John Donnes A Valediction of my Name, In the Window Essay -- Valedict

John Donne's A Valediction of my Name, In the Window      Ã‚  Ã‚   "My name engraved herein/Doth contribute its firmness to this glass" (1-2). It is a small but exquisitely considered act - a man carefully etches his name into a window, hoping to preserve his identity for future generations. Immediately, sensory details flow into my mind at the thought of such a momentous event. The precise scratch of the tool, the small flakes of glass that chip away, the beams of sunlight backlighting my own name in blinding pinpoints of sharp white light - all ignite a visceral feeling in the depths of my consciousness. By basing "A Valediction of my Name, In the Window" around the instinct for self-preservation, John Donne forces me to immediately sympathize with the struggle for remembrance. Just as my interpretation of the poem shifts outward from a simple physical act to a battle for posterity that has consumed humanity through all generations, Donne's description of this single-man struggle quickly moves from the physical to the met aphysical- he believes that he "contribute[s] his firmness" (2) to the glass by scrawling his name, hopes that his lover's eye will see a glimmer from her beloved's name more impressive and stunning than the myriad reflections of precious stones, and suggests that in the carving "you see me, and I am you" (12). Now once again I must force myself to take a leap of faith off the precipice of poetical interpretation, by accepting that one can find deeper meaning in the carefully scratched letters of a name in a window. Or, is it the instinct for preservation that Donne holds to be a pool of deeper meaning? After two stanzas, the author's well-formed conceit has already wrestled my mind into conf... ... life in the process. In only 66 lines, Donne uses his masterful command of the English language to create a superb poetical representation of his personal beliefs about love.    WORKS CITED    "Donne." Hertford College Alumni Association. 1 Jan. 1999. 9 Dec. 2001. http://www.hertford.ox.ac.uk/alumni/donne.htm    Donne, John. "A Valediction of my Name, In the Window." Poems of John Donne - Vol I. Ed. E.K. Chambers. London: Lawrence & Bullen, 1896. 25-28. The Luminarium. 4 Dec. 2001. http://www.luminarium.org/sevenlit/donne/valname.htm    "John Donne - Biography and Works." The Literature Network. 1 Jan. 2000. 9 Dec. 2001. http://www.online-literature.com/donne/    "The Life of John Donne (1572-1631)." The Luminarium. 22 Oct. 2001. 9 Dec. 2001. http://www.luminarium.org/sevenlit/donne/donnebio.htm

