Construction of the Space Colony: Challenges

Construction of the Space Colony: Challenges Construction The major problem regarding such a big and aspiring project is trying to reflect the imagined side of it into reality. Until now, this problem has been a rather unsolvable one, but with the modern day possibility of colonizing close to Earth celestial entities, like the Moon, and to rapidly create parts with 3D printers, it is possible to overcome it. The construction of the space colony has been a rather debated dilemma, being a very sensible issue, which regards huge amounts of funding and involvement. There have been issued 3 construction plans, which we will analyze and show the disadvantages of two of them, and the perks of the one I have chosen: 1. Terrestrial construction before the rapid development of space shuttles and the advanced repairing of satellites in space (a rather common action in modern times), the only solution, which seemed possible for the construction of such a project was building it as a whole on Earth. Even if it were more facile and faster regarding the actual construction process, shipping it on the orbit would be an impossible action. That amount of mass requires the usage of fuel of almost 4800 launchings, which will only increase the weight of the station and reduce the force to mass ratio of the engines used. Also, in order to generate that amount of force, to defy the gravitational pull, it would be required an incredible amount of energy, which is the equivalent of a handful of atomic detonations. The consequences for the environment would be horrific, if we succeed in lifting the station of the Earth, a very doubtful presumption. 2. Outer-space construction the safest bet for the construction plan of the station was, until now, an extra planetary building area. After realizing the fact that it would be impossible for any human engine to lift the station from Earth, it became clearly that, in order to have a functional construction plan, the station must be built on an orbit of our planet. With the present development of orbiting satellite repairs, the building of such an immense project seems actually achievable. The problem regarding this solution is represented by the fact that, besides the great difficulty of building such a complex architectural creation in a harsh, unfriendly environment, the actual process of the construction would take a huge amount of time to be accomplished. Also, the weak point of outer-space construction is the fact that it depends on terrestrial resources and on shipments from Earth. Because of the fact that a normal shuttle can normally carry, besides the crew, a weight of a sat ellite, there would be required over 6000 flights in order to bring all the materials and tools in outer-space. A normal ship can be used for about 10 space missions, so it would also require over 600 space shuttles. By adding the whole process of building and shipping, including the price of the materials that are required to complete the station, which will substantially diminish the Earth resources and will become more expensive by every transport, it has been estimated that the total cost of the station would be of 6023 trillion dollars, a sum which does not exist in the whole modern day economic system. 3. Moon construction after identifying the problems that outer-space construction has, mostly the fact that it does not present reliability, the Carpathia team decided that the best answer for the construction problem would be a celestial entity that has solid ground, but does not have a gravitational pull as powerful as Earths, and is closer to the orbit in which the future station will be placed. In other words, escape velocity here is much lower than on Earth and, so, breaking free from the gravitational attraction of the moon requires less energy and a lower speed (due to the fact that the gravitational constant is lower). Also, the location should have materials that can be mined and used in the construction of the station. The most suitable place, which met all the requirements from above, is represented by Earths natural satellite, the Moon. This project requires two major steps, first one being the colonization of the Moon with mining bases, that can gather resources which will be equipped with huge 3D printers in order to create the ships components, and the second one being the construction of the ship and its positioning in L4 Lagrange Point. Even if it may seem a far-fetched idea, colonizing the Moon with the modern day technology like remote control robots and printers that are able to receive information through radio waves at the speed of light is a reachable goal. The process will start with sending huge two-part mining robots with 10 space missions that will be assembled by the crew, having 5 mining machines. Also, they can be programmed to process the materials on spot into liquid metal, which will be used by the printers in order to create the parts. The 3D printers, being enormous machines, will be also sent in two missions, being assembled on the spot. After having the raw materials, established on the Moon, there will also be sent 10 shuttles, each carrying 10 robot workers, very versatile machines that can wield, cut and grab any form, and can also receive complex commands, like group commands in order to build major components, other mining machines or 3D printers to supplement the output of materials. All of the 3 types of machines will be solar powered, and will be controlled from a command-center on Earth. While the 3D printers will receive models of components and the number of copies needed, the mining robots will be fully controlled by a human being to avoid the risk of mistake. Using programming style similar to the one of the nabobs, the robotic workers will be issued a command and will have autonomy in fulfilling it. After the process of building the station has already started, we would be sent 20 more missions with 20 workers each to start and build the final station, which will be colonized with 11500 residents when completed. The station is made from sections (major and minor components) that will be each explained in their own chapter. Carpathia is being made mainly from carbon nanotubes which will be shaped into the form of 8 cylinders, being: Central Area, Lower and Upper Industry, Agriculture Area, Habitable Area, Animal Area and final Maintenance Zone. The solar panels as well as the computers and refined cables will be brought from Earth with the Space Elevator, not having necessary materials on the Moon to build them. Also, the engines required to maintain the spinning of the ship will be assembled on Earth and sent on the Moon by a space mission.   The second step, after the construction of the ship, will be moving it towards its final position. For this task, we will be using the engines that assure the rotation of the ship, by shifting them downwards and achieving Moon liftoff. We will then orientate the engines in order to use them as thrusters and send the space colony into the L4 Lagrange point. In conclusion, it can be safely said that, even if it involves a huge deal of resources and time, the Moon constructing solution is the most feasible one from all the other solution presented above, being more realistic than the terrestrial construction, and less costly than the outer-space construction.

