Understanding Terrorism Essay Example for Free

Understanding Terrorism Essay The type of funding’s they used in the dirty war was, committing little petty crimes or credit card frauds. They used radiation and dirty bombs to create the explosions. The assets they used where from all over the country, they hid the material in vegetable oil. The Tactics they used to deceive the law enforcements were just to live a normal life. None of them had a criminal past, they were normal citizens in the laws eyes. The terrorist used a lot of phone cards. That’s how the police started catching on to what they were doing. The failures that the law enforcements had were they wasn’t ready for such a disaster. It also took them along time to catch on to what was happening right in front of their eyes. The general public couldn’t have stopped the attack no way possible. Other than telling the police that there was suspicious activity happening in their area, they could have been no help. Finally the law enforcements started putting clues together about the phone cards, the oil from the restaurant that was carrying the dirty bomb material in side. They were slightly too late for the first bomb but they caught the other two right in time. The part I didn’t understand is that all 3groups didn’t work together but they were going to detonate at the same time. I found that strange. The motive I saw from the movie was that it was religious purposes.

Understanding Electric Motors :: physics motor electricity

MOTOR BASICS BASIC COMPONENTS * Armature - Sometimes called a rotor. This is the part that spins. The armature can be either a permanent magnet or an electromagnet. * Stator - This is the part that doesn't move. The rotor spins in the magnetic field contained in the stator. HOW WORKS A MOTOR? The force that that turns the armature comes from the magnetic field of the armature trying to line up with the external magnetic field of the stator. This force is called torque. This torque will cause the armature to turn until its magnetic field is aligned with the external field, but no further. How does the armature continue to spin? One of the magnetic fields must be changed so that the armature has to turn again. The armature will spin so long as there is always a torque acting on it. How this is accomplished is what sets each type of electric motor apart. DIRECT CURRENT MOTORS SIMPLE DIRECT CURRENT MOTOR In a DC motor, the armature consists of any number of windings, each one an electromagnet. The armature is immersed in a directional external magnetic field. This external field does not move, and can come from permanent magnets or electromagnets. A direct current in a set of windings creates a polar magnetic field. A torque acts on the rotor due to its relation to the external magnetic field. Just as the magnetic field of the rotor becomes fully aligned with the external magnetic field, the direction of the current in the windings on the armature reverses, thereby reversing the polarity of the rotor's electromagnetic field. A torque is once again exerted on the rotor, and it continues spinning. The change in direction of current is facilitated by the split ring commutator. The brushes remain stationary, but they are in contact with the armature at the commutator, which rotates with the armature such that at every 180Â ° of rotation, the current in the armature is reversed. BRUSHLESS DIRECT CURRENT MOTOR A brushless DC motor has a permanent magnet or magnets for the armature. The external magnetic field comes from any number of electromagnets that are turned on and off at the correct times by a timing device. The exact workings of different brushless DC motors depend on the type of timing device used. This example uses a Reed switch.

Excessive Happiness with Patch Adams Essay

â€Å"Patch Adams† is one brilliant movie that touches the hearts of those who watch it and also has this very strong force that attracts the viewer’s attention to continue indulging into every scene, to listen in every line spoken by each actor, for in each line hides a deeper meaning. Lastly, this movie truly affects the lives of the people watching, young and old alike. Patch Adams is truthfully a very heartwarming story that makes one person think and focus on one’s own purpose and plan in life. It thought me to enjoy every moment of my life and to keep on pursuing what my heart truly desires. As Arthur Mendelson said, â€Å"If you focus on the problem, you can’t see the solution. Never focus on the problem! See what no one else sees. See what everyone chooses not to see†¦ out of fear, conformity or laziness. See the whole world anew each day!† This movie is also packed with humor, sorrow, love, but most of all hope. It is a one of a kind story that lifts the spirit of all who are depressed, of those who feel as if they’re all alone in life, and those people who are battling with sickness. It teaches us that death is a natural phenomenon which we can’t avoid and escape from, and at the same time it instill in our minds that as long as we live, we should make the most out of our lives, fix all the misunderstandings, communicate to the person we haven’t talked for a long time, and above all, continue serving the people and God. I could not say anything negative against the movie because in the first place, it has excellently portrayed the beauty of life. Also, the story imparted a lesson that what matters most is the happiness and feeling of fulfillment in ourselves as we take care of the others and not just the payment that comes for the service offered. When we do service wholeheartedly, we touch lives, we change perception, and we are able to be appreciated by the people whose lives we were able to transform. To end this reaction paper, all I can say is that God works amazingly and that each one of us has a purpose in life. The realization of this purpose depends on the person if he will accept this unreservedly and will commit to it ready to face all the hurdles that will block his way. We must never be afraid to take risks and when we do things, when we make a decision, we must always offer it to God that He may guide us along the right path. When we do this, we are assured of not only extreme happiness, but also ETERNAL AND EVERLASTING SERENITY with God.

