA) have allowed to issue certificates to rather limited number of systems of biometric identification. It is necessary to notice that six products certificated by the ICSA have been selected as a result of the careful analysis from a plenty of models. In the manual 'Biometric Industry Product Guide' issued by the ICSA, there is a description of 170 systems, allowing to make identification of users on basis of their unique physical parameters. Many independent users, including representatives of the ICSA, appreciate certified systems at their true value. The majority of biometric systems operate in the following way: the digital mark of a fingerprint, an iris or a voice is stored in the system database. A person, who is going to get access to a computer network, enters his/her own personal biometric information into the system by means of a microphone, a scanner of finger-prints or other devices. The received data are compared with the sample, which is kept in the database. Let us consider the mostly used biometric systems of computes access control.FINGERPRINT RECOGNITION Recently the dactyloscopy has attracted the attention as a biometric parameter, which quite possibly will become the most popular in the future. Already now the application of this technology has received wide circulation in Automated Fingerprint Identification System (AFIS) used by police throughout all territory of the USA and more than in other 30 countries of the world. In the USA devices of access control based on fingerprint identification are established in military institution, including the Pentagon. Among the advantages of fingerprint scanners are simplicity, usability and reliability. Though the percent of erroneous negative identification is about 3 %, a mistake of positive access is less than one to one million. All process of identification lasts no more than several seconds and does not demand any efforts from those, who use the given system of access. Nowadays such systems are made in the size of less than a pack of cards. The certain disadvantage constraining the de velopment of the given method is the bias of a part of people, which do not wish to make the information on their fingerprints available. Thus the counterargument of developers of such equipment is the assurance that the information about papillate pattern of a finger is not stored. What is stored is only short identification code constructed on the basis of prominent features of your finger-print.HAND GEOMETRY RECOGNITION The method of identification of users by hand geometry by it's the technological structure and the level of reliability is quite comparable to the method of ident

Macro1 Essay Example | Topics and Well Written Essays - 1250 words

Macro1 - Essay Example pected benefits provided to other individuals who are not directly involved in the decision making process regarding production or the consumption of a good. The consumption of different goods by the consumers sometimes benefits them in terms of providing them spillover benefits. This applies to a situation in which people are given free education but they do not pay taxes in return, or there is not taxation system applied on them. This can sometimes be called subsidizing the people. The resulting misallocation or the reduction in Federal Reserve can only be corrected by stopping providing subsidy to the consumers who are using that good or service, or taxing the people if they were not taxed before, or even taxing them higher than the amount that was applied before. This will mean to raise the tax brackets, i.e. upgrading the tax percentages each of the individuals have to pay. Providing benefits to the consumers who do not pay in return is termed as giving unexpected benefit and th e real solution behind the correction of the misallocated resources would be to increase the amount of taxes in a certain region or whole country for some period of time so that the allocated money invested in that good or service is taken back. Then the taxes might be reduced as they were before. 3: There are various goods and services in which people enjoy spillover benefits. Let’s just call government as a production unit, education as a good, and public as consumers who will be benefitted through that good. The government will provide that good, i.e. education free to all the consumers in the public, and no direct tuition fees are collected. In return the government or that production company is not getting back anything in return. This will mean the public enjoying the spillover benefits over the services provided to them. The education is free in most of the countries in the world at school level where no hidden charges are taken. However, there are hidden charges, as the

To the Editor :: Weapons Mass Destruction War Essays

To the Editor There is [I1] no proof of weapons of weapons of mass destruction, and little substantial evidence that Saddam Hussein Supported Al Qaeda. For the last year and one half, George W. Bush and his administration have told us about Iraq’s vast production of biological weapons and how Iraq was supporting Al Qaeda, but where’s the proof. [I2] The two main reasons the United States invaded Iraq were because, of stock piles of weapons and Saddam Hussein's link to Al Qaeda . Let’s start with the weapons of mass destruction. There were [I3] several satellite photos showing buildings that were suspected to be making chemicals for germ warfare and other various chemical weapons. These photos show only buildings and no other proof that Iraq was making these bombs. The U.S. still had the United Nations weapons inspectors investigate these findings and report them to the Security Council. The U.N.’s Chief weapons inspector Hans Blix Reported there was not significant evidence from ariel photos to prove there were any chemical weapons. Hans Blix said himself, â€Å"If I had solid evidence that Iraq retained weapons of mass destruction or were constructing such weapons I would have taken it to the Security Council.† Shortly after these findings were reported, President Bush prepared a speech accusing Baghdad of building such weapons. This shows before the U.S. even went to war in Iraq , there was little to no evidence to i nvade Iraq, at least because of weapons of mass destruction. [I4] To this date, the U.S. has not found any substantial evidence to support it’s [I5] actions in Iraq. In April of 2003 shortly after the invasion started, semi trailers were seized near Baghdad. The trailers were suspected to be portable labs to produce biological warfare agents. The trailers and their contents were soon tested to see weather they had any of the five main biological warfare agents. All tests were returned negative of these chemical agents. As this shows, there is [I6] no proof of weapons of mass destruction, even after the U.S. had invaded and occupied Iraq for the last year and a half.

Open Systems Interconnection (Osi) Model Essay

The two most recognized network reference models are: The Open Systems Interconnection (OSI) model †¢ The Department of Defense (DoD) model Without the framework that network models provide, all network hardware and software would have been proprietary. Organizations would have been locked into a single vendor’s equipment, and global networks like the Internet would have been impractical, if not impossible. Network models are organized into layers, with each layer representing a specific networking function. These functions are controlled by protocols, which are rules that govern end-to-end communication between devices. Protocols on one layer will interact with protocols on the layer above and below it, forming a protocol suite or stack. The TCP/IP suite is the most prevalent protocol suite, and is the foundation of the Internet. A network model is not a physical entity – there is no OSI device. Manufacturers do not always strictly adhere to a reference model’s blueprint, and thus not every protocol fits perfectly within a single layer. Some protocols can function across multiple layers. *** All original material copyright  © 2012 by Aaron Balchunas (aaron@routeralley. com), unless otherwise noted. All other material copyright  © of their respective owners. This material may be copied and used freely, but may not be altered or sold without the expressed written consent of the owner of the above copyright. Updated material may be found at http://www. routeralley. com. OSI Reference Model v1. 21 – Aaron Balchunas 2 OSI Reference Model The Open Systems Interconnection (OSI) model was developed by the International Organization for Standardization (ISO), and formalized in 1984. It provided the first framework governing how information should be sent across a network.