On Education and Human Nature Essay

This paper is a brief discussion of the relationship between education and human nature as seen in two varying viewpoints – that of Callicles (in Plato’s Gorgias) and Protagoras. The author is of the belief that education, albeit necessary in the survival of man in the long run, is a construct that contradicts the nature of man insofar as it restricts certain aspects of an individual. Such an assertion is partly leaning towards Callicles’ view of man as a creature whose appetites, so to speak, have to be met by virtue of a natural law. This position, along with Protagoras’ view of the nature of education – that it is essential in the cultivation of civic virtue – is key to the author’s argument that education is restricting. Callicles and Protagoras are similar in the sense that both are Sophists, with the slight distinction that the former is a student of Gorgias. Protagoras (outside of Plato’s dialogs) is known for his assertion that man is the measure of all things, and with that in mind it can be said that Callicles likewise adheres to that position, but with reservations – i. e. , the â€Å"better† man (discussions on definition aside) seems to be the measure of all things, not all men as they are. Aside from that, however, there is nothing more that links the two characters in Plato’s dialogs together. In fact, the views of the two thinkers with regard to the issue central to the discussion in this paper differ greatly. To begin, Callicles admonishes Socrates in their dialog for remaining to be a â€Å"student† of philosophy even as an adult. For Callicles, philosophy is not meant to be studied extensively nor lengthily; it is supposed to be indulged in by the youth, and only in moderation. He maintains that studying philosophy insofar as it is required by one’s education is acceptable; however, to still be engaged in philosophizing when one is already past the age of schooling is short of appalling since it causes one to deviate from leading a practical life. But what is this practical life that Callicles is in favor of? The answer to this question is implicit in the discourse that followed his expression of dislike towards Socrates’ way of life. Callicles purports that there is a natural justice in existence in the world that is being resisted, or even disregarded, by conventional justice. His notion of what is â€Å"just by nature† revolves around the idea that the â€Å"superior† amongst men is supposed to be a kind of usurper of property (if seen in a negative way) who – by virtue of his superiority – has the right to rule over the inferior of his kinsmen, and is entitled to a greater share in everything compared to lesser men. Such a concept, as seen in his exchange with Socrates, is completely in opposition to what is being forwarded in their society at the time – the idea that all men are essentially equal, and that what is just is for everyone to receive an equal share. This is the conventional justice Callicles is referring to. Socrates, in turn, and with his method of â€Å"acquiring knowledge† (Socratic method), manages to use his opponent’s argument against him. He began his argument with questions that asked for a clarification of definition – what is superior? Better? – and ended with the statement that with Callicles’ own words he managed to show that since many is superior to one, then rules of the many are superior; hence, these rules are rules of the better; hence, the rules of these â€Å"better† people are admirable by nature since they are superior; thus, natural justice is not at all in contradiction with conventional justice. As mentioned earlier, within the aforementioned exchange regarding natural and conventional justice lies Callicles’ perception of the practical life, or the kind of life an individual ought to lead. As with countless other thinkers, his argument is deeply rooted with the idea of happiness as the end to which man should direct his actions. What distinguishes him from Protagoras, though, is his assertion that happiness – and his concept of natural justice – can be attained only by the man who will succumb to his appetites, or in his own words: â€Å"the man who’ll live correctly ought to allow his own appetites to get as large as possible and not restrain them†. As for what he termed as â€Å"contracts of men† – which are to be assumed as the laws that maintain order in the society – Callicles is of the opinion that since these go against the grain with which man is made, they are to be considered â€Å"worthless nonsense†. For his part, Socrates of course attempted to dissuade Callicles by means of his conventional method of discourse and by introducing the analogy of the two men with jars, to no avail. Protagoras’ main point in the discourse relevant to this paper is that virtue is teachable. In support of his assertion, he recalled the account of the creation of man in Greek mythology to Socrates. He recounted that all creatures of the earth are made by the gods out of fire and earth, and that prior to giving them life Epimetheus and Prometheus were tasked to facilitate the distribution of abilities to them. Epimetheus volunteered to do it himself, with Prometheus inspecting the result. Epimetheus balanced the distribution with regard to â€Å"nonreasoning animals†. As for the human race, they were left bare, in the broadest definition of the word. Prometheus saw the problem and solved it by stealing from Hephaestus and Athena wisdom in the practical arts and fire and gave them to man, which proved fatal for him in the end. It is important to note that wisdom in the practical arts is wisdom intended for survival. It did not include political wisdom – needed to be able to establish and maintain the order of a city – as this is kept by Zeus. The result was catastrophic, as evidenced by the fact that later on Zeus sent Hermes to distribute justice and shame to all men for fear that the human race will be wiped out because of man’s inability to coexist in cities they founded to protect themselves from wild beasts that placed them in danger of annihilation. Political or civic virtue then – products of justice and temperance – became a divine law of which every man is knowledgeable, unlike other virtues that stem from other arts (such as architectural excellence). This myth was used by Protagoras to show that inherent in all men are the seeds of civic virtue that only need to be coaxed out with the aid of education and constant admonition from one’s elders (particularly parents). And since this is the case, all men are capable to be taught virtue, because all men are in possession of it. Protagoras made a second, this time stronger point to support his statement that virtue is teachable. He began his argument by saying that the difference between evils caused by natural processes and those resulting from the lack or absence of civic virtue is that the former elicits pity for the person in possession of such an evil. Contrary to that, when society is confronted with a person exhibiting the opposite of virtue – injustice, impiety, etc. – it is not pity that’s felt but anger. Protagoras maintains that this reaction is due to the fact that civic virtue is regarded as something that can be acquired through training, practice, and teaching. He pushes his position further by saying that reasonable punishment – administered to a person who has committed an act that goes against civic virtue – is undertaken as a deterrence, the implication of which is that virtue is and can be learned. To further support his claim, Protagoras went into a brief discussion of how virtue is taught to all men all their lives. As little children, he said, men are taught not only by their parents about civic virtue but also through the education they receive. From the literature they study to the songs they play, teachers are keen on inserting messages meant to teach them what is good and just. For Protagoras, it seems, education is not merely comprised of letters and literature. Music is likewise necessary, as well as sports. Music, as he said, makes people â€Å"gentler† – they become more â€Å"rhythmical and harmonious† with regard to their actions. And this is important because for him, â€Å"all of human life requires a high degree of rhythm and harmony†. As for sports, Protagoras mentions that parents â€Å"send their children to an athletic trainer so that they may have sound bodies in the service of their now fit minds†. Even after one’s formal schooling is over, education on the virtues does not stop. As Protagoras said: â€Å"When [the students] quit school, the city in turn compels them to learn the laws and to model their lives on them. They are not to act as they please. † He ended his side of the discussion with a rhetorical question of how anyone can wonder about virtue being teachable when it is given so much care and attention in man’s public and private life. It is crucial to analyze the discourse both thinkers had with Socrates, albeit briefly, to be able to shed light on the position of this paper that education is necessary but constricting. With regard to the nature of man, it is clear that there is a clear dividing line between the idea of Callicles and that of Protagoras. For the latter, what is good for man is that which is good for the society. In other words, there is no contradiction between natural and conventional justice relative to the nature of man and how he ought to live. For the former, man is essentially a being meant to be governed by his appetites, or desires. The conflict lies in the fact that conventional justice dictates that there be a certain level of order maintained in a society, order which will only come about through the citizens’ willingness to subject themselves to laws that promote equality and peaceful co-existence. For Callicles, such laws are human constructs, designed to restrain his idea of a superior man, and as such should not be observed. The author will go one step further and say that although there is no direct discussion on education in Callicles’ discourse with Socrates, it is clear that since education is a human construct, he sees it as but another shackle his superior man has to bear. Despite the fact that Protagoras is amenable to education – as it teaches civic virtue – there is a single line in the discourse that implies a completely different attitude. Protagoras told Socrates that when a man’s formal education is over, he is still forced to learn the laws and live by them, and that he is not to act as he pleases. This goes to show that despite the eagerness of his version of man to live a life of civic virtue, part of him still needs to be shackled by laws. It is these deductions – from both thinkers – that led the author to believe that inherent in every person is a part that yearns for unbridled freedom and power. Education is an institution that strives to inculcate in man the characteristics needed for him to be able to lead a peaceful life in a society – characteristics that lean towards suppressing one’s desires and call for a sort of balance between fulfilling one’s wants and respecting those of others. Despite the restrictive nature of education, the author believes that it is still a necessary burden people have to bear. Gone are the days when man kept to himself, when he foraged for food and did not maintain a life of permanence in any one place. With the evolution of man came the need for permanence, and with that co-existence with other men. It may be true that at the core of every man is a selfish desire for power – to have everything and more. But if all men were to be allowed to act according to their whims, the stories of old – where Zeus feared that the human race might be annihilated because of man’s inability to restrain his need for power – may come true after all. Survival today does not only entail meeting one’s basic needs. It is also about respecting other men, if one were to be anthropocentric about it. And this – along with other things that will aid the human race to persist for the next millennia – can only be reinforced by education.

