The Stock Market Crash Of September 27 - 1223 Words

History Essay: Introduction The stock market crash of October 27, 1929, marked the turning point in America’s economic history. The prosperous nature of the 1920’s was no longer as America suffered its longest and most severe depression in its existence. Despite actions taken by the government to counteract the economic collapse; inevitably, the depression left 25% of America’s population unemployed and millions hungry as agricultural stocks plummeted. The practice of â€Å"Buying on the margin† exposed the flaws in America’s economic system and the consumer mindset which once was the driving point for the prosperity of the United States, now became its demise, as overproduction and under consumption occurred. Despite Hoover’s best efforts to reinvigorate the economy, it was his actions that ultimately prolonged the depression and contributed to its extent. Ultimately it was for these reasons that the Wall Street crash can be considered the catalyst for the great depression. In 1776, The Declaration of Independence declared that the United States of America should aim to enable ‘life, liberty and the pursuit of happiness’. The 1920s, or the â€Å"jazz age† seemed to be the period in America’s history where this aim, in an economic sense, was fulfilled. Despite beginning and ending with recessions, the 1920s ultimately are considered a decade of unrivalled prosperity. In this decade the Gross National Product rose from $73.3 billion in 1920, to $104.4 billion in 1929, reflectingShow MoreRelatedEssay on The Great Crash of 1929 and The Panic of 20081323 Words   |  6 Pagesthe automobile industry was rising and vehicles were becoming more affordable. The end of World War I was also having a positive effect on the American economy. The events leading to the crash of ’29 were recognizable and now as economists look back some ask how did we as a nation not see this coming? The actual crash did not occur overnight, it lasted over the span of five days, days that America will never forget. America had just implemented an installment plan which allowed people to buy goodsRead MoreThe Legacy Of The United States925 Words   |  4 PagesIt was a time of extremes for most, uncertainty, poverty and worry. The United States was in a depression. Many factors resulted in the stock market crash of 1929; however, the outcome was universal. People were without homes, Unemployment soared and most could not provide the necessities for the survival of their families. The depression affected social and cultural aspects of the American life. In times of such crisis, the public can only look for a savior. America looked to their leaders to saveRead MoreChristopher Columbus : What It America?983 Words   |  4 Pagesthe National Archives in Washington, D.C. Sep. 17th 1787 Constitution The U.S. Constitution established America’s government and basic but very important laws, and guaranteed certain rights for the people of The United States. It was signed on September 17, 1787, in Philadelphia, as George Washington president. Under America’s first official document of the government. The national government was weak and states were being ran like their own countries. At the 1787 convention, we devised a planRead MoreThe Dust Bowl Of The Great West1172 Words   |  5 Pages Lucia Martinez Professor Kim Wombles English 1302 September 21, 2015 The Dust Bowl Imagine a great wall closing in on you with nowhere to run. Imagine sweeping a floor of sand that will never go away. Imagine having a terrible cough that leaves your throat irritated and raw to the point where you are coughing up blood. Imagine the disappointment of realizing a possible rain cloud is really a wall of dust rushing your way. For people living in the Midwest during the 1930s this wasRead MoreMicrosoft Corporation: Computer Software, Electronics and Personal Computers1845 Words   |  8 Pages11% in July’s earnings. The biggest reason for this is because of Microsoft’s new line of tablets, the surface, falling fall short of expectation after much investment by Microsoft into this product line. The loss in revenue from the peak of the stock price in April to now, can be attributed to the lack of competition in Microsoft’s new gaming console, the Xbox One. Microsoft recently have decided to sell the console without their web-camera li ke, body tracking â€Å"Kinect† camera. The reason forRead More FDR The First Hundred Days Essay1672 Words   |  7 Pagessituation from President Herbert Hoover. While it is hard to pinpoint the exact date that the depression started, the stock market crash of 1929 is the major signpost. In October of 1929, the New York Stock Exchange lost fifty billion dollars and the leading industrial stocks in the United States had lost forty percent of their value (Watkins 40). The ten years following the crash constitute the span of the Great Depression. While it is certain that it hit the poor and working class the hardestRead MoreComparing Recession to Great Depression Essay3134 Words   |  13 Pageschallenges unemployment presented, consumer self-confidence, the decline in home values, and