How Does Static Electricity Work

Have you ever gotten a shock from touching a doorknob, or seen your hair get frizzy on particularly cold, dry days? If you’ve had any of these experiences, youve encountered static electricity. Static electricity is the buildup of electric charge (positive or negative) in one location. Its also called â€Å"electricity at rest.† Key Takeaways: Static Electricity Static electricity occurs when charge builds up in one place. Objects typically have an overall charge of zero, so accumulating a charge requires the transfer of electrons from one object to another. There are several ways to transfer electrons and thus build up a charge: friction (the triboelectric effect), conduction, and induction. The Causes of Static Electricity An electrical charge—defined as either positive or negative—is a property of matter that causes two electrical charges to attract or repel. When two electrical charges are of the same kind (both positive or both negative), they will repel one another. When they are different (one positive and one negative), they will attract. Static electricity occurs when charge builds up in one place. Typically, objects are neither positively or negatively charged—they experience an overall charge of zero. Accumulating a charge requires the transfer of electrons from one object to another. Removing negatively charged electrons from a surface will cause that surface to become positively charged, while adding electrons to a surface will cause that surface to become negatively charged. Thus, if electrons are transferred from Object A to Object B, Object A will become positively charged and Object B will become negatively charged. Charging by Friction (Triboelectric Effect) The triboelectric effect refers to the transfer of charge (electrons) from one object to another when they are rubbed together, via friction. For example, the triboelectric effect may occur when you shuffle across a carpet wearing socks during the winter. The triboelectric effect tends to occur when both objects are electrically insulating, meaning electrons cannot freely flow. When the two objects are rubbed together and then separated, the surface of one object has gained a positive charge, while the surface of the other object has gained a negative charge. The charge of the two objects after separation can be predicted from the triboelectric series, which lists materials in the order in which they are prone to become positively or negatively charged. Because electrons cannot freely move, the two surfaces can remain charged for a long time, unless they are exposed to an electrically conducting material. If an electrically conducting material like metal is touched to the charged surfaces, the electrons will be able to move freely, and the charge from the surface will be removed. This is why adding water to hair that is frizzing due to static electricity will remove the static. Water containing dissolved ions—as is the case with tap water or rainwater—is electrically conducting and will remove the charges that have accumulated on hair. Charging by Conduction and Induction Conduction refers to the transfer of electrons when objects are placed in contact with one another. For example, a surface that is positively charged can gain electrons when it touches a neutrally charged object, causing the second object to become positively charged and the first object to become less positively charged than it previously was. Induction does not involve a transfer of electrons, nor does it involve direct contact. Rather, it uses the principle that like charges repel and opposite charges attract. Induction occurs with two electrical conductors, because they allow charges to move freely. Here is an example of charging by induction. Imagine that two metal objects, A and B, are placed in contact with one another. A negatively charged object is placed to the left of Object A, which repels the electrons on the left side of Object A and causes them to move to Object B. The two objects are then separated, and the charge redistributes itself over the entire object, leaving Object A positively charged and Object B negatively charged overall. Sources Beaver, John B., and Don Powers. Electricity and Magnetism: Static Electricity, Current Electricity, and Magnets. Mark Twain Media, 2010.Christopoulos, Christos. Principles and Techniques of Electromagnetic Compatibility. CRC Press, 2007.Vasilescu, Gabriel. Electronic Noise and Interfering Signals Principles and Applications. Springer, 2005.

