Meditation One and Two by Descartes Essay Example | Topics and Well Written Essays - 500 words

Meditation One and Two by Descartes - Essay Example In Meditation 1, he doubts his knowledge for the reason that he might be dreaming (Med1&2, n.p.). He tells of the danger of confusing dreams from reality especially because of the fact that we are very much convinced that whatever is happening in our dreams, no matter how far they are from reality is the truth. This is a very similar principle derived from the concept of the movie â€Å"Inception† which implies that the beginning of what a man will consider true is when he or she is fully awake. But the question is, how will you distinguish being awake in reality or being in a waking dream? Lastly, Descartes questions his knowledge because of the fact that evil is all around us, constantly causing us a slanted view of truth. That is why we all need to be governed by law and not rely on our morals and free will because with the influence of evil, we can have our own versions of the good and bad and rationalize them to fit our selfish interests. However, in Meditation 2, Descartes brings himself out of his doubts because of the fact that he is a being made up of not only of a body but also of a mind, therefore he is a thinking being. Though his concept of knowledge could be marred by the limitations of his senses, dreams, and the influence of evil, he still can go beyond all three because of his mind or his ability to think. In line with this, he claims that mind can be better known than the body for the reason that the body could be easily deformed, perished, or seeped out of its strength with the influence of evil or is just part of the man’s mortal nature but the mind is something that is strong enough to filter the knowledge that is not only based on senses but also derived with prudence.

How Height Affects Time Taken for A Falling Object to Reach Ground Level Essay Example for Free