an ever-increasing federal debt were also prominent problems. The causes of the Great Depression are more obvious than those of the recession, being the stock market crash of 1929, bank fa ilures, and the notorious Smoot-Hawley Tariff. The causes of the 2008 recession can be tied to the dangerous sub-prime loans, the decisions of the Federal Reserve, and again, the failure of banks and the economic stimulus planRead MoreThe Great Depression Essay1585 Words   |  7 Pagesinvesting in the stock market in order to make big money. Many of the new, expensive things that people purchased were bought on credit. People even bought stocks â€Å"on margin,† which means with borrowed money. All this extravagance would soon disappear and everything people bought on credit or margin would soon come back to haunt them. October 29, 1929, what would later be known as â€Å"Black Tuesday,† was the day that the stock market crashed and The Great Depression started. The stock market prices had continuallyRead MoreRole of Federal Reserve in Casuing the Great Depression Essay1860 Words   |  8 Pagesof the United States, was created on December 23, 1913, with the enactment of the Federal Reserve Act, primarily in response to a series of financial panics in 1907. The Fed had being in existence for 15 years before the stock market crush in 1929. It was the most devastating market crush in the history of the United States and signaled the beginning of a decade long Great Depression that affected all Western industrialized countries . The primary responsibility of the Federal Reserve was to act asRead MoreLehman Brothers : Financial Crisis Essay1024 Words   |  5 PagesThe Multimillionaire Men of Lehman Brothers On September 15, 2008, Lehman Brothers filed for bankruptcy. With $639 billion in assets and $619 billion in debt, Lehman s bankruptcy filing was the largest in history, as its assets far surpassed those of previous bankrupt giants such as WorldCom and Enron. Lehman was the fourth-largest U.S. investment bank at the time of its collapse, with 25,000 employees worldwide. The consequences for the world economy were extreme. Lehman’s fall contributed

Toyota vs Honda †Other Financial Analysis Free Essays

4. Other financial and non-financial analysis This section objective is to compare significant financial and non-financial information and identify risks reported in Toyota’s and Honda’s 2010 Annual Report, Notes to the Financial Statements, Company Official Websites, Bloomberg and Thompson Reuters; which are not reflected in our financial ratio analysis and might have a significant impact in our investment decision making process. Dividends Payments and Dividend Yield Cash dividends per share| | | | Year| 31/03/2008| 31/03/2009| 31/03/2010| Company| | | | Toyota| | ? 140. We will write a custom essay sample on Toyota vs Honda – Other Financial Analysis or any similar topic only for you Order Now 00 | ? 100. 00 | ? 45. 00 | Honda| | ? 86. 00 | ? 63. 00 | ? 38. 00 | | | | | | | | | | | Estimated dividend yield* %| | | | Year| 31/03/2008| 31/03/2009| 31/03/2010| Toyota| | 2. 82%| 3. 18%| 1. 20%| Honda| | 3. 02%| 2. 74%| 1. 15%| | | | | | * A financial ratio that shows how much a company pays out in dividends each year relative to its share price. The dividend yield is the return on investment for a stock. | Toyota has been paying higher dividends per share over the three financial years ended at March, 31st. In addition, the dividend yield calculation shows that Toyota has been providing a higher ROI for its shareholders stocks investment in 2009 and 2010. Contractual Obligations Contractual Obligations* | | | | | | | | | | | | | Payments due by period (Yen – Million)| | | Less than 1 year| 1 to 3 years| 3 to 5 years| 5 years and after| Total| Toyota| ? 5,544,923 | ? 4,271,809 | ? 1,477,862 | ? 1,345,294 | ? 12,639,888 | Honda| ? 2,086,970 | ? 1,680,539 | ? 781,779 | ? 135,967 | ? 4,685,255 | Ratio Toyota over Honda| 2. 66 | 2. 54 | 1. 9 | 9. 89 | 2. 70 | | | | | | | * Includes short and long term borrowings, capital and operating leases, interest payments and contributed defined benefit pension plans. | The above mentioned analysis is meant to understand the future obligations Toyota and Honda have in regards to their future earnings. For Example, for every ? 1 million earned in the 2011 financial year by Toyota, the company is committed to pay its contractual obligations of ? 26 6,000, while, for the same ? 1 million Honda 2011 financial year earnings, the company is only committed to pay ? 100,000. This means that Honda would have more earnings to spare for future business developments and dividend payments. Net Revenue Geographic Segmentation Net Revenues Geographic Segmentation| | | | Yen in Millions | | Toyota| %| Honda| %| Japan| ? 7,314,813 | 39%| ? 1,577,318 | 18%| North America| ? 5,583,228 | 29%| ? 3,736,447 | 44%| Europe| ? 2,082,671 | 11%| ? 764,785 | 9%| Asia| ? 2,431,648 | 13%| ? 1,543,397 | 18%| Others| ? 1,538,613 | 8%| ? 957,227 | 11%| | ? 18,950,973 | 100%| ? 8,579,174 | 100%| The table above shows the concentration % of Toyota and Honda Net Revenue by geographical segmentation. Toyota top net revenue segments contribution comes from Japan at 39%, followed by North America 29% and Asia 13%; while, Honda top net revenue segments comes from North America 44%, Asia and Japan are tied with 18%. Knowing that Japan was hit by a Tsunami in the first quarter of 2011; in our opinion, this natural catastrophic event will adversely affect Toyota net revenue in Japan for the upcoming financial year. This means that Honda overall, will probably have a more stable stream of revenue from the North America and Asia regions to support its operations. How to cite Toyota vs Honda – Other Financial Analysis, Papers

