William I :: essays research papers fc

Early Life William was born in 1027 in Falaise, France. His parents were Duke Robert I of Normandy and Arletta, a tanner’s daughter. William was illegitimate, he was also called â€Å"William the Bastard† and because of this he was an outcast. His father went on a pilgrimage to the Holy Land and left William as his successor with twelve barons to advise and take care of young William. When the news reached Normandy that his father was killed, violence broke out in the country. In 1047 William gained control of Normandy. He dealt with rebellion inside Normandy and became a very experienced and ruthless military commander. The people of Normandy liked to fight, when at peace William had to find a new place to conquer. William married Mathilda, daughter of Count Baldwin V of Flanders. William had three reasons to be king of England: he was promised by Edward the Confessor, he was the closest relative to Harold II, and promised by Edwards brother in-law, Harold Goodwin, on his deathbed. But Harold became King of England. Battle of Hastings When William did not get the throne of England he held a council of war. He had a fleet of ships built in the port of Dives, building the boats took seven months. William was not the only person invading England, Norway had landed in northern England and Harold had rushed to defeat them. On September 28, 1066 William landed in Pevensey with no opposition except for the townspeople because Harold was in the north. Harold quickly moved his troops to the south of England The armies matched in size and Harold had the battlefield advantage but William had skillfully co-ordinate his armies, which Harold had not. The first assault by the Normans failed and a rumor had started that William had died. â€Å" The battle was close-fought: a chronicler described the Norman counter-attacks and the Saxon defense as 'one side attacking with all mobility, the other withstanding as though rooted to the soil'.† Harold died in The Battle of Hastings and lost the battle by and arrow shot through his eye. Historians say the reasons he lost are the battle were: â€Å"he was weaker because of perjury and moral lapses, his soldiers were tired from walk from London, they spent the night carousing instead of prayer, the solders were armed with stones and bill-hooks, and he needed horsemen and archers.† The Battle of Hasting became a battle of such significance because with this victory William won the battle and England.

Was government and economy of Tsarist Russia transformed in the years between 1881 and 1914?

There were many changes made to the government and economy of Tsarist Russia between 1881 and 1914, however fundamentally I do not think either were completely transformed as the country was still under almost complete control of the Tsar and the majority of people had a very limited political voice, and also the economy remained a major issue with few problems solved. Considering that in 1881 Russia was incredibly underdeveloped and mainly based on agriculture, there were many changes made.The first finance minister of Alexander’s reign was Nikolai Bunge and he introduced laws which reduced the tax burden on peasants in 1882, and also established the Peasant Land Bank offering loans to peasants to help increase their holdings and increase productivity. The â€Å"Great Spurt† under Witte between 1892 and 1903 was a period of great economic transformation. Much emphasis was placed on the production of capital goods like iron and steel, coal and machinery. Also, much inve stment was made from abroad mainly France, Britain and Belgium: within Russia the peasantry was also further taxed to pay for this.The result of this was incredibly dramatic. Over half of the industrial workforce was employed in factories with more than a thousand workers by 1900 as industrial growth was concentrated in industrial areas like Moscow and Ukraine. The population also rose dramatically due to this rapid industrialization for example the population of St Petersburg doubled between 1890 and 1940 from 1 to 2 million. The completion of the Trans-Siberian also meant that influence in the East was increased and the economic potential of Siberia was opened up.In some respects Stolypin was an economic reformer, as he wanted to create a prosperous peasant class to be loyal to the Tsar. In November 1906 he passed a law that freed peasants from the commune and later redemption payments were abolished. This had been a huge weight on the peasants since 1861 and could be argued to be a transformation in the countryside. Agriculture production rose from 45. 