How Height Affects Time Taken for A Falling Object to Reach Ground Level Essay Introduction: In this investigation, how height will affect the time taken for a steel ball bearing to reach the ground will be investigated. It is was Isaac Newton that first discovered gravity and wrote laws defining it. His Second Law of Motion states that the Resultant Force on an object (F) is equal to the Mass of the body (m) times its acceleration (a), or . The weight (W) of a body is the force of gravity acting on it, which gives it acceleration (g) if it is falling freely close to the earths surface. If the body was to have a mass (m) Newtons 2nd Law of Motion could calculate its weight. Given that and Newtons Law becomes . In April of 2003, in a method similar to that, which will be conducted in this investigation, the acceleration of gravity was concluded to be 9.81. Using the knowledge mentioned above, several equation of motion have been created. One particularly relevant to this investigation is . In this equation: S = Distance in meters (In this case height) u = Initial velocity in * t = Time Taken in seconds a = Acceleration in ** * As the ball begins its fall from rest, its initial velocity, u, will be 0 ** As the ball is falling under acceleration due to gravity, = 9.81 Plan: In this investigation, since the means to calculate air resistance and friction are unavailable, they will be ignored. Acceleration due to gravity and the method by which the investigation will be carried out are controlled variables. The height from which the ball is dropped is the independent variable, i.e. the variable that is changed and the dependent variable is the time taken for the ball to reach the ground. It is predicted that as the height from which the ball is dropped decreases, the time taken for the ball to reach the ground will also decrease. An actual set of predicted values can be predicted from the earlier mention Equations of Motion. This line of the equation can be related to the straight-line graph equation , (the gradient) and . When the ball is dropped from 0.00m, it takes 0.00seconds to reach the ground as this will mean that the graph will pass through the origin so . Alternatively: . Using the above equations, the expected results for the investigation are: Height H, (m) Time t, (secs) Time squared t2, (secs2) 1.0 0.452 0.204 0.9 0.428 0.183 0.8 0.404 0.163 0.7 0.378 0.143 0.6 0.350 0.123 0.5 0.319 0.102 0.4 0.288 0.082 0.3 0.247 0.061 0.2 0.202 0.041 0.1 0.143 0.020 0.0 0.000 0.000 This is what the expected graph of Height vs. time should look like: Height (m) Time (secs) The following page shows what the expected graph for Height vs. time2 should look like. It is a straight line passing through the origin, thus proving the prediction . The expected gradient, m, should be equal to 1/2 g, or, 4.905ms-2. It is actually 4.926ms-2, which is only 0.021 ms-2 out or 0.428%. This is probably due to the rounding of decimal places when drawing the graph and human error in plotting the points (i.e. not exactly accurate to 3 decimal places.) Apparatus Diagram: Safety: As there is a very minimal risk in this investigation, no safety measures need to be taken. It is planned to drop the ball from a height of 1m and decrease in intervals of 0.1m. At each height 5 readings will be recorded and then the mean result will be calculated. This makes the results more reliable (and better for use in calculation like working out g or the mass of the steel ball.) The Results will be recorded in a table like this: Height (cm) Time taken for ball to reach ground (seconds) Mean Result Mean Result2 1st 2nd 3rd 4th 5th 100 90 80 70 60 50 40 30 20 10 00 It is hoped that a graph of height vs. the mean results squared will be produced similar to that on page 4. In the graph, it is hoped to prove that the time-taken-for-a-ball2 to fall is directly proportional to the height it is dropped from, i.e. . Obtaining Evidence: Height (cm) Time taken for ball to reach ground (seconds) Mean Result Mean Result2 1st 2nd 3rd 4th 5th 100 0.456 0.454 0.458 0.454 0.454 0.455 0.207 90 0.432 0.431 0.431 0.432 0.432 0.432 0.186 80 0.406 0.407 0.406 0.407 0.406 0.406 0.165 70 0.380 0.382 0.382 0.383 0.381 0.382 0.146 60 0.353 0.354 0.354 0.354 0.354 0.354 0.125 50 0.323 0.323 0.322 0.322 0.322 0.322 0.104 40 0.289 0.288 0.293 0.289 0.287 0.289 0.084 30 0.252 0.251 0.251 0.250 0.251 0.251 0.063 20 0.208 0.207 0.206 0.206 0.206 0.207 0.043 10 0.150 0.150 0.150 0.150 0.151 0.150 0.023 00 0.000 0.000 0.000 0.000 0.000 0.000 0.000 Graphs: In the following pages, the results recorded in the above table will be shown in the form of line graphs. This will make it easier to identify a trend in the results. It is also an appropriate method of recording the information and is useful for quick reference; also if the time for the ball to fall is desired from a height other than the ones specified in the table, the value can be obtained from the graph. Conclusion: The general trends from the graphs show, as predicted; when the height from which the ball was dropped decreased, the time taken for the ball to reach the ground also decreased. In the graph of Height vs. Time2,, it is shown that Height is directly proportional to Time2. The reason for this is derived from one of the Equations of Motion: , from this equation below, it was shown that . The final line of the above equation can be related to the straight-line graph equation . , (the gradient) and . C can be ignored as the line in the graph passes the y-axis at the orgin. Fundamentally: . H = S = The height in meters from which the ball was dropped. = The time in seconds that the ball took to land. a = g = The acceleration due to the gravitational pull of the earth. Note: The factor that affected the acceleration was g, (which, on earth, is ) is the mass of the planet, for Earth this is constant. The results of the investigation are consistent with the prediction. The relationship of was proved in the similarity of the graphs on page 4 8, they had almost the exact same gradient, only 0.072ms-2 in difference (or 1.462%) it was also very similar to the mathematical prediction of the gradient (1/2g) again only 0.051 ms-2 out. Evaluation: In this investigation, all results are held to be very reliable. When the data was being collected, sophisticated technology was used which measured time accurately and reliably to the nearest thousandth of a second. All recorded results were in very close proximity of each other, so that 0.006seconds was the maximum difference observed. There were no anomalies observed. All points on the graph on page 8 are not only close to the line of best fit, they are actually on it. The results in this investigation are believed to be very reliable; as a result no changes need to be made to the procedure.