Computer games free essay sample

From the early ages of life, humans like other animals played games with each other. Humans played games to relax, build social bonds, increase social status, develop skills and dominance and so on. Since humans have higher brain power than other animals, man kind developed these playing habits into organized games. After the development of the computer, some developers saw the potential of developing games as a means of entertainment. Soon computer games evolved and software companies started to develop games. At first critics used to say that computer games did not do any good to humans. They went as far as saying that computer games promote violence and made children neglect more important work. This was not a totally false accusation, but like many stories there are two sides to this story as well. The first computer games came out as pure sources of entertainment. Needless to say the early computer game did not have the class, elegance or technology of todays computer games. Early personal computer games often needed a keyboard for gameplay, or more commonly, required the user to buy a separate joystick with at least one buttons. Many modern computer games allow or require the player to use a keyboard and a mouse simultaneously. A few of the most common game controllers are gamepads, mouses, keyboards, and joysticks. Video games typically use additional means of providing interactivity and information to the player. Audio is almost universal, using sound reproduction devices, such as speakers and headphones. Other feedback may come via haptic peripherals, such as vibration or force feedback, with vibration sometimes used to simulate force feedback. In the early days of cartridge consoles, they were sometimes called TV games. (http://en. ikipedia. org/wiki/Computer_game). CAUSES OF COMPUTER GAMES: Like related forms of media, computer and video games have been the subject of frequent controversy and censorship, due to the depiction of graphic violence, sexual themes, Advergaming (a form of advertising in games), consumption of illegal drugs, consumption of alcohol or tobacco, propaganda, or profanity in some g ames. Among others, critics of video games sometimes include parents groups, politicians, organized religion groups, and other special interest groups, even though all of these can be found in all forms of entertainment and media. Various games have been accused of causing addiction to such and even violent behavior. Moreover, it appears to be a question of age. Since these art forms have been around longer, the backlash against them occurred farther in the past, beyond the remembrance of todays youth. We have lots of violence in multiple media, including TV, movies, video games and music, and that violence does affect kids. There’s a tendency to discount that as significant. For example, there’s some evidence that some of these video games actually teach kids weapon-related skills. Dr. Anderson and colleagues have shown that playing a lot of violent video games is related to having more aggressive thoughts, feelings, and behaviors (Anderson Bushman, 2001). Furthermore, playing violent games is also related to children being less willing to be caring and helpful towards their peers. Importantly, research has shown that these effects happen just as much for non-aggressive children as they do for children who already have aggressive tendencies. One study found that kids who spend more time playing violent video games are more hostile and more likely to argue than other teens. Children who play more violent video games are more likely to have increased aggressive thoughts, feelings, and behaviors, and decreased prosocial helping, according to a scientific study (Anderson Bushman, 2001). The effect of video game violence in kids is worsened by the games’ interactive nature. In many games, kids are rewarded for being more violent. The act of violence is done repeatedly. The child is in control of the violence and experiences the violence in his own eyes (killings, kicking, stabbing and shooting). This active participation, repetition and reward are effective tools for learning behavior. Indeed, many studies seem to indicate that violent video games may be related to aggressive behavior (such as Anderson Dill, 2000; Gentile, Lynch Walsh, 2004). However, the evidence is not consistent and this issue is far from settled. Many experts including Henry Jenkins of Massachusetts Institute of Technology have noted that there