9 million tonnes in 1906 to 7 million in 1913. The October Manifesto is arguably a huge political transformation because reforms were promised like an elected national Parliament, freedom of speech, religion and civil rights.The Dumas that came out of the October Manifesto had some successes for example: the replacement of Land Captains by justices of the peace, making the judicial system fairer. It could also be argued that there was political transformation because by 1914 political parties had been established legally and the Duma allowed political debate of elected representative. Now, due to a relaxation of censorship, radicals had the opportunity to influence public opinion: something that had previously been much harder.However, the leaders of the country themselves were incredibly against political transformation: Alexander III was repressive and incredibly against political reform, partly due to his father’s assassination by the radical group the People’s Will, and also due to his own conservative views. This meant that he made sure to do as little as possible to transform the government politically during his reign. When coming to power Alexander almost immediately published his manifesto declaring absolute political power to the Tsar and to create the Statute of State Security to try government opponents without the need for a jury.These courts stayed in existence up until 1917. Press freedom at this point was also severely restricted and fourteen major newspapers were banned between 1882 and 1889 for displaying â€Å"liberal† tendencies. Foreign books and newspapers were also censored by the secret police (the Okhrana) to prevent ideas like democracy and parliamentary government from reaching the Russian people. Land captains were also introduced in 1890 to undermine the Zemstvas created by the more liberal Tsar before Alexander, and in order to increase the political power of the landed classes doctors and schoolteachers for example could not be part of the Zemstva.These repressive policies had huge long term effects and the secret police remained for the entirety of Alexander III’s reign. It also clearly shows Alexander’s conservative mentality and his attempt to undermine any transformation politically Nicholas II who succeeded Alexander III was also incredibly conservative and saw the plea of the zemstva for greater political responsibility as â€Å"senseless dreams†. We can also say that obviously not enough was done to transform Russia politically as radicals overthrew Nicholas in 1917. The 1905 revolution could be argued as showing very little change because of theunrest caused by the lack of political reformation and political voice of the people. The country still had no democratically elected national assembly of any kind. It could also be argued that little had changed in 1905 because the amred force s did remain loyal to the Tsar and were incredibly important in the dispersion of the rebels. The October Manifesto, despite seeming like a huge political transformation, the Fundamental Law of 1906 which became the constitution of the Russian epire actually gabe the right o the Tsar to gvern by decree and ignore the new elected body.He also retained the right to select his own government and so he retained much of his political power Also, the Tsar could dissolve the new parliaments at any time, and the first was dissolved after only 73 days showing that despite their existence, the Dumas hadn’t changed much because the Tsar still had political control. The first Duma passed only two resolutions despite making 391 requests against what it saw as illegal government action: the Tsar had ensured no definitive action would be taken against him.The only Duma lasting its full term only did so because it was weighted so heavily in favor the Tsar that demand for reform was low and t he Duma was unrepresentative of the population, so that though it lasted a long time it didn’t transform the country politically. Stolypin is another example where politically there was no transformation, even after the 1905 revolution. He used traditional and ruthless methods, distributing 1144 death sentences between October 1906 and May 1907. Six hundred trade unions and a thousand newspapers were also forced to close.This directly goes against promises made in the October Manifesto showing the lack of transformation caused by it. Economically, despite attempts at reform throughout this time period, Russia remained backward and inefficient. Agriculture remained backward, despite attempts at reform by Vyshnegradsky, the demand for land stayed high and lead to the catastrophic famine of 1891, showing that not enough was done to prevent it; there had been no great transformation. Also, by 1914 90% of peasants were still strip farming and only 1/5 of of the peasants had even l eft the Mir, showing the failure to move peasants out and increase productivity.Russia was also still behind the other great powers of Europe (UK, USA, Germany). In conclusion, I think that there were many reforms made to both the economy and the government, and that both were definitely somewhat transformed because industry was modernized and Russia did have a kind of national elected body for the first time in its history. However, these were not huge transformations because these reforms did not fundamentally change Russia at all: the Tsar still had supreme authority over ruling, and Russia was still a backward economy based mainly on agriculture.