The Six Stages Of Critical Thinking - 947 Words

Introduction We will be discussing the six stages of critical thinking presented by Paul and Elder. We will be exploring each stage to gain a better understanding of how each stage works towards becoming a better critical thinker. We will commence self observation of ourselves and see what stage we consider ourselves to be currently at. Finally, we will set a long term goal and generate a plan to obtain that goal of becoming a overall better critical thinker. Unreflective Thinker The unreflective thinker does not stop and observe their thoughts or how those thoughts affect there actions or beliefs (Paul Elder, Critical Thinking in Everyday Life: 9 Strategies, 2001; Paul Elder, Critical Thinking Development: A Stage Theory, 2001). The unreflective thinker is also lacks the knowledge that he/she has problems in there thinking (Paul Elder, Critical Thinking Development: A Stage Theory, 2001). Unreflective thinkers tend to have some skills unknowingly but these skills had been picked up during challenging times while not aware and are not orchestrated in any manner (Paul Elder, Critical Thinking in Everyday Life: 9 Strategies, 2001) The Challenged Thinker starts to recognize that there is existing problems with his or her thinking (Paul Elder, Critical Thinking in Everyday Life: 9 Strategies, 2001). This thinker starts to notice these issues by conductive self reflection and deep thought (Paul Elder, Critical Thinking Development: A Stage Theory, 2001). One traitShow MoreRelatedCritical Thinking By Edward Glaser1285 Words   |  6 PagesFebruary 2016 Critical Thinking In a inspiring study on critical thinking and education in 1941, Edward Glaser defines critical thinking as â€Å"The ability to think critically, as conceived in this volume, involves three things: (1) an attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one s experiences, (2) knowledge of the methods of logical inquiry and reasoning, and (3) skill in applying those methods. Critical thinking calls for aRead MoreStages of Critical Thinking998 Words   |  4 PagesMaterial Stages of Critical Thinking Stages of Critical Thinking Complete the matrix by identifying the six stages of critical thinking, describing how to move from each stage to the next, and listing obstacles you may face as you move to the next stage of critical thinking. Stages of critical thinking How to move to the next stage Obstacles to moving to the next stage EXAMPLE: The Unreflective Thinker Examine my thinking to identify problems that affect my thinking. DeceivingRead MoreCritical Thinking And Higher Order Learning Essay881 Words   |  4 PagesCritical Thinking in Quality for Manufacturing Critical thinking and higher order learning is of paramount importance to the progression and survival of the human race. According to Cruz, critical thinking allows us to gage whether or not our actions are valuable. â€Å"If they have no value, one stops engaging or thinking in them and adopt a new set of actions and thoughts.† This quote provides the basis that through critical thinking one is able to progress further. This same concept is applicable toRead MoreA Personal Assessment Of Dasani, The Invisible Child Essay1185 Words   |  5 Pagesdifferent theories. These theories include Fowler’s Stages of Faith Development, Stimulation Theories, Control Theories and the Practice Orientation versus Culture of Poverty. Each theory will be broken down into it’s own section of synopsis and then assessment of Dasani to give a better understanding of her spiritual and cultural dimensions and her physical environment. Fowler’s Stages of Faith Development Synopsis James Fowler developed his stages of faith after conduction in-depth interviews ofRead MoreHow Do Schools Help Children Develop Critical Thinking Skills And Move On From Concrete1062 Words   |  5 PagesIt’s Critical to Get Children Thinking Although schools have recently incorporated requirements to help the development of critical thinking, it remains a skill that is often learned outside of the classroom. Through the program of Common Core, schools have created an environment of higher standards and problem solving courses. 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What are the objectivesRead MoreCognitive Theory : Baxter Magolda s Model And The Moral Theory Of Rest s Approach Essay1321 Words   |  6 PagesThe Baxter Magolda’s Model focuses on the epistemological reflection through four stages with gender related differences. According to Patton, Evans, Forney, Guido, Quaye (2016) the epistemological reflection encompasses the assumptions about the nature, limits, and certainty of knowledge. (p. 363) Baxter’s model was one of the first to address gender in cognitive development in both men and women. The four stages that Baxter utilizes include: â€Å"Absolute, Transitional, Independent, and ContextualRead MoreRisks And Risk Response Strategies1736 Words   |  7 Pagesof projects are the plan, do, check, act (PDCA) approach and Six Sigma. While the PDCA approach is a four-step management method that aims to improve the quality of projects by developing critical thinking (Anderson, 2011), Six Sigma is a set of tools and techniques which aim to improve the quality of process outputs by identifying the cause of defects and making the business and manufacturing processes less variable (Tennant, 2001). Six Sigma shares several similarities with the PDCA cycle, theRead MoreThe Theories That Best Resonate With Me Essay1179 Words   |  5 Pagesdevelopment. Baxter Magolda’s Model The Baxter Magolda’s Model focuses on the epistemological reflection through four stages with gender related differences. The epistemological reflection encompasses the assumptions about the nature, limits, and certainty of knowledge. Baxter’s model was one of the first to address gender in cognitive development in both men and women. The four stages that Baxter utilizes include: Absolute, Transitional, Independent, and Contextual knowing. (p. 363) Through AbsoluteRead MoreLean Manufacturing Six Sigma Manufacturing1228 Words   |  5 PagesDISCUSSION Lean manufacturing six sigma Manufacturing: Six sigma and lean system has the same way of approaching but uses different technology to achieve the goal. The both procedure lives up to expectations for to dispense with waste and expand the productivity of the procedure and convey the zero defect items. Recognizable of primary cause of waste is the fundamental distinction between lean and six sigma. lean innovation says that waste originates from undesirable steps in the production process