Dental Anxiety in Dental and Non-Dental Students

Dental Anxiety in Dental and Non-Dental Students Dental Anxiety in Dental and Non-Dental Students Abstract- Objective: To compare levels of dental anxiety in dental and non-dental students and then relate it with degree of knowledge about dental treatment procedures. Method: Modified Dental Anxiety Scale (MDAS) was used to measure and analyze statistically the dental anxiety among dental students (n=30) and non-dental students (n=30). The participants include 28 (46.7%) males and 32 (53.3%) females of age ranging from 18-24 years (mean age 21 ±1.619). The data was collected in Islamic International Dental Hospital, Islamabad from patients under waiting treatment. Results: Education was associated with dental anxiety in patients. The dental students had a mean dental anxiety score of dental students was found to be 13.5 and that of non-dental students was 16.5. Conclusion: The results support the hypothesis that knowledge about dental procedures has a significant role to elevate dental anxiety levels. Keywords: dental anxiety; degree of knowledge; dental students; non-dental student â€Å"Dental anxiety is an aversive psychological response to poorly define, or not immediately present dental stimulus interpreted as potentially harmful or dangerous, usually within a dental context†(1). Dental anxiety is a common phenomenon amongst patients prior to obtaining dental procedures, often giving rise to a vicious cycle of fear leading to avoidance of treatment(2, 3). This potential hazard to treatment accounts for an understanding of its etiology, so as to help design and execute effective treatment regimens(4).Research establishes; prior experience of treatment, pain during treatment, age, gender, social class and lack of economic resources, negligence of oral health and inadequacy of and education as etiological factors of dental anxiety. Al-Omari et al. showed in their study that dental students had lowest anxiety levels as compared to medical and engineering students(5). Medical students were found to be the most anxious group and it was indicated that lack of dental information is directly related to increasing levels of dental fears. As per Curson and Coplans, anxiety is a major barrier in the dental treatments as children and adult avoid or delay attending the dentist except in emergency situations(6).Dental anxiety may have elevated levels amongst patients majorly due to lack of knowledge about the procedures and outcomes of dental treatment that would be carried out on them(7).Therefore, it is crucial to highlight dentally anxious patients in order to facilitate the course of treatment and to help accomplish it successfully. Different instruments for measuring dental anxiety include; Corah’s dental anxiety scale, Modified Dental Anxiety Scale (MDAS), Dental Fear Survey, State Trait Anxiety Scale, General Geer Fear Scale and Getz Dental Brief Survey(1). Humphris GM et al. (1995) suggested that MDAS is more comprehensive, highly valid and reliable, with a simpler and more consistent answering system(8).Therefore, modified den tal anxiety scale has been used for the purpose of this study. The aim of the study was to understand how lack of knowledge of dental procedures may contribute to increased anxiety levels amongst non-dental students when compared to dental students. With the identification of existence of such differences, improved treatment techniques and management strategies may then be accomplished(7). Materials and Methods: The study was conducted at Islamic International Dental Hospital, Islamabad over a period of two months from May to June, on patients awaiting treatment while attending various departments at the hospital. This study is a cross- sectional study. Questionnaires were given to dental students (n=30) of first to fourth year (prior to receiving treatment) with their ages ranging from 18-24 years. Non-dental students (n=30) meeting the same age requirement were selected by purposive convenient sampling. The subjects were approached personally in clinical settings and questionnaire conducted after verbal consent. A total of 30 questionnaires were distributed to patients from each group. Data was obtained using modified dental anxiety scale, wherein extra items were added related to prior dental treatment experience and whether or not they had a dentist in their family. The modified dental anxiety scale consisted of five multiple choice items, including the following: If you had to go to your dentist for treatment tomorrow, how would you feel? If you were sitting in the waiting room (waiting for treatment), how would you feel? If you were about to have a tooth drilled, how would you feel? If you were about to have your teeth scaled and polish, how would you feel? If you were about to have a local anesthetic injection in your gum, how would you feel? Options available as answers to each of the above