Hypostatizationâ€Fallacies of Ambiguity and Language

The fallacy of Reification—also known as  Hypostatization—is very similar to the Equivocation Fallacy, except that instead of using one word and changing its meaning through the argument, it involves taking a word with a normal usage and giving it an invalid usage. Specifically, Reification involves ascribing substance or real existence to mental constructs or concepts. When human-like qualities are attributed as well, we also have anthropomorphization. Examples and Discussion of the Hypostatization Fallacy Here are some ways in which the fallacy of reification can occur in various arguments: 1) The government has a hand in everybodys business and another in every persons pocket. By limiting such governmental pickpocketing, we can limit its incursions on our freedom. 2) I cant believe that the universe would allow humans and human achievement just to fade away, therefore there must be a God and an afterlife where all will be preserved. These two arguments demonstrate two different ways that the fallacy of Reification can be used. In the first argument, the concept of government is assumed to have attributes like desire which more properly belong to volitional creatures, like people. There is an unstated premise that it is wrong for a person to put their hands in your pocket and it is concluded that it is also immoral for the government to do the same. What this argument ignores is the fact that a government is simply a collection of people, not a person itself. A government has no hands, therefore it cannot pickpocket. If the governments taxing of the people is wrong, it must be wrong for reasons other than a too-literal association with pickpocketing. Actually dealing with those reasons and exploring their validity is undermined by eliciting an emotional reaction by using the pickpocketing metaphor. This arguably means that we also have a fallacy of Poisoning the Well. In the second example above, the attributes being used are more human which means that this example of reification is also anthropomorphization. There is no reason to think that the universe, as such, really cares about anything—including humans beings. If it is not capable of caring, then the fact that it does not care is not a good reason to believe that it will miss us after we are gone. Thus, it is invalid to construct a logical argument that relies upon the assumption that the universe does care. Sometimes atheists create an argument using this fallacy which is similar to example #1, but which involves religion: 3) Religion attempts to destroy our liberty and is therefore immoral. Once again, religion has no volition because it is not a person. No human-created belief system can try to either destroy or build anything. Various religious doctrines are certainly problematic, and it is true that many religious people attempt to undermine liberty, but it is muddled thinking to confuse the two. Of course, it should be noted that hypostatization or reification is really just the use of metaphor. These metaphors become fallacies when they are taken too far and conclusions are formed on the basis of the metaphor. It can be very useful to employ metaphors and abstractions in what we write, but they carry danger in that we can begin to believe, without realizing it, that our abstract entities have the concrete attributes we metaphorically ascribe to them. How we describe a thing has a great influence on what we believe about it. This means that our impression of reality is often structured by the language we use to describe reality. Because of this, the fallacy of reification should teache us to be careful in how we describe things, lest we begin to imagine that our description has an objective essence beyond the language itself.

Essay on The Prosecution and Tragic Death of Aaron Swartz

In light of the recent prosecution and tragic death of Aaron Swartz, it is my belief an formal examination of the current legal processes is required. But first, the events leading to the current moral turmoil must be reviewed. After illegally downloading millions of articles from a digital library (JSTOR) with the intent to distribute them online, computer programmer and political activist Aaron Swartz was caught and arrested by MIT authorities. Under the â€Å"Computer Fraud and Abuse Act† Aaron Swartz was federally charged with numerous counts of Wire Fraud, Computer Fraud, and Unlawfully Obtaining Information from a Protected Computer, Recklessly Damaging a Protected Computer† (â€Å"United states of,†2011).hese charges