is a decreased rate of juvenile crime whch coincides with the popularity of games such as Death Race, Mortal Kombat, Doom and Grand Theft auto. He concludes that teenage players are able to leave the emotional effects of the game behind when the game is over. Indeed there are cases of teenagers who commit violent crimes who also spend great amount of time playing video games such as those involved in the Columbine and Newport cases. It appears that there will always be violent people, and it just so happen that many of them also enjoy playing violent video games. Academic achievement may be negatively related to over-all time spent playing video games. Studies have shown that the more time a kid spends playing video games, the poorer is his performance in school. (Anderson Dill, 2000; Gentile, Lynch Walsh, 2004). A study by Argosy Universitys Minnesota School on Professional Psychology found that video game addicts argue a lot with their teachers, fight a lot with their friends, and score lower grades than others who play video games less often. (www. raisesmartkid. com)

The Evolution Of Inequality In The US free essay sample

The Evolution Of Inequality In The U.S. Legal System Essay, Research Paper In the United States, true equality has neer existed. From the Declaration of Independence to modern times, the U.S. legal system has failed in any effort at equality. The political orientation of # 8220 ; all [ work forces ] are equal but some [ work forces ] are more equal than others # 8221 ; has been present throughout the history of the U.S. ( Orwell ) . Inequality has ever existed in the United States legal system and continues to be today ; nevertheless, the inequality soon in the system is non every bit blazing as what it one time was, but the system has come to depend on inequality.Since the really beginning of a legal system in the United States, there has been inequality. The Declaration of Independence declared that # 8220 ; ? all work forces are created equal, that they are endowed by their Godhead with certain inalienable Rights? # 8221 ; ( Jefferson ) . We will write a custom essay sample on The Evolution Of Inequality In The US or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The world of the Declaration of Independence was that all free, white, landowning work forces are created equal. Slavery continued in the U.S. for about ninety old ages after the Declaration, and black Americans still experience the sting of inequality. Womans were besides left out of # 8220 ; ? all work forces are created equal? . # 8221 ; The implied significance of the gap lines of the Declaration of Independence is what the U.S. legal system has strived for and failed to hold on fully.After the constitution of independency in the United States, the development of the Constitution and the Bill of Rights ensued. The Bill of Rights was to set up the basic rights of every citizen of the United States, but failed to make so. The rights of white, male citizens were the lone rights that were ensured by the Bill of Rights. The rights of inkinesss and the underprivileged were non even considered. The Fifth Amendment provinces, # 8220 ; No individual shall be held to reply for a capita l, or otherwise ill-famed offense, unless on a notification or indictment of a expansive jury? , nor be deprived of life, autonomy, or belongings, without due procedure of jurisprudence ; nor shall private belongings be taken for public usage, without merely compensation # 8221 ; ( # 8221 ; Constitution # 8221 ; , Amendment V ) . These rights were frequently denied to those that were 2nd category citizens or those people that were non even considered to be people, such as slaves. The rights ensured by the first 10 amendments have been denied to some portion of the population at any given clip in American history. The denying of the basic rights established by the Bill of Rights is non limited to the any one amendment. Even today there are instances that cite the First Amendment, the Fourth Amendment, and the Fifth Amendment, as a footing for defence. The First Amendment right to freedom of address is likely the most challenged in today? s society. With the # 8220 ; Information A ge # 8221 ; upon us, the right to liberate address has been seeking out its bounds and future potency. Because of the extent of free address and peoples usage of it to talk out against the authorities, there is inequality presently in the system. Peoples who use their voices against the system are frequently caused a great trade of legal problems while those that use their voices to back up the system are free to make so at will. To return to America? s early history of inequality, one must look at the black codifications. The black codifications are defined as # 8220 ; Torahs [ that ] were designed to replace the societal controls of that had been removed by the Emancipation Proclamation and the Thirteenth Amendment to the Constitution [ ( 1865 ) ] , and were therefore intended to guarantee continuation of white domination # 8221 ; ( # 8221 ; black codifications # 8221 ; ) . The Grandfather Clause and Jim Crow Laws were all