The Positive Effects of Technology on Education Free Essays

One of the greatest areas in which technology has the potential to benefit education is its role in being a catalyst for change in educational pedagogy. Research shows that student centered, constructivist approaches to education lead to better achievement in testing and preparing students with the skills necessary in the modern workplace. A study done in Turkey found that students who learned in a classroom showed greater cooperation and collaboration, higher levels of learning, more confidence, and more willingness to participate in learning activities (Erdamar, 2008). We will write a custom essay sample on The Positive Effects of Technology on Education or any similar topic only for you Order Now Other studies have found that student centered learning leads to better performance on tests and better retention of knowledge immediately after learning as well as 30 days after learning (Karaduman, 2002). Future workplace will require students to have skills related to technology, including the technical ability. These technical skills are not enough. Today’s workplace requires that one has less tangible skills, including the ability to collaborate, interpersonal skills, creativity, and problem solving skills, to name a few. Technology, combined with a student centered, constructivist mode of learning, has the potential to provide students with higher-level cognitive and interpersonal skills (Koller, Harvey ; Magnotta, 2001). Scholastic and the Bill ; Melinda Gates Foundation (2012) found that teachers need more tangible learning resources such as instructional materials workbooks, technology, software programs, textbooks, and mixed media. Teachers say also that they need support to help them learn best practices and strategies for differentiation of instruction to address individual student learning needs. They want to learn teaching practices that instruct and engage students in the best possible ways. Lastly, teachers say that professional learning has a strong or very strong impact on student achievement (Killion, 2012). Technology does not revolutionize education, but rather the way in which it is used by teachers and students. Seemingly, it is not advisable to change current classroom practices of teachers abruptly without giving enough time to get used to the presence and utilization of technology as an instructional aid. For teachers to adopt technology as an instructional aid, they need to experience some degree of success with it. The experience will motivate them to make further and more effective instructional use. Transition from non-computer based instruction to an engaging computer-based learning environment should be gradual, smooth and well-planned. Subsequent training conducted in a timely fashion and support available, teachers will be able to make increasing instructional use of computers in the classroom (Jhurree, 2008). How to cite The Positive Effects of Technology on Education, Papers