carried the potential of†¦show more content†¦However in Aarron Swartz case where the amount of files were retrieved he did not receive a similar punishment because of his methods used. Now with the rise in computer crime it is difficult to measure the impact inflicted. However in the case of Aaron Swartz his crime has been described as trying to put someone in jail for allegedly checking too many books out of the library† (Declan, 2013). However beca use of the current copyright laws in the â€Å"Computer Fraud and Abuse Act† he was prosecuted differently. It is my opinion that in light of the significant threats posed by anonymous we need to examine whether an abuse of justice was committed. I contacted a Professor Jonathan Simon at University of California, Berkeley who specializes in Law and Social Policy to provide a third party perspective on this matter. In his famed novel â€Å"Governing Through Crime† Professor Simon examines the relationship between the fear of crime and the increase in Prosecutorial Authority. Historically speaking, prosecutors possessed limited power but were intended to represent the public. However, following social and political declaration of a war on crime, prosecutors were shifted into the political spotlight with additional legal powers. During this progression a form of accountability and oversight was not implemented proportionally. Simon specifically describes this concern

Time to Kill - 1283 Words

Writing Report Similarity one 12 Angry Men and a Time to Kill The play, 12 Angry Men, and the film, A Time to Kill, have a similar theme. In 12 Angry Men, a Latino is accused of stabbing his father to death, where a guilty verdict would mean a death sentence. In A Time to Kill, a black man took the law into his own hands, killing two alleged rapists and the sentence for this man, if found guilty meant death in a gas chamber. The play and film both involve prejudice against two commonly accused minorities in America. All jurors were white and with the combination of racism it made it seem like injustice was certain. For example, Jake Brigance, the lawyer for Carl Lee filed for a change of venue. The reason for this was that he†¦show more content†¦His determination to stand up for this injustice caused by inequality before the law is similar to the play. The play and Speech both involve prejudice against two commonly accused minorities in America. All jurors were white and with the combination of racism it made it seem like injustice was certain. 12 Angry Men racial prejudice towards the Latino boy was also apparent. At one point of time it seemed like the Latino boy would be executed, because nearly everyone would have found him guilty. It was stated that â€Å"So far eleven jurors are predisposed to convict him of the murder charges, only one juror, Mr. Davis believed his innocence.† If the jury system was not based on unanimous consent, then the Latino boy would have died. This is simply due to racial prejudice and it is purely unjust. In a court of law, the jury is the fact finder and not a social commentator. Justice prevailed in both cases, another similarity. However, both cases showed how race has corrupted the minds of people and how deeply race can affect justice. No matter what people say, racial prejudices exist and will most likely forever exist, but in both cases, justice overruled injustice. In both the speech and play, the similarity is inequality before the law leading to an injustice. Inequality is the similarity, but the causes of injustice in the speech and play are based upon racialShow MoreRelatedA Time to Kill and to Kill a Mockingbird1314 Words   |  6 PagesThe movie based on John Grishams A Time to Kill is a Hollywoodized, modern-day version of To Kill a Mockingbird. Both movies employ many of the same themes and plot elements; but the former movie is one-dimensional and predictable while the latter is innovative and purposeful. The movie version of Harper Lees novel To Kill a Mockingbird is considered a classic film, whereas John Grishams adapted novel is merely another example of the money making efforts of Hollywood. Some of the movies moreRead MoreEssay A Time To Kill803 Words   |  4 Pages nbsp;nbsp;nbsp;nbsp;nbsp;In A Time To Kill, by John Grisham, two drunken white men violently raped, beat, and nearly killed a 10-year-old black girl named Tonya Hailey. Her father, in a clouded rage, executed the two rapists with an M-16 on their way out of the courthouse. His vigilante form of justice was not well taken by many in prejudiced Ford County, Mississippi. On the