portion of the black codifications of the South. # 8 220 ; [ The Grandfather Clause ] ? provided that those who had enjoyed the right to vote prior to 1866 or 1867, or their direct posterities, would be exempt from educational, belongings, or revenue enhancement demands for voting? [ T ] hese clauses worked efficaciously to except inkinesss from the ballot but assured the franchise to many destitute and illiterate Whites # 8221 ; ( # 8221 ; Grandfather Clause # 8221 ; ) . Jim Crow Laws were # 8220 ; any of the Torahs that enforced racial segregation in the U.S. South between the terminal ( 1877 ) of the formal Reconstruction period and the beginning of a strong civil-rights motion ( 1950s ) # 8221 ; ( # 8221 ; Jim Crow Laws # 8221 ; ) . Therefore, Jim Crow Laws were a big portion of black codes.Jim Crow Laws included the legislative act set by Plessy v. Ferguson, in 1896, of # 8220 ; separate, but equal # 8221 ; ( USSC, # 8220 ; Plessy # 8221 ; ) . With the subject of Plessy v. Ferguson being brought into the state of affai rs, one must look at segregation in America as a agency of the system reaffirming inequality. # 8220 ; In the Southern provinces of the United States? legal segregation in public installations was current from the late nineteenth century into the 1950s # 8221 ; ( # 8221 ; racial segregation # 8221 ; ) . Legal segregation in America established the fact that there was built-in inequality in the system. Because of this, # 8220 ; the Civil Rights Movement was initiated by Southern inkinesss in the 1950s and # 8217 ; 60s to interrupt the prevalent form of racial segregation # 8221 ; ( # 8221 ; racial segregation # 8221 ; ) . As a consequence of this motion, Plessy v. Ferguson was overturned in the 1955 opinion of Brown v. Board of Education ( USSC, # 8220 ; Brown # 8221 ; ) . This did non set an terminal to legal segregation, but it laid a foundation for the 1964 Civil Rights Act. The Civil Rights Act was # 8220 ; comprehensive U.S. statute law intended to stop favoritism ba sed on race, coloring material, faith, or national beginning # 8221 ; ( # 8221 ; Civil Rights Act # 8221 ; ) . Though the purpose of the Civil Rights Act was good, it was non every bit effectual as it should hold been. It failed to stop inequality in the system.Inequality has evolved to suit the freshly reformed system. Not merely racial inequality adapted to the system, but besides inequality towards the indigent and towards adult females. After all, inequality is non limited to instances of race. Womans have been 2nd category citizens since the foundation of America. It wasn? T until the 19th Amendment passed in 1920 that adult females gained the right to vote ( # 8221 ; Constitution # 8221 ; , Amendment XIX ) . This was 15 old ages after the 15th Amendment provided that the right to vote would non be denied on the footing of race or coloring material ( Amendment XV ) . Yet, it wasn? T until the 24th Amendment in 1964 that canvass revenue enhancements where prohibited and vot ing became more accessible to the indigent ( Amendment XXIV ) . Even though these stairss were taken to extinguish inequalit y in most forms, inequality still occurs in the system.The modern legal system in the U.S. has come to not only accept and hide inequality, but also to depend on inequality to function. Perhaps David Cole said it best, â€Å"Absent race and class disparities, the privileged among us could not enjoy as much constitutional protection of our liberties as we do?† (5). The case of Gideon v. Wainwright can be used to illustrate this point. Cole summarizes the case:Clarence Earl Gideon, a penniless Florida man, down on his luck and charged with breaking and entering a poolroom, claims that although he can?t afford a layer, he has a constitutional right to have a lawyer appointed by the state to defend him. When the Florida trial court denies his request, [Gideon] represents himself, and is convicted. From prison, [Gideon] sends a hand-written note to the Supreme Court asking it to hear his case. ?Abe Fortas [is appointed] to argue Gideon?s case, and then [the Court] rules that the Sixth Amendment guarantees indigent defendants the assistance of a lawyer in all serious criminal trials. On retrial, with a lawyer paid for by the states, Gideon is acquitted. (63)The Gideon v. Wainwright may not appear to support the previous statement: â€Å"Absent race and class disparities, the privileged among us could not enjoy as much constitutional protection of our liberties as we do?