Asses sociological explanations for ethnic differences in educational achievement Essay

Asses sociological explanations for ethnic differences in educational achievement. 20 marks. Ethnicity refers to shared cultural practices, perspectives, and distinctions that set apart one group of people from another. That is, ethnicity is a shared cultural heritage. The most common characteristics distinguishing various ethnic groups are ancestry, a sense of history, language and religion. Modern Britain is said to be a multicultural society made up of many different ethnic groups. Achievement within education is very varied across cultures, with some such as Chinese and Indian students performing above the average, and African-Caribbean and Pakistani students performing well below average. There are many factors which can reduce a child from an ethnic backgrounds attainment. For instance, Material deprivation. Material deprivation focuses on income inequality and the material problems that are associated with it. An example of such a study is J. W. B Douglas, ‘The Home and The School’ (1964). He argued that an interlocking network of inequalities existed which operated against many working class students. This included, differential effects of regional and variations in educational provision and expenditure. Also, housing and environmental factors. Which led to chances of access to ‘good’ primary schools. Therefore, hindering the chance of access to top streams. As a result, minority ethnic children are more likely to live in low-income households. This means they face the problems that Douglas highlighted, the material factors, such as poor quality housing, no working space and even possibly bad influence of peers. One other reason for differences in educational achievement between ethnicities is the basic family life. African-Caribbean communities have a high level of lone parenthood. Actually, it is estimated 50% of African-Caribbean households have a lone-parent . This can mean that many face financial problems, this can lead to lower achievement in school (Douglas’ material factors). Conversely, single mothers can be a positive role model or influence for many young girls, meaning they perform better in education. Another explanation for ethnic differences is Language. For many children of an ethnic minority English is not their primary language. This can be a disadvantage because they may not understand exams as well as others. Also they might struggle to express themselves with limited English. Finally, some teachers may mistake poor English for a lack of intelligence, when actually this could be completely untrue, meaning that a clever child may be let down by the teacher who might not push the student to their full potential. However, you could argue that Chinese and Indian students first language isn’t English, on the other hand in these two cultures it is the norm to learn English as a strong second language. Therefore, they are not hindered by the second language barrier, as opposed to Bangladeshi’s for example. Language was such a big issue that Bernstein (1973) categorised students into two groups. Elaborated and restricted. In the case of an elaborated code, the speaker will select from a relatively extensive range of alternatives. However in the case of a restricted code the number of these alternatives is often severely limited. Bernstein’s work was not always praised. For instance, Labov (1974) argued that young blacks in the United States, although using language which certainly seems an example of the restricted code, nevertheless display a clear ability to argue logically. Their lack of knowledge concerning the subject may reach further than just the exams they have to take. For instance, due to the large amount of failing black Caribbean’s and Bangladeshi’s (a combined total of 41% managed to get 5 A* – C grades), teachers may be subconsciously prejudiced against ethnic minorities. This can lower the students attainments in many ways, one is that the teachers give the student lower grades. Another way is that the teacher negatively labels a student of ethnic minority which can lead to self-fulfilling prophecy. Racism can also lead to conflict between students and teachers, making learning a much harder task. Lastly, racism can lead to low-self esteem among ethnic minorities. A researcher who studies this was Howard Becker (1971). Becker Interviewed 60 Chicago high school teachers. He found that they judged pupils according to how closely they fitted image of â€Å"ideal pupil†. Their conduct & appearance influenced judgement. Middle class was closest to ideal, working class furthest away & labelled as badly behaved. As a result you can see, if teachers labelled students on how they look, you can imagine how they would label a whole ethnic race. Another factor for ethnic differences in educational achievement is the ethnocentric curriculum. There are several reasons why ethnic minorities may struggle due to this curriculum. One is that the subjects often focus on British culture; naturally White British students will have grown up with this culture, so they might have a greater understanding of the content than students who grew up in a different culture. Another reason is that the content of the curriculum could lower ethnic minorities self-esteem, this is because often the white character is seen as â€Å"good† and superior whilst the ethnic minorities are seen as â€Å"not as academic†. However, it is crucial not to forget that every ethnic minority underachieves at this level. In fact, in the UK, Chinese and Indian pupils score better grades than the â€Å"White† ethnic race. One of the main reasons for this is the support of the parents. Research has shown that some parents of ethnic minority, such as Chinese and Indian, take more interest in their child’s education, they also encourage their child more than other in other cultures. This obviously leads to higher achievement for the child. Not only the parents play a part. Some teachers may stereotype some ethnic minorities to be intelligent and hard-working. This encouragement and sort of support can aid a student in raising their grades. To conclude, there are many sociological explanations for the ethnic differences in educational achievement, from language barriers to family life at home. However, it is important to remember not all ethnic minorities to underachieve. Rafi Kentafi – Lindill 12P.