Interest Rate And Interest Rates - 1402 Words

1.1 Background of the Study Interest rate is the amount of interest due per period, as a proportion of the amount lent, deposited or borrowed (called the principal sum). The total interest on an amount lent or borrowed depends on the principal sum, the interest rate, the compounding frequency, and the length of time over which it is lent, deposited or borrowed (Wikipedia). Interest rate as policy instrument can be used to foster meaningful macroeconomic stability,the rate of interest exacts its influence on the macro economy by transmitting through savings, investment, output, employment, money supply and balance of payment. As a return on investment in financial assets, interest rate serves as†¦show more content†¦The country s agricultural products is divided into two main groups: food crops and cash crops produced for home consumption and exports. The special interest of Government in the Agricultural sector is due to its relevance in the provision of raw material s for industries and most importantly the provision of food for the teaming population of Nigeria. (Akiri and Adofu 2007). Basically, agriculture provides 65% employment opportunities for the population to reduce poverty and contributes to the growth of the economy (Okoro, 2011). The development of agriculture in Nigeria has been slow despite the various agricultural policies. In fact, the government recognized the unhealthy condition(such as lack of access to technology, lack of access to farm inputs, lack of financial empowerment, high risk etc.) of Nigerian agricultural sector since 1970, and has formulated and introduced a number of programmes and strategies aimed at resolving this situation. These measures includes, introduction of scheme such as the River Basin Development Authority (1979), National Accelerated Food Production (NAFP) was introduced in 1972, Operation Feed the Nation (OFN) was inauguratedShow MoreRelatedThe Interest Rate And Interest Rates1746 Words   |  7 Pagestime in the future, the present good always commands a premium in the market over the future. This premium is the interest rate, and its height will vary according to the degree to which people prefer the present to the future, i.e., the degree of their time-preferences. (Ebling, 1996, p.82) In determining the originary interest rate, Mises thinks that the rate of originary interest directs the investment activities of the entrepreneurs. 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Comparison of a Clockwork Orange and Lord of the Flies