† (Cole 5). The outcome of Gideon requires government to provide a lawyer to a defendant, â€Å"[b]ut as long as the state provides a warm body with a law degree and a bar admission, little else matters† (64). Even though the state provides indigent defense counsel, most are â€Å"underpaid, overworked, and given insufficient resources to conduct an adequate investigation and defense† (84). Cole states that in 1990, â€Å"[t]he national average per capita spending on local and state indigent defense was $5.37? (84). Cole also points out other facts about the ruling in Gid eon v. Wainwright:One of the most remarkable facts about the constitutional right declared in Gideon v. Wainwright is that it was not a constitutional right for the first 184 years of our Constitution. The Sixth Amendment guarantees that ?In all criminal prosecutions, the accused shall enjoy the right?to have the Assistance of Counsel for his defense.? But for most of our history, this right applied only to the approximately 10 percent of criminal trials that take place in federal court, and even there is meant only that defendants who had the money to do so could hire and attorney to defend them. (65)What this establishes is the inequalities of defense in the legal system. Those defendants that cannot provide their own council are at a disadvantage since the council they are appointed is often inadequate. The legal system has come to rely on the disparities of defendants as means of producing convictions, and thus as a reason for perpetuating inequality in the system.The inequaliti es of the justice system can also be shown in the evolution of laws in more resent times. When laws begin to affect large numbers of white middle- and upper-class people, the laws begin to change. An example would involve the spread of marijuana use. Strict laws of the early and middle part of this century prohibiting the use of marijuana were imposed because the majority of users were lower-class minorities. But during the 1960s and 1970s, the use of marijuana spread though the youth of white middle- and upper-class America (Cole 152). This spurred changes in the judicial system to ease the laws affecting marijuana use. Cole summarizes the situation: â€Å"When the effects of a criminal law reach the sons and daughters of the white majority, our response is not to get tough, but rather to get lenient† (153).The American legal system has never been truly equal because it was founded on inequality and has always depended on inequality. The system could easily be changed to eli minate those inequalities, but that will not likely happen. â€Å"Challenges to measures that disadvantage blacks, other minorities, or women face an inordinate burden to prove purposeful action, and the tendency to ignore the appearance of discrimination or stereotyping?; and moral skepticism that doubts that white men discriminate anymore and questions the credibility and motives of challengers who claim otherwise† have lead to support of inequality (Kairys, par. 22).So long as there is a majority dependent on the disparities of a minority, the system will maintain its current sanctity. In doing so, the system will remain dependent on inequality and provide means for future inequalities. The American legal system will always adapt to allow for inequalities.Works Cited†Black codes†. Encyclopedia Britannica 1997-98. CD-ROM. Britannica. 1998.†Civil Rights Act† Encyclopedia Britannica 1997-98. CD-ROM. Britannica. 1998.Cole, David. No Equal Justice: Race and Class in the American Criminal Justice System. New York: The New Press, 1999.†Constitution of the United States of America†. Encyclopedia Britannica 1997-98. CD-ROM. Britannica. 1998.†Equality†. The American Heritage Dictionary of the English Language, Third Edition. CD-ROM. Microsoft. 1997.†Grandfather clause†. Encyclopedia Britannica 1997-98. CD-ROM. Britannica. 1998.Jefferson, Thomas. â€Å"Declaration of Independence†. Encyclopedia Britannica 1997-98. CD-ROM. Britannica. 1998.†Jim Crow Laws†. Encyclopedia Britannica 1997-98. CD-ROM. Britannica. 1998.Kairys, David. â€Å"Unexplained on Grounds Other Than Race†. American University Law Review. Volume 45, Book 3. 12 Dec. 1999. http://www.wcl.american.edu/pub/journals/lawrev/KAIRYS.HTMOrwell, George. Animal Farm in The Columbia Dictionary of Quotations. CD-ROM. Microsoft. 1997.†Racial segregation† Encyclopedia Britannica 1997-98. CD-ROM. Britannica. 1998.U nited States Supreme Court. â€Å"Plessy v. Ferguson, 163 U.S. 537 (1896).† Selected Historic Decisions of the US Supreme Court. Legal Information Institute, 1999. 12 Dec. 1999. http://supct.law.cornell.edu/supct/cases/historic.htm United States Supreme Court. â€Å"Brown v. Board of Education, 349 U.S. 294 (1955).† Selected Historic Decisions of the US Supreme Court. Legal Information Institute, 1999. 12 Dec. 1999. http://supct.law.cornell.edu/supct/cases/historic.htm

Coordination Number Definition in Chemistry

Coordination Number Definition in Chemistry The coordination number of an atom in a molecule is the number of atoms bonded to the atom. In chemistry and crystallography, the coordination number describes the number of neighbor atoms with respect to a central atom. The term was originally defined in 1893 by Swiss chemist Alfred Werner (1866–1919). The value of the coordination number is determined differently for crystals and molecules. The coordination number can vary from as low as 2 to as high as 16. The value depends on the relative sizes of the central atom and ligands and by the charge from the electronic configuration of an ion. The coordination number of an atom in a molecule or polyatomic ion is found by counting the number of atoms bound to it (note, not by counting the number of chemical bonds). Its more difficult to determine