OthelloRole Of Women Essay Research Paper Shakespeare free essay sample

Othello-Role Of Women Essay, Research Paper Shakespeare # 8217 ; s Othello is normally regarded as a work picturing adult male # 8217 ; s ability to utilize his ground towards evil purposes. A humble antediluvian in a general # 8217 ; s ground forces is able to destruct him through use and fraudulence. But although Iago # 8217 ; s fraudulence of Othello is doubtless a cardinal subject in the drama, another subject sing the nature of the adult male towards adult female is evident. Shakespeare # 8217 ; s Othello suggests that work forces mistreat adult females because adult females, as a sex, allow themselves to be mistreated. The mistreatment of adult females by their work forces occurs throughout the drama. The chief characters view their married womans or important others as inferiors and normally simply as objects of lecherousness and physical desire. This misogynous position is reflected in some signifier or other by all of the chief characters. Iago is the most misogynous of the work forces. We will write a custom essay sample on OthelloRole Of Women Essay Research Paper Shakespeare or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He considers love to be # 8220 ; simply a lecherousness of the blood and a permission of the will. # 8221 ; ( 1.3.377-378 ) He besides believes all adult females are prostitutes who # 8220 ; rise to play, and travel to bed to work. # 8221 ; ( 2.1.127 ) Iago # 8217 ; s misogynism is manifested in the intervention of his married woman. He seems to hold merely unkind words for his married woman, and even putting to deaths her when she exposes his ambidextrous secret plan at the terminal of the drama. The other two male characters besides mistreat their adult females. Cassio appears to hold no existent feelings for Bianca. He is a lady # 8217 ; s adult male, and hence can non be concerned with such things as true love. Even Othello, the one character who truly loves his married woman, mistreats Desdemona. He ends up smothering her because he believes she has been unfaithful to him. The fact that Othello, a baronial and loving hubby, maltreat his married woman illustrates the gener al disdain and misogynism that the work forces experience throughout the drama. But though the work forces regard the adult females as inferiors, the adult females neer confront or resist their mistreatment. On the contrary, they remain obsequiously loyal to their partners. One such illustration from the drama is Emilia # 8217 ; s larceny of Desdemona # 8217 ; s hankie. Although Iago mistreats Emilia and detests her, Emilia remains more loyal to him than to pacify and caring Desdemona. She gives the hankie even after Iago calls her # 8220 ; a foolish married woman # 8221 ; and # 8220 ; a good wench. # 8221 ; Another female character, Bianca, besides allows herself to be mistreated. Bianca believes that she is in cubic decimeter ove with Cassio and will therefore make anything for him. But Cassio does non reciprocate Bianca’s feelings. He states to Iago â€Å"Alas, hapless knave, I think i’ religion she loves me.† ( 4.1.128 ) Cassio basically uses Bianca’s love to his ain agencies. He gets her to willingly make jobs for him ( e.g. copy the embellishment from Desdemona’s hankie ) and goes to her house for dinner and other amusement whenever he pleases. However, neither Emilia nor Bianca’s mistreatment is every bit tragic as Othello’s maltreatment of Desdemona. At the beginning of the drama, Othello and Desdemona are wholly in love and it is impossible to believe Othello capable of aching her in any manner. By the terminal of the drama nevertheless, Othello is determined to kill Desdemona. When Desdemona learns of Othello’s purposes, she resists feebly, but accepts her destiny. When asked who her liquidator is, Desdemona says, â€Å"Nobody. I myself. Far ewell. Commend me to my sort Godhead. O, farewell.† ( 5.2.152-153 ) No where is the submissiveness of the adult females to their important others more evident than in this scene. Desdemona’s last words are to unclutter her hubby of the incrimination in her slaying, though he is the 1 who carried out the title. Therefore, non merely are adult females mistreated, they seem to accept their mistreatment with small opposition. The fact that work forces abused adult females without effect was a common one in Shakespeare # 8217 ; s twenty-four hours and age. Despite the Chivalric Code during the Middle Ages and the ideal of the Courtier during the Renaissance, there was no existent social effect for hubbies that mistreated their married womans. On the contrary, adult females were regarded as the belongings of their work forces and therefore, could be treated in anyhow the hubby saw fit. The construct of equality among both of the sexes is one that genuinely emerged merely at the start of the twentieth century. Change in the society # 8217 ; s position of adult females merely came about when adult females began to talk out against their mistreatment and lower status. Therefore, through his drama, Shakespeare remarks on a by and large accepted social position of his twenty-four hours. Through the interactions of his characters, Shakespeare brings to illume the mistreatment of adult females by work forces and besides shows how adult females did non defy this mistreatment. Shakespeare # 8217 ; s highly progressive position on adult females in society is another testament to his mastermind and endowment as a dramatist.