question were ranging from not anxious scaled as 1 to extremely anxious scaled as 5. The scores of all the questions were summed up to give us the patient’s dental anxiety score. Demographic details in the questionnaire included age gender and education. For the statistical analysis data was studied using the statistical package for social sciences (SPSS) version 17.0. For descriptive analysis of data mean and standard deviation was computed for age. Calculation of dental anxiety scores was made to compare differences in level of anxiety amongst both the groups. If the total score of 15 or more was obtained, it was indicated that the subject was highly anxious(9). Results: A total of 60 patients were included in this study; 30 dental students and 30 non-dental students. Out of this total of 60 patients, 28 (46.7%) were males and 32 (53.3%) were females. Their ages ranged from 18 to 24 years, giving a mean of 21 years with a standard deviation of  ±1.619. There were 13 males (43.3%) out of a total of 30 dental students and 17 females (56.7%). In the non-dental category, there were 15 males (50%) and 15 females (50%) out of a total of 30 students. The results display that a total of 9 (15%) patients had mild anxiety, out of which 8(13.3%) were dental students and 1(1.7%) was a non-dental student. therefore it can be seen that anxiety levels among dental students correspond mainly to the lower level of mildly anxious. 22 (36.7%) of the total patients had a moderate category anxiety, out of these 12 (20%) were dental students and 10 (16.7%) were non dental students. 24 (40%) were highly anxious patients, out of those 2 (3.3%) were dental students and 3 ( 5%) were non dental students. There were no patients who showed a result of no anxiety levels (Fig.2). The graph for the mean dental anxiety scores of dental and non-dental students demonstrates a clear variation in the dental anxiety levels of the two groups. There is an increased average dental anxiety scores in non-dental students which urges the use of a statistical test to further analyze data. Accordingly the Mann- Whitney U test was undertaken. The p value obtained so forth was 0.003 which is less than the arbitrarily significant p value of 0.05, indicating a significant difference in DAS of the two groups. The (Fig.3) and (Fig.4) also, represent the percentage response in tabulated form. Discussion: The study was undertaken to examine the role of, awareness of dental procedures, on patient’s dental anxiety levels. The purpose of the study was to acquire an understanding of differences in the dental anxiety levels amongst patients with sufficient prior knowledge of dental procedures as in the case of dental students and those without. Realization of the existence of any such differences would help dentists design strategies that would eliminate dental anxiety as a barrier to effective treatment. Dentally anxious patients often pose great difficulties during treatment(2).Such patients also are often resistant to going for treatment and may require behavioral pharmacological and educational interventions to allow for improved treatment and oral health statuses(10).The study was undertaken using the Modified Dental Anxiety Scale. The use of MDAS allowed for validity and reliability in the data collected thus serving as strength of the study(8, 11). Standardization was also ob served, with collection of all data in clinical settings. A major limitation of the study was its sample size. The survey comprised of only 60 patients, 30 being non-dental patients, receiving formal education in fields other than dentistry aged between 18-24 years. The second group comprised of dental students in any year of their study undergoing dental treatments and aged 18-24 years. The sample being selected randomly and by convenience also poses questions to generalizability of any findings as it is not representative of a much larger general population. Dental anxiety is a vastly sought after topic with researchers attempting to understand its causative factors and its impact on oral health status of patients. An in-depth understanding of its causative factors would enable practice of newer and improved techniques with increased patient compliance and willingness to undergo the required treatments without making the task difficult. Inadequate knowledge of dental procedure has also been studied as a causative factor of dental anxiety. Abu Hantash et al. suggested that dental anxiety in non-dental students is due to previous traumatic dental experiences and fear of pain(12, 13).High levels of anxiety in non-dental students was also suggested due to lack of acquaintance with dental procedures(14, 15).On the other hand enhanced education and awareness has been positively correlated to dental anxiety(16). B. Peretz et al. (1994) showed in his study that anxiety in dental students is inversely related to the exposure of dental procedures and it tends