other hand, he had lots of support from the black community and from any white person whom dared to step into his shoesRead More A Time To Kill Essay1915 Words   |  8 Pages A Review and Commentary On:A Time to Kill By John GrishamA Time to Kill written by John Grisham is a book that presents the high racial tensions in Canton Mississippi in the early 1990’s. The book opens with two young men, James Lewis Willard and Billy Ray Cobb, joy riding in their brand new yellow pick up truck decked out with Confederate flags. They speed though black neighborhoods throwing full beer bottles at people and houses, until they come across ten-year-old Tonya Hailey walking home fromRead MoreTo Kill a Mockingbird and A Time to Kill: Similarities and Differences818 Words   |  4 PagesA Time to Kill and To Kill a Mockingbird both have a number of similarities to be compared and contrasted. Both stories can be compared in their themes about justice and racial prejudice. However, this is where the similarities end. The themes and ideas in both novels are vastly different in shape and scope. In A Time to Kill justice is the main theme and most of the ideas are focu sed on justice and the gray in between the lines of black and white set by the law, racial prejudice is also touchedRead MoreSimilarities And Similarities Between To Kill A Mockingbird And A Time To Kill702 Words   |  3 Pages Comparison/Contrast of To Kill a Mockingbird and A Time to Kill The films To Kill a Mockingbird and A Time to Kill are easily comparable. From the titles to the actual contents, it is not difficult to understand why one would see them as similar. However, there are as many differences as there are similarities within the movies. I will be discussing and describing both the similarities and differences between the films. To begin, there is one extremely prominent similarity that isRead MoreWilliam Atticus Finch The Greatest Hero Of The 20th Century1386 Words   |  6 Pagescinema. To Kill a Mockingbird While some lawyers receive a bad rap, the man considered the greatest character and hero in all of movies is an attorney. Gregory Peck plays Atticus Finch in To Kill a Mockingbird, a fiercely loyal and honest attorney who fights prejudice and seeks only justice and fairness from the system he works for. The American Film Institute named Atticus Finch the greatest hero of the 20th century. A Time to Kill A movie that shares a lineage with To Kill a MockingbirdRead MoreA Time to Kill: Review and Commentary1952 Words   |  8 PagesA Review and Commentary On:A Time to Kill By John GrishamA Time to Kill written by John Grisham is a book that presents the high racial tensions in Canton Mississippi in the early 1990 s. The book opens with two young men, James Lewis Willard and Billy Ray Cobb, joy riding in their brand new yellow pick up truck decked out with Confederate flags. They speed though black neighborhoods throwing full beer bottles at people and houses, until they come across ten-year-old Tonya Hailey walking home fromRead MoreA Time to Kill - Argumentative Paper965 Words   |  4 PagesArgumentative Paper In the movie A Time to Kill, an adolescent girl named Tonya Hailey is brutally battered, raped, and left for dead in a small southern town by two white supremacist men; Billy Ray Cobb and James Louis Willard. As she is walking home, a car approaches; two gentlemen confront her and start kicking and punching her. Then they rape her. Not just once, but twice. She cries out, looking away, and begging them to stop. As she looks up at the heavens above for guidance, she screams forRead MoreResearch Paper John Grisham1868 Words   |  8 Pagesto show his personal experiences. I. Characters A. Mitch McDeere 1. The Firm, plot 2. How he gets involved with the firm B. Sam Cayhall 1. Death penalty 2. His lawyer II. Themes A. Good/ evil 1. The Firm 2. A Time to Kill B. Money 1. in his novels 2. His attitude C. Concepts 1. John Grishams tricks 2. Same formula III. Personal experiences A. As a lawyer 1. His cases 2. His success John Grishams Secret JohnRead More Comparing the Movies A Time to Kill, by John Grisham and To Kill a Mockingbird1285 Words   |  6 Pages The movie based on John Grishams A Time to Kill is a Hollywoodized, modern-day version of To Kill a Mockingbird. Both movies employ many of the same themes and plot elements; but the former movie is one-dimensional and predictable while the latter is innovative and purposeful. The movie version of Harper Lees novel To Kill a Mockingbird is considered a classic film, whereas John Grisham?s adapted novel is merely another example of the money making efforts of Hollywood. Some of the movies