THE PERSONALITY OF CLEOPATRA VII essays

THE PERSONALITY OF CLEOPATRA VII essays Cleopatra VIIs personal abilities, such as her apparent intellectual ease for learning and her political awareness along with her personal attributes, such as her suggested beauty or captivating presence led her to be viewed in equally positive and negative ways in both the Roman and Hellenistic worlds. Her background, social position and status, and rise to prominence also helped generate the idea that she was a woman who could threaten many men around her. Many people (especially the Romans) did not like her because she, being Queen of Egypt, presented a danger to the Roman Empire. Cleopatra was one of the most powerful leaders of that time, so unavoidably people either held her in esteem or disliked her intensely. The relevance of Cleopatras background is significant when attempting to understand her personality and her rise to prominence. Firstly, she belonged to the Ptolemy Family, a royal family notorious for incest and vicious infighting. It may be the supposedly unstable nature implied of the Ptolemy family that can be held responsible for the fact that some people did not trust her and saw her as an unstable and therefore unpredictable ruler. It can also be said that because the Ptolemies were often viewed as particularly inept and poor specimens of humanity it may have damaged her rule before it had even begun as people may have thought the same of her. Rather paradoxically, Cleopatra was believed to be highly regarded socially unlike her family was. Famous historian Plutarch says that she was to be of a rather exalted position. Knowing several languages, being very intelligent and being able to captivate her listeners when she spoke would have intimidated the Romans because she had the ability to influence Rome s men and use them for her benefit. Appian once said in his Civil Wars that when Cleopatra met Mark Antony (he) was amazed at her wit as well as her good looks a...

Thanking in French - Merci et Les Autres Remerciements

Thanking in French - Merci et Les Autres Remerciements You all know â€Å"merci†. But there are different ways to say thank you in French, as well as different meanings to the word. Merci: The Common Way of Saying Thank You in French â€Å"Merci† is ‘thank you’. Its pronounced â€Å"mair see† with an open ‘ay’ sound not a closed ‘ur’ sound. You can make it stronger by saying â€Å"merci beaucoup† – ‘thank you very much’. Note that the very is included, you cannot say â€Å"merci trà ¨s beaucoup†. To say ‘a thousand thanks’ we say â€Å"mille mercis† or â€Å"merci mille fois†. It’s pretty common in French as it is in English. You usually accompany a vocal â€Å"merci† with a smile, and it implies that you accept whatever is being offered to you. However, if you want to refuse something, you could say â€Å"non merci†, or even just say â€Å"merci† with a hand gesture, showing your palm to the person in front of you in a kind of stop gesture.  You make shake your head â€Å"no† at the same time. You may smile or not, depending on how firm you want the  refusal to be. When you thank someone, they may answer merci toi / vous - in English, youd say thank YOU, with the emphasis on the you, meaning I am the one thanking you. Je Vous/Te Remercie Pour... I Thank You For in French Another way to say ‘thank you’ is to use the verb â€Å"remercier†. â€Å"Remercier†, ‘to thank’ is followed by a direct object (so it will take the pronouns me, te, le, la, nous, vous, les), and then by â€Å"pour† ‘for’, just as it is in English. Je vous/te remercie pour ce dà ©licieux dà ®ner. I thank you for this delicious dinner meal. Note that the verb â€Å"remercier† has a stem in â€Å"i†, so the final sound will often be a vowel, just like the verb â€Å"à ©tudier†. Je vous/te remercie pour les fleurs – I thank you for the flowers.Je voulais vous/te remercier pour votre/ta gentillesse – I wanted to thank you for your kindness. Using â€Å"remercier† is very formal in French, much less common than using â€Å"merci†. Click here for more ways of expressing gratitude in French. Les Remerciements - The Thanks When talking about the thanks, the noun, you’d use the noun â€Å"le/les remerciement(s)†, usually used in the plural. Tu as les remerciements de Susan – you have Susan’s thanks.Je voudrais lui adresser mes remerciements – I would like to send him/her my thanks. No Thanksgiving in France Thanksgiving  is not a French holiday at all, and most French people have never heard of it. They may have seen some Thanksgiving dinner on a sitcom on TV, but probably discarded the info. There is no Black Friday sale in France either.   In Canada, Thanksgiving is called â€Å"l’Action de Grà ¢ce(s)† with or without an S and is celebrated pretty much in the same fashion as in the US, but on the second Monday of October. Thank You  Notes in France Its somewhat less common in France to write une carte de remerciement. I mean, its not uncommon, and its very polite, but its not like in the Anglo-Saxon countries  where Thank You cards are a huge market. If youve been treated to something really special, you can absolutely send a thank you card or a handwritten note, but dont expect your French friend to necessarily reciprocate. Its not rude of them, its just not that deeply rooted in our politeness.