Samples of a Great College Essay - a Quick Overview

Samples of a Great College Essay - a Quick Overview Why Almost Everything You've Learned About Samples of a Great College Essay Is Wrong Plenty of essays are doctored or written by other individuals, she explained. These topics aren't very complicated. It is far better select an intriguing topic that's specific and simpler to develop. Share an essay on any subject of your selection. An informative speech was designed to provide the listeners some info. These descriptions often have heavy imagery. An individual, concise topic is one that'll be the simplest to write about in addition to make the very best impression. In the end, the detail of true speech makes the scene pop. It's recommended that you just choose the topic that you are able to deal with, for instance, if you're not t sketching the personality characteristics then you ought to better not elect for it. Be cautious not to make your very first paragraph uninformative for instance, a single example with no extra information isn't going to be sufficient to convince others of your position. 1 example is to simply comment on a special thought you might have. Often examples can be interpreted in many of various ways, and it's your job as an author to spell out how exactly your example is linked to the remainder of the job. From our business you can also find speech paper samples which will be quite useful to you. You may receive a pdf of the article by going to this website. As you've already understood, it calls for some distinctive skills including the capability to allow an in-depth research and analytics. From that point, you'll have to experience a narrowing down process to find a top ic that's specific enough to cover adequately in the range of your paper. Where to Find Samples of a Great College Essay Your college essay should contain information that relate to the instruction offered to you. Essay writing is an arduous business whenever you are at college. Before you commence writing your college essay, you might want to see the essay examplesA that we've listed for you, so that you can have more idea on what things to put in the college essay you will create. Writing college essays is not something to be dismissed, especially if you would like to not just receive a very good grade, but in addition prove a point. If you're on the lookout for tips about how to compose a term paper and get a high grade, pay additional attention to the conclusion. If you ask a seasoned essay writer how to write an argumentative essay, he will most likely say that one of the most critical things is that each example needs context, even the ones which are well known and seemingly require no explanation. If you're beginning to work on college essays, have a look at our article laying out each type of essay prompt out there and a detailed guide to writing a fantastic college essay. The next step of the way to compose a persuasive essay or any other sort of essay is continuing to the thesis statement. See a critique and precisely what universities try to find on these essays. 1 way to acquire a notion of what colleges are trying to find is to read some fantastic essays from students who've been successful in their bid to put in a selective university. Although Essays-Writing-For-Me has a complete array of amazing guarantees in regards to college essay help there are different methods to identify if they're the perfect alternative. The duration of your essay is not what universities start looking for. There's, naturally, a limit on the range of pages even our finest writers can produce with a pressing deadline, but generally, we can satisfy all the clients seeking urgent assistance. This is by design, because it's essential for students to concentrate on writing improvement as much as they concentrate on the subject. In addition to its growing cultural and ethnic diversity, State University is turning into a master at developing a niche for each and every student. Participat ing in such a massive study from beginning to finish has validated my interest in academic research for a profession.