to reduce from preclinical to clinical years(9, 15, 17). Imran Farooq et al. (2014) following this study, found it sensible to deduce that dental anxiety in students declines with gradual progress in education and clinical exposure(15).Dental anxiety has been understood to have immense impact on oral as well as general health of individuals(18).Those who succumb to dental anxiety are found to enter a vicious cycle of ill-being. wherein anxiety leads to avoidance seeking treatment, leading to increased severity of disease and hence worsened oral and general health status(19), as shown in Fig.5. Some other important considerations that were beyond the scope of this particular study was an investigation of any previous traumatic dental experiences, especially from the non-dental students as they would have led to increased fears. Also there has been no ranking of anxiety provoking stimulus for dental students who may have been equally anxious about pain, and in jection as is true of non-dental students. According to Todd and Walker(20), it was reported by 43% of people that they avoided going to the dentist lest they experienced increased troubles with their teeth. In another study by Curson and Coplans it was found that DA amongst both children and adult patients led to avoidance or irregularities in going for treatment, or visiting dentist in case of emergency only(6). The findings from our study prompt the need of devising ways to increase patient knowledge of procedures to decrease anxiety. This may include arranging of educational workshops on awareness about dental procedures. Conclusion: In conclusion there is existence of a difference in dental anxiety levels; among dental and non-dental students. With this difference it can be comprehended that dental anxiety owes itself to knowledge and awareness of dental procedures alongside other etiological factors. Know-how of dental procedures enhances patients’ ability to cope up with required treatment by eliminating barriers created due to anxiety. Hence increasing patient knowledge may serve to reduce apprehensions and enhance patient confidence on treatment procedure and its needs, consequently reducing anxiety. References: 1.http://www.st-andrews.ac.uk/dentalanxiety. 2.Cooper CL WJ, Kelly M. Job satisfaction, mental health, and job stressors among general dental practitioners in the UK. British Dental Journal. 1987. 3.Armfield JM. What goes around comes around: revisiting the hypothesized vicious cycle of dental fear and avoidance. Community Dent Oral Epidemiol. Jun;41(3):279-87. 4.Taani DQ. Dental attendance and anxiety among public and private school children in Jordan. Int Dent J. 2002 Feb;52(1):25-9. 5.Al-Omari WM, Al-Omiri MK. Dental anxiety among university students and its correlation with their field of study. J Appl Oral Sci. 2009 May-Jun;17(3):199-203. 6.Curson I CM. The need for sedation in conservative dentistry. An investigation in the inner London area. 1970. 7.Appukuttan DP TA, Cholan PK, Subramanian S, Vinayagavel M. prevelance of dental anxiety among patient attending a dental educational institution in chennai, India. 2013. 8.Humphris GM, Morrison T, Lindsay SJ. The Modified Dental Anxiety Scale: validation and United Kingdom norms. Community Dent Health. 1995 Sep;12(3):143-50. 9.Peretz B, Zadik D. Dental anxiety of parents in an Israeli kibbutz population. Int J Paediatr Dent. 1994 Jun;4(2):87-92. 10.Marya CM, Grover S, Jnaneshwar A, Pruthi N. Dental anxiety among patients visiting a dental institute in Faridabad, India. West Indian Med J. Mar;61(2):187-90. 11.Corah NL. Development of a dental anxiety scale. J Dent Res. 1969 Jul-Aug;48(4):596. 12.Abu Hantash AY, Al Aker Dental Anxiety and Fear among medical field students at Al Quds University 13.Mohammed RB, Lalithamma T, Varma DM, Sudhakar KN, Srinivas B, Krishnamraju PV, et al. Prevalence of dental anxiety and its relation to age and gender in coastal Andhra (Visakhapatnam) population, India. J Nat Sci Biol Med. Jul;5(2):409-14. 14.Serra-Negra J, Paiva SM, Oliveira M, Ferreira E, Freire-Maia F, Pordeus I. Self-reported dental fear among dental students and their patients. Int J Environ Res Public Health. Jan;9(1):44-54. 15.Imran Farooq SA. A cross sectional study of gender differences in dental anxiety prevailing in the students of a Pakistani dental college. 2014. 16.Kirova DG, Atanasov DT, Lalabonova CK, Janevska S. Dental anxiety in adults in Bulgaria. Folia Med (Plovdiv). Apr-Jun;52(2):49-56. 17.Peretz B, Mann J. Dental anxiety among Israeli dental students: a 4-year longitudinal study. Eur J Dent Educ. 2000 Aug;4(3):133-7. 18.McGrath C, Bedi R. The association between dental anxiety and oral health-related quality of life in Britain. Community Dent Oral Epidemiol. 2004 Feb;32(1):67-72. 19.Attaullah AAK. PREVALENCE OF DENTAL ANXIETY AMONG UNIVERSITY STUDENTS IN ISLAMABAD, PAKISTAN. 20.Todd JE WA. Adult Dental Health in England and Wales. 1980