Women, Work and Class Assignment Example | Topics and Well Written Essays - 2250 words

Women, Work and Class - Assignment Example However, masculinity represents power not only of any men but white men that too those who leadership positions in the society. Hegemonic masculinity represents power that is attributed to men in high positions and such power is taken for granted whenever any man holds a certain position in the society. Hegemonic masculinity â€Å"legitimates the power of those who embody it† (Acker, 2006, p.82). In essential, hegemonic masculinity can be associated with violent acts like using violence for colonial conquests. In modern capitalism, violence is often masked by objective conditions like top managers in any organization can fire employees to increase profits thus creating unemployment (Acker, 2006, p.83). Hegemonic masculinity represents a country’s culture and heritage and this can be different in each country. Acker (2006) has given the example of Swedish banks trained and ambitious men in high positions give more priority to making profits than satisfying the needs of t he customers (Acker, 2006, p.84). Hegemonic masculinity is the power bestowed on men in position, and in the real sense it gives men in authority to use their power to bring positive changes in the society. Political leaders of a country can use the power bestowed on them to promote goodwill and harmony with other countries. 2. Means of provisioning In economic perspective, class differentiation is based on access of means of provisioning and survival. In a capitalistic society, production process and finances are executed with the objective of maximizing profit. Therefore, although some classes are provided with maximum resources, there are other classes whose production and resource accumulation capacities are undermined. Education and community play an important role in access to provisions, because these factors contribute towards â€Å"finding paid job at living wages† (Acker, 2006, p.55). Those who have control over production jobs receive highest returns in the field o f distribution. An economic structure of a nation is formed on the basis of distribution of provisions i.e. necessary supplies like food and clothing needed for survival. Provisioning occurs through paid or unpaid method of production, and distribution of results of production like wages and profits. Provisioning also affects gender and race. Many employees hire male workers in skilled trades or specific racial people for menial jobs for lower wages (Acker, 2006, p.170). However, with increase of service sector jobs, women labour is increasing thus making women breadwinners for families (Acker, 2006, p.172). Acker (2006) has given the example of housewife who does unpaid work of maintaining family. She has little control over means of provisions since she is dependent for provisions on others who are engaged in production and distribution processes (Acker, 2006, p.63). Today, education has become universal and also with increased job opportunities for all gender and races, power ove r means of provisioning is no more restricted to specific gender or race. Therefore, by contribution towards provisioning it is possible for any individual to become a significant shaper of a nation’s economy. 3. Corporate nonresponsibility Corporate nonresponsibility emphasizes the role of household women in the field of care and survival. This concept actually moves the responsibility of those with power and wealth and shifts it to women from poor and minority communities. It devalues their position but they are bound by responsibilities to take care of their lives and lives of others (Acker, 2006, p.9) Nonresponsibility can be turned to globalization processes. The scopes for profit and production without challenges to nonresponsibility act as encouraging factors for shifting production from