Romantic Shakespeare Quotes

William Shakespeare was considered a true romantic. He portrayed love as a heady mix of passion, aggression, despair, and determination. There are amorous love scenes in many of his plays. If you are a romantic, too, you will appreciate the intensity of these Shakespeare quotes. Romeo and Juliet, Act II, Scene II I am too bold, tis not to me she speaks:Two of the fairest stars in all the heaven,Having some business, do entreat her eyesTo twinkle in their spheres till they return.What if her eyes were there, they in her head?The brightness of her cheek would shame those stars,As daylight doth a lamp; her eyes in heavenWould through the airy region stream so brightThat birds would sing and think it were not night.See, how she leans her cheek upon her hand!O, that I were a glove upon that hand,That I might touch that cheek! Romeo and Juliet, Act II, Scene II Then plainly know my hearts dear love is setOn the fair daughter of rich Capulet:As mine on hers, so hers is set on mine;And all combined, save what thou must combineBy holy marriage: when and where and howWe met, we wood and made exchange of vow,Ill tell thee as we pass; but this I pray,That thou consent to marry us to-day. Romeo and Juliet, Act II, Scene 3 I pray thee, chide not; she whom I love nowDoth grace for grace and love for love allow;The other did not so. Romeo and Juliet, Act II, Scene 3 O, she knew wellThy love did read by rote, that could not spell.But come, young waverer, come go with me,In one respect Ill thy assistant be;For this alliance may so happy prove,To turn your households rancour to pure love. The Two Gentlemen of Verona, Act I, Sc. III O, how this spring of love resemblethThe uncertain glory of an April day! Twelfth Night, Act III, Sc. I Love sought is good, but given unsought is better. Twelfth Night, Act II, Sc. III Journeys end in lovers meeting,Every wise mans son doth know. Twelfth Night, Act I, Scene 1 O spirit of love, how quick and fresh art thou!That, notwithstanding thy capacityReceiveth as the sea, nought enters there,Of what validity and pitch soever,But falls into abatement and low priceEven in a minute! so full of shapes is fancy,That it alone is high-fantastical. As You  Like It No sooner met but they looked; No sooner looked but they loved;No sooner loved but they sighed;No sooner signed but they asked one another the reason;No sooner knew the reason but they sought the remedy;And in these degrees have they made a pair of stairs to marriage... Much Ado about Nothing, Act IV, Sc. I I never tempted her with word too large,But, as a brother to his sister, showdBashful sincerity and comely love. Othello, Act II, Sc. III Cassio, I love thee;But never more be officer of mine. Othello, Act III, Sc. III But, O, what damned minutes tells he oerWho dotes, yet doubts, suspects, yet strongly loves! Othello, Act III, Sc. III Excellent wretch! Perdition catch my soul,But I do love thee! and when I love thee not,Chaos is come again. Romeo and Juliet, Act II, Sc. II Good night, good night! parting is such sweet sorrow,That I shall say good night till it be morrow. Romeo and Juliet, Act II, Scene II My bounty is as boundless as the sea, my love as deep; the more I give to thee, the more I have, for both are infinite. Romeo and Juliet, Act I, Sc. V My only love sprung from my only hate!Too early seen unknown, and known too late! A Midsummer Nights Dream, Act I, Sc. I Love looks not with the eyes, but with the mind; And therefore is winged Cupid painted blind. Antony and Cleopatra, Act I, Sc. I Theres beggary in the love that can be reckond. As You Like It, Act II, Sc. V Under the greenwood treeWho loves to lie with me. As You Like It, Act IV, Sc. I Men have died from time to time, and worms have eaten them, but not for love. As You Like It, Act V, Sc. II No sooner met but they looked; no sooner looked but they loved; no sooner loved but they sighed; no sooner sighed but they asked one another the reason; no sooner knew the reason but they sought the remedy. Hamlet, Act II, Sc. I This is the very ecstasy of love. Hamlet, Act II, Sc. II Doubt thou the stars are fire;Doubt that the sun doth move;Doubt truth to be a liar;But never doubt I love. Julius Caesar, Act III, Sc. I Though last, not least in love. A Midsummer Nights Dream, Act I, Sc. I Love looks not with the eyes, but with the mind; And therefore is winged Cupid painted blind. Antony and Cleopatra, Act I, Sc. I Theres beggary in the love that can be reckond. As You Like It, Act II, Sc. V Under the greenwood treeWho loves to lie with me. As You Like It, Act IV, Sc. I Men have died from time to time, and worms have eaten them, but not for love. As You Like It, Act V, Sc. II No sooner met but they looked; no sooner looked but they loved; no sooner loved but they sighed; no sooner sighed but they asked one another the reason; no sooner knew the reason but they sought the remedy. Hamlet, Act II, Sc. I This is the very ecstasy of love. Hamlet, Act II, Sc. II Doubt thou the stars are fire; Doubt that the sun doth move;Doubt truth to be a liar;But never doubt I love. Julius Caesar, Act III, Sc. I Though last, not least in love.