Dinosaur Fossil Discoveries in Antarctica :: Exploratory Essays Research Papers

Dinosaur Fossil Discoveries in Antarctica The chance of two different research groups finding two different fossils that are in fact two different kinds of species within the course of a week is close to impossible. However, this rare and lucky occurrence in the paleontology world has occured. Two research teams have retrieved fossils of two different dinosaurs in Antarctica that might possibly be unknown species. Judd Case and James Martin discovered bones, specifically those of the lower legs and feet, as well as the animal’s upper jaw and teeth. These fossils are said to be related to the carnivorous theropods, such as tyrannosaurs and velociraptors. Theropods have been related with birds and this new fossil’s feet as well as teeth relate it to the extinct carnivores. Also, due to the size and shape of the foot and leg bones, the animal is said to be a running dinosaur about six to eight feet tall. Thousands of miles away from this excavation sight and during the same week, William Hammer and his research team were in the mountains of Antarctica, about thirteen thousand feet, specifically near the Beardmore Glacier. The pelvis to a plant-eating dinosaur was found buried in solid rock. This pelvis is said to belong to a family of the sauropod, such as the brachiosaurus and diplodocus. â€Å"... Hammer and his fellow researchers believe the pelvis- one meter (three feet) across- isfrom a primitive sauropod that represents one of the earlier forms of emerging dinosaur lineage that eventually produced animals more than thirty meters (100 feet) long† (www.nsf.gov 2004). This animal is estimated to be up to seven feet tall and thirty feet long. These findings are important to paleontology as scientists work to discover more about the Earth’s past. These fossils give more insight into the Earth’s environment million’s of years ago. The fact that these fossils may be new species’ that paleontologists were not even aware of shows how little we may know about the history of the world and what other life walked on the Earth.

Christianity and Islam Essay

Throughout history, belief systems have had political and social impacts on followers. The belief systems of Christianity and Islam have had both positive and negative changes to their societies that they started and traveled to. They had an impact on their followers , spread the belief throughout specific nations/regions , and lastly impacted their followers in both positive and negative ways. Christianity and Islam changed the way people lived their lives and done every day things. Christianity and Islam had a huge impact on their followers because their beliefs made them live their lives in a specific way. For example, in Document 1, Pope Urban II asked the Christians to rebel against the Turks and Arabs due to the attacks that they were doing. This impacted the Christians socially because they no longer did what the Arabs and Turks had asked them to do, they turned against them. Islam had a political impact on the people who followed because the Shah’s policy’s isolated the Islamic clergy as stated in Document 6 and they had an impact socially because there was a creation of Family Protection Act which in turn improved the women’s rights. These changes and decisions helped shape and mold the newly found religions to be what they are today , politically and socially. Christianity spread through traveling and trading. In document 2a and 2b , it shows how the crusades , the time where Christians and Muslims were fighting over the holy land , changed the lives of the Europeans by traveling and migrating. These moves lead to meeting new people and trading spices in new different cities. Islam , in turn , spread through traveling and trade as well. In document 7, it shows how they were spreading through North Africa and the Middle East. They advanced farther than they would have thought they would and made their religion known worldwide. There were both negative and positive impacts that these religions had on their followers. Christianity had a negative impact because the Indians were getting beat and treated harshly as said in document 3. The missionaries were abusing their power and laid laws and rules down that had to be followed. However, in document 4 there was a positive impact because a lot of the Africans began practicing Christianity. Islam also had positive impacts such as the people who followed gained knowledge and their teachings are still taught today worldwide such as algebra and mathematics. Both Christianity and Islam in the long run improved their religions by spreading it. They had both positive and negative impacts on their followers and made their religions known worldwide.