chemical bonding in solid-state crystals, so the coordination number in crystals is found by counting the number of neighboring atoms. Most commonly, the coordination number looks at an atom in the interior of a lattice, with neighbors extending in all directions. However, in certain contexts crystal surfaces are important (e.g., heterogeneous catalysis and material science), where the coordination number for an interior atom is the bulk coordination number and the value for a surface atom is the surface coordination number. In coordination complexes, only the first (sigma) bond between the central atom and ligands counts. Pi bonds to the ligands are not included in the calculation. Coordination Number Examples Carbon has a coordination number of 4 in a methane (CH4) molecule since it has four hydrogen atoms bonded to it.In ethylene (H2CCH2), the coordination number of each carbon is 3, where each C is bonded to 2H 1C for a total of 3 atoms.The coordination number of diamond is 4, as each carbon atom rests at the center of a regular tetrahedron formed by four carbon atoms. Calculating the Coordination Number Here are the steps for identifying the coordination number of a coordination compound. Identify the central atom in the chemical formula. Usually, this is a transition metal.Locate the atom, molecule, or ion nearest the central metal atom. To do this, find the molecule or ion directly beside the metal symbol in the chemical formula of the coordination compound. If the central atom is in the middle of the formula, there will be neighboring atoms/molecules/ions on both sides.Add the number of atoms of the nearest atom/molecule/ions. The central atom may only be bonded to one other element, but you still need to note the number of atoms of that element in the formula. If the central atom is in the middle of the formula, youll need to add up the atoms in the entire molecule.Find the total number of nearest atoms. If the metal has two bonded atoms, add together both numbers, Coordination Number Geometry There are multiple possible geometric configurations for most coordination numbers. Coordination Number 2- linearCoordination Number 3- trigonal planar (e.g., CO32-), trigonal pyramid, T-shapedCoordination Number 4- tetrahedral, square planarCoordination Number 5- square pyramid (e.g., oxovanadium salts, vanadyl VO2), trigonal bipyramid,  Coordination Number 6- hexagonal planar, trigonal prism, octahedralCoordination Number 7- capped octahedron, capped trigonal prism, pentagonal bipyramidCoordination Number 8- dodecahedron, cube, square antiprism, hexagonal bipyramidCoordination Number 9- three-face centered trigonal prismCoordination Number 10- bicapped square antiprismCoordination Number 11- all-faced capped trigonal prismCoordination Number 12- cuboctahedron (e.g., Ceric ammonium nitrate -(NH4)2Ce(NO3)6)

The Physics of a Car Collision

The Physics of a Car Collision During a car crash, energy is transferred from the vehicle to whatever it hits, be it another vehicle or a stationary object. This transfer of energy, depending on variables that alter states of motion, can cause injuries and damage cars and property. The object that was struck will either absorb the energy thrust upon it or possibly transfer that energy back to the vehicle that struck it. Focusing on the distinction between  force  and  energy  can help explain the physics involved. Force: Colliding With a Wall Car crashes are clear examples of how Newtons Laws of Motion work. His first law of motion, also referred to as the law of inertia, asserts that an object in motion will stay in motion unless an external force acts upon it. Conversely, if an object is at rest, it will remain at rest until an unbalanced force acts upon it.   Consider a situation in which car A collides with a static, unbreakable wall. The situation begins with car A traveling at a velocity (v) and, upon colliding with the wall, ending with a velocity of 0. The force of this situation is defined by Newtons second law of motion, which uses the equation of force equals mass times acceleration. In this case, the acceleration is (v - 0)/t, where t is whatever time it takes car A to come to a stop. The car exerts this force in the direction of the wall, but the wall, which is static and unbreakable, exerts an equal force back on the car, per Newtons third law of motion. This equal force is what causes cars to accordion up during collisions. Its important to note that this is an idealized model. In the case of car A, if it slams into the wall and comes to an immediate stop, that would be a perfectly inelastic collision. Since the wall doesnt break or move at all, the full force of the car into the wall has to go somewhere. Either the wall is so massive that it accelerates, or moves an imperceptible amount, or it doesnt move at all, in which case the force of the collision acts on the car and the entire planet, the latter of which is, obviously, so massive that the effects are negligible. Force: Colliding With a Car In a situation where car B collides with car C, we have different force considerations. Assuming that car B and car C are complete