Definition and Examples of Exigence in Rhetoric

In rhetoric, exigence is an issue, problem, or situation that causes or prompts someone to write or speak. The term exigence comes from the Latin word for demand. It was popularized in rhetorical studies by Lloyd Bitzer in The Rhetorical Situation (Philosophy and Rhetoric, 1968). In every rhetorical situation, said Bitzer, there will be at least one controlling exigence which functions as the organizing principle: it specifies the audience to be addressed and the change to be affected. In other words, says Cheryl Glenn, a rhetorical  exigence is a problem that can be resolved or changed by discourse (or language)... All successful rhetoric (whether verbal or visual) is an authentic response to an exigence, a real reason to send a message. (The Harbrace Guide to Writing, 2009) Other Considerations Exigence is not the only component of a rhetorical situation. The rhetor also must consider the audience being addressed and constraints that would present obstacles.   Commentary Exigence has to do with what prompts the author to write in the first place, a sense of urgency, a problem that requires attention right now, a need that must be met, a concept that must be understood before the audience can move to a next step. (M. Jimmie Killingsworth, Appeals in Modern Rhetoric. Southern Illinois University Press, 2005)An exigence may be something as direct and intense as a power outage, which might prompt an official to persuade everyone to stay calm or to assist those in need. An exigence may be more subtle or complex, like the discovery of a new virus, which might prompt medical officials to persuade the public how to change its behavior. Exigence is part of a situation. It is the critical component that makes people ask the hard questions: What is it? What caused it? What good is it? What are we going to do? What happened? What is going to happen? (John Mauk and John Metz Inventing Arguments, 4th ed. Cengage, 2016) Rhetorical and Nonrhetorical Exigences An exigence, [Lloyd] Bitzer (1968) asserted, is an imperfection marked by urgency; it is a defect, an obstacle, something waiting to be done, a thing which is other than it should be (p. 6). In other words, an exigence is a pressing problem in the world, something to which people must attend. The exigence functions as the ongoing principle of a situation; the situation develops around its controlling exigence (p. 7). But not every problem is a rhetorical exigence, Bitzer explained. An exigence which cannot be modified is not rhetorical; thus, whatever comes about of necessity and cannot be changed—death, winter, and some natural disasters, for instance—are exigences to be sure, but they are nonrhetorical. . . . An exigence is rhetorical when it is capable of positive modification and when positive modification requires discourse or can be assisted by discourse. (emphasis added) (John Mauk and John Metz Inventing Arguments, 4th ed. Cengage, 2016)Racism is an example of t he first type of exigence, one where discourse is required to remove the problem... As an example of the second type—an exigence that can be modified by the assistance of rhetorical discourse—Bitzer offered the case of air pollution. (James Jasinski, Sourcebook on Rhetoric. Sage, 2001)A brief example may help to illustrate the difference between an exigence and a rhetorical exigence. A hurricane is an example of a non-rhetorical exigence. Regardless of how hard we try, no amount of rhetoric or human effort can prevent or alter the path of a hurricane (at least with todays technology). However, the aftermath of a hurricane pushes us in the direction of a rhetorical exigence. We would be dealing with a rhetorical exigence if we were trying to determine how best to respond to people who had lost their homes in a hurricane. The situation can be addressed with rhetoric and can be resolved through human action. (Stephen M. Croucher, Understanding Communication Theory: A Begi nners Guide, Routledge, 2015) As a Form of Social Knowledge Exigence must be located in the social world, neither in a private perception nor in material circumstance. It cannot be broken into two components without destroying it as a rhetorical and social phenomenon. Exigence is a form of social knowledge—a mutual construing of objects, events, interest, and purposes that not only links them but makes them what they are: an objectified social need. This is quite different from [Lloyd] Bitzers characterization of exigence as a defect (1968) or a danger (1980). Conversely, although exigence provides the rhetor with a sense of rhetorical purpose, it is clearly not the same as the rhetors intention, for that can be ill-formed, dissembling, or at odds with what the situation conventionally supports. The exigence provides the rhetor with a socially recognizable way to make his or her intentions known. It provides an occasion, and thus a form, for making public our private versions of things. (Carolyn R. Miller, Genre as Social Action, 1984. Rpt. in Genre In the New Rhetoric, ed. by Freedman, Aviva, and Medway, Peter. Taylor Francis, 1994) Vatzs Social Constructionist Approach [Richard E.] Vatz (1973)... challenged Bitzers concept of the rhetorical situation, maintaining that an exigence is socially constructed and that rhetoric itself generates an exigence or rhetorical situation (The Myth of the Rhetorical Situation.) Quoting from Chaim Perelman, Vatz argued that when rhetors or persuaders choose particular issues or events to write about, they create presence or salience (Perelmans terms)—in essence, it is the choice to focus on the situation that creates the exigence. Thus a president who chooses to focus on health care or military action, according to Vatz, has constructed the exigence toward which the rhetoric is addressed. (Irene Clark, Multiple Majors, One Writing Class.  Linked Courses for General Education and Integrative Learning, ed. by  Soven, Margot, et al., Stylus, 2013)