Dignity of Labour free essay sample

This is followed by asking students to calculate their body’s energy needs for a day, both to perform various physical activities (including the climbing of stairs) and to maintain internal body functions. LEVEL: Middle Level (7, 8, and 9) DURATION: approximately 40 minutes STUDENT BACKGROUND: Students must be able to measure time with a stopwatch, measure distance with a meter stick, and enter data into and calculate with a spreadsheet. ADVANCE PREPARATION: Gather meter sticks and stop watches, arrange for use of computers and convenient staircase. MANAGEMENT TIPS: Elicit student responses to the Reflective Question before proceeding on to the activity. In checking student plans to measure and calculate the work they do climbing the stairs, make sure that students measure the distance walked up the stairs vertically, not along the slant of the stairs. They can determine their mass in kilograms by dividing their weight in pounds by 2. 2 and their weight in newtons by multiplying their mass (in kg) by the Earth’s gravitational field, approximately 10 N/kg. One way to administer the time measurements is to line up students on the landing at the foot of the staircase to be climbed. Have the last student time the first student, then have all other students timed by the student who has just climbed the stairs. (This allows all the timing by a single stopwatch, transferred among student timers at the top of the stairs. ) SAFETY: Require students to step on each step in order to reduce risk of injury. RESPONSES TO SOME QUESTIONS: In general, student answers to questions will vary, with differences in weight and in physical activities performed during the day. For example, a 175 lb. male of average build needs 175 x 12 = 2100 Calories per day to maintain internal body functions. The energy requirement for physical activity will vary greatly from student to student Teaching About Energy page 5. 1  ©2003 AAPT, John L. Roeder but probably be no more than 1000 Calories. An 80 kg student walking up a flight of stairs with a vertical height of 3. 0 m does 2400 Joules of work, which corresponds to 14. 4 kJ/min or 240 watts, if it is done in 10 seconds. The vertical average velocity is thus 0. 3 m/s, and the student’s kinetic energy in climbing the stairs is 3. 6 J, using vertical velocity only, far less than the potential energy gained. POINTS TO EMPHASIZE IN SUMMARY DISCUSSION: One outcome of this activity is a calculation of the amount of energy used by each student from food each day, both to maintain internal body functions and to perform physical activities. POSSIBLE EXTENSIONS: Once students have determined their need of energy from food for a day, students could be asked to inventory the energy content of the food they eat in a typical day and see how closely their consumption of energy from food matches their use of energy for internal body functions and physical activities. Teaching About Energy page 5. 2  ©2003 AAPT, John L. Roeder Name(s): _________________________________ Date: _______________ Period: ________ ACTIVITY 5. POWER OF A STUDENT Reflective Question: Write a response in your journal to the question in the box below. Discuss your response with others in your group. Can you arrive at a consensus in your discussion? Be prepared to report to your class the result of your group’s discussion. When you climb a flight of stairs, do you ever stop to think that you are pushing down on the stairs to lift yourself? By exerting this force to lift yourself, you are doing work on yourself, which shows up as an increase in your gravitational potential energy. The rate at which you do work is called power. Like the rate at which electric appliances transform electrical energy to other forms, power is expressed in joules/sec, or watts. With how many watts of power can you climb the stairs? Materials: meter stick stopwatch bathroom scale (optional) 1. Devise a plan to make the measurements and calculate the work you must do to climb a flight of stairs as well as the rate at which you do it (your power). Use standard metric units. After your teacher approves your plan, carry it out under your teacher’s direction. 2. Create an organized data chart showing the data you measured as you climbed the flight of stairs. 3. Create a detailed, step-by-step data analysis sheet showing what you did to calculate the power (in watts) with which you climbed the stairs. Climbing stairs is only one activity in which you do work – either on yourself or something else – during the day. This work is made possible because of the energy you gain Teaching About Energy page 5. 