mirrors of each other (again, this is a highly idealized situation), they would collide with each other going at precisely the same speed but in opposite directions. From conservation of momentum, we know that they must both come to rest. The mass is the same, therefore, the force experienced by car B and car C is identical, and also identical to that acting on the car in case A in the previous example. This explains the force of the collision, but there is a second part of the question: the energy within the collision. Energy Force is a vector quantity while kinetic energy is a scalar quantity, calculated with the formula K 0.5mv2. In the second situation above, each car has kinetic energy K directly before the collision. At the end of the collision, both cars are at rest, and the total kinetic energy of the system is 0. Since these are inelastic collisions, the kinetic energy is not conserved, but total energy is always conserved, so the kinetic energy lost in the collision has to convert into some other form, such as heat, sound, etc. In the first example where only one car is moving, the energy released during the collision is K. In the second example, however, two are cars moving, so the total energy released during the collision is 2K. So the crash in case B is clearly more energetic than the case A crash. From Cars to Particles Consider the major differences between the two situations. At the quantum level of particles, energy and matter can basically swap between states. The physics of a car collision will never, no matter how energetic, emit a completely new car. The car would experience exactly the same force in both cases. The only force that acts on the car is the sudden deceleration from v to 0 velocity in a brief period of time, due to the collision with another object. However, when viewing the total system, the collision in the situation with two cars releases twice as much energy as the collision with a wall. Its louder, hotter, and likely messier. In all likelihood, the cars have fused into each other, pieces flying off in random directions. This is why physicists accelerate particles in a collider to study high-energy physics. The act of colliding two beams of particles is useful because in particle collisions you dont really care about the force of the particles (which you never really measure); you care instead about the energy of the particles. A particle accelerator speeds up particles but does so with a very real speed limitation dictated by the speed of light barrier from Einsteins theory of relativity. To squeeze some extra energy out of the collisions, instead of colliding a beam of near-light-speed particles with a stationary object, its better to collide it with another beam of near-light-speed particles going the opposite direction. From the particles standpoint, they dont so much shatter more, but when the two particles collide, more energy is released. In collisions of particles, this energy can take the form of other particles, and the more energy you pull out of the collision, the more exotic the particles are.

The Essence of Time Management Essay Example | Topics and Well Written Essays - 500 words

The Essence of Time Management - Essay Example I only had two days out of three months to complete the three projects. I was up and down, panicking as I rushed through my projects, I did not have enough time to conduct extensive research concerning critical details of the project. In addition, I also lacked some materials that could enable me to complete my project as well. I eventually got low marks on one of the projects it was because of the last minute rush. It is there advisable that one completes an assignment on time instead of waiting until the last minute The feeling of regret is what I experienced most. The feeling was not pleasing at all since I knew it was my entire fault considering that I had three months to complete the assignment but I did what was contrary. I experienced this feeling during the rush hour period and it demoralized me making me swerve from concentrating on my project. In addition, when the results of the project were out, I even regretted more upon realizing that I had underperformed in one of the three projects. I was affected more as I acknowledged the fact that I would have done better were it not for the procrastination. An article dwelling in procrastination and regrets claims that â€Å"†¦it is conclusive that in numerous studies, procrastination is shown to be associated with poor academic performance (Kuhnle, Hofer & Kilian 34)† and this explains my results. I had greater capabilities and I had failed to maximize them by choosing to do last minute rushes. Looking back, I agree that I made the wrong judgment when I assumed that the three months given to us was too long. This judgment was the root cause of everything as I ended up thinking that I still had more time to do the projects. It was a wrong judgment as I ended up failing in one of my projects since I did it without extensive research and without all necessary materials. It is a judgment I will not take again considering the effects it had on me.