Do Extracurricular Activities Help Students Excel in School? Essay

Extracurricular activities have a positive effect and help students improve their academic performance. The positive effect that extracurricular activities have on students are improvements in behavior, better grades, and provides students with a social outlet. Students who participate in extracurricular activities have to always keep up a positive attitude and become a better student, and a better player and performer. Students who participate in extracurricular activities are better behaved. During sports they must show discipline in drills, practices, and games. They have the responsibility to perform the task the right way. Behavior in sports is important because misbehavior can lead to disqualification. People are able to make decisions on there own and control the way they behave. During sports, under supervision of coaches and parents the athlete must behave with honor. Doing so can show self-discipline and demonstrate a serious athlete or performer. During extracurricular activities students are more motivated to succeed because students want to continue to do the sport or activity they love. Students doing extracurricular activities need to keep their grades up. Students have to work really hard to maintain good grades or their coach, parent, or guardian may have to instruct them to bring their grades up or they will have to quit. When participating in extracurricular activities, school and grades are always the student’s number one priority. The final effect is the social aspect. While doing a sport or activity students meet new people. While doing a sport, an athlete may meet people with a common interest. The people that the athlete or student meets during activities can become a long time friend of theirs. Extracurricular activities contribute to students working better together and teach patience in dealing with different people. Extracurricular activities play an important role in a student’s everyday life. They have positive effects on student’s lives by improving behavior, grades, and provide students with a social outlet. Extracurricular activities are a part of childhood memories and help shape the student’s life as well as education. Both education and extracurricular activities play a huge contribution to one another.

Trains essays

Trains essays Maglev trains may very well be the future of transportation. They are currently being developed in Germany and Japan, and other places around the world, like California in the United States of America, are planning whether getting a maglev train system would be worthwhile. Maglev trains are the fastest, most sensible form of ground transport available at this time, and with the demands of the transport system growing every year, they are bound to become a valuable part of the worlds transportation system. Maglev trains basically work by the simple principle that opposite poles attract, and similar poles repel, but in reality it is much more complex than this. Maglev trains work by gliding over the rails instead of rolling on them, and so do not create any friction on the rails while they are moving. Unlike all other forms of transportation, the system which causes the movement is not in the vehicle itself, but is in the guide way, or rails, beneath the train. These guide ways contain iron stator (a stator is the coil while the magnets is the rotor) packages containing 3-phase cables, and the vehicle is able to levitate when the guide ways attract the support magnets on the train. The train is kept on the rails by lateral guidance magnets which hold the vehicle to the guide way. This system may be compared to an electric motor where the stator has been flattened along the guide way. The train is able to accelerate when the propulsion system is switched on using the cable windi ng. The guide way is able to pull the train along because of the electromagnetic travelling field that is on while the propulsion system is running. The support system of the train is therefore able to become a rotor', which along with the stator, completes the motor'. (MVP Versuchs- un planungsgesellschaft fur Magnerbahnysteme m.b.H., 1999) Because the active part of the propulsion unit is built into the guide way as opp...