3  ©2003 AAPT, John L. Roeder from the food you eat. In fact, most of the energy from the food you eat goes to maintain your internal body functions, like maintaining your internal body temperature at 37 degrees Celsius. The energy from the food you eat is rated on nutrition labels in terms of Calories, and each Calorie of energy can increase the temperature of one kilogram of water by one degree Celsius. One Calorie is equal to 4180 joules (J), or 4. 18 kilojoules (kJ). The number of Calories per day needed to maintain your internal body functions can be found by multiplying your weight (in pounds) by 12 (if you are male of average build) or 11 (if you are female of average build), adding 5% if you are skinny, subtracting 5% if you are plump, or subtracting 10% if you are more than plump. * 4. According to the preceding paragraph, how many Calories do you need per day to maintain your internal body functions? In addition to energy for maintaining your internal body functions, you also need energy to perform various physical activities. The rates at which men and women use energy to perform these activities* are given in the following tables in terms of Calories per minute and kilojoules per minute: RATE AT WHICH MEN USE ENERGY activity driving a car washing dishes by hand typing quickly playing musical instrument at moderate rate walking, normal rate bicycling, easy rate skating, moderately swimming, moderate speed walking, briskly ping pong, brisk game walking upstairs, moderate rate tennis, average rate running, moderate speed bicycling, racing speed swimming, hard dancing, very vigorously running, cross country #Cal/min (man) 0. 7 0. 59 0. 59 1. 1 1. 8 2. 3 3. 5 3. 5 3. 5 4. 6 5. 3 5. 6 7. 6 8. 3 8. 7 9 9. 8 #min #Cal #kJ/min 1. 96 2. 47 2. 47 4. 60 7. 52 9. 61 14. 63 14. 63 14. 63 19. 23 22. 15 23. 41 31. 77 34. 69 36. 37 37. 62 40. 96 #kJ Teaching About Energy page 5. 4  ©2003 AAPT, John L. Roeder RATE AT WHICH WOMEN USE ENERGY ctivity driving a car washing dishes by hand typing quickly playing musical instr ument at moderate rate walking, normal rate bicycling, easy rate skating, moderately swimming, moderate speed walking, briskly ping pong, brisk game walking upstairs, moderate rate tennis, average rate running, moderate speed bicycling, racing speed swimming, hard dancing, very vigorously running, cross country #Cal/min (woman) 0. 43 0. 52 0. 52 0. 91 1. 5 2 2. 9 2. 9 2. 9 3. 8 4. 4 4. 7 6. 3 6. 9 7. 2 7. 8 #min #Cal kJ/min 1. 7974 2. 1736 2. 1736 3. 8038 6. 27 8. 36 12. 122 12. 122 12. 122 15. 884 18. 392 19. 646 26. 334 28. 842 30. 096 31. 768 33. 44 #kJ *Rates of Calories used are taken from Gerald Slutsky, â€Å"I Didn’t Know It Was Loaded,† in Energy: Options for the Future (Food and Energy), SUNY, Stony Brook, NY, p. F-17. 5. Enter the number of minutes per day you perform each activity, then calculate the number of Calories used by multiplying the #Cal/min by the number of minutes. The number of kilojoules per minute is obtained by multiplying the #Cal/min by 4. 18, and the number of kilojoules is obtained by multiplying the #kJ/min by the number of minutes. Enter your values into a spreadsheet like the one above and calculate the total number of Calories and kilojoules. 6. How does the total number of Calories or kilojoules for physical activity compare with the number of Calories or kilojoules needed for internal body functions (question 4)? 7. How does the rate of using energy (in kJ/min) to climb stairs at a moderate rate in the table above compare with the value you calculated in step 3 above? In the space provided, calculate and show how you change your answer from joule/second to kilojoules/minute before answering. Teaching About Energy page 5. 5  ©2003 AAPT, John L. Roeder 8. Could a difference between your measured value of energy rate (in kJ/min) to climb stars at a moderate rate and the value given in the table depend on the amount of kinetic energy you â€Å"gave yourself† in order to climb the stairs? Find out by measuring your average vertical speed. You may use the height you climbed on the stairs and the time you took to climb the stairs. Then use this speed to find your kinetic energy. You may look up the equation for kinetic energy if you need to do that. Show your calculations in the space provided. 9. How does your kinetic energy climbing the stairs compare with your potential energy increase? Teaching About Energy page 5. 6  ©2003 AAPT, John L. Roeder