â€Å"Goodness is something chosen. When a man cannot choose he ceases to be a man.† How do Anthony Burgess in A Clockwork Orange and William Golding in Lord of the Flies reflect violence and social responsibility? Both Lord of the Flies, first published in 1954 and A Clockwork Orange, published eight years later, focus on the inherent human capabilities for evil as well as good. The German philosopher Friedrich Nietzsche famously posits that ‘whatever is done for love always occurs beyond good and evil’ and it is clear from both novels that it is this absence of love as a driving force that prevent both Alex and Jack from moving beyond the simplistic notions of good and evil and choosing a socially responsible path that looks beyond the†¦show more content†¦When she finally dies, ‘hot blood [spouts] over his hands and he and the other boys are ‘heavy and fulfilled upon her’. Golding explicitly emphasises through the use of the pronouns ‘her’ and ‘she’ the sex of the pig and the language clearly refers to the passionate fervour associated with not only violence but also sexual domination. It is at this point of the novel that the boys’ ultimate rejection of social responsibility is complete. While Ralph and Piggy, the novel’s moral arbiters, look on in disgust, they are powerless in the face of the raw, masculine group mentality of the others. In Golding’s relatively neutral third-person narration, Robert ‘stabilized the thing in a phrase which was received uproariously’, the phrase in question: ‘Right up her ass!’ Arguably, the horror of the misogyny of the scene is heightened by the exclusively male culture that has been constructed on the island. A feminist reading may also see it as telling that the least stereotypically masculine characters in Lord of the Flies, Simon and Piggy, are killed by the other boys. Their deaths serve to represent not only the dominance of males in society but also the rejection of typically feminine characteristics – reason, diplomacy and sensitivity. Although clearly an allegory for human nature in its entirety, Lord of the Flies also

Luke Duncan s 91607 Classical Vs Modern Essay - 1773 Words

Luke Duncan’s 91607 â€Å"Classical vs Modern† Artificial Selection Over the evolution of dogs, artificial selection from humans has moulded the different types of dogs we have today. Humans have used artificial selection to create breeds of dogs that we see as useful for different tasks. There are around 340 different breeds of dogs around the world that are recognised by the World Canine Organisation. An example that I am going to use is artificial selection of working dogs (Huntaways) used in the farming industry. Artificial breeding has been extremely important in ensuring that you are breeding the best dogs for the job. This means that farmers will breed their best dogs together to ensure that he has high quality working dogs. Farmers that also compete in dog trialling, breed the dogs that are best suited to the sport of dog trialling together because there is no point breeding a high quality working dog with a Labrador because you will only end up going backwards in terms of producing high quality working dogs. Farmers breeding different breeds of working dogs together meant that they could select for the traits that they wanted developed the Huntaway breed. This is a very good example of artificial selection because they bred the dogs that have the traits that they want and don’t breed the dogs that have traits that they don’t want. The traits of Huntaways that good working dogs posses include a loud deep sounding bark, medium to large frame body with great

Cost-benefit analysis is a term that is used to refer Free Essays

Cost-benefit analysis is a term that is used to refer to the process of comparing the benefits against the costs of one or more options in order to choose the alternative which is the best or the most profitable. It entails assessing all the costs and all the benefits then determining the difference. In order to decide on whether to buy locally produced products or not to buy, one needs to carry out a comprehensive analysis of the benefits as well as the costs of such a move. We will write a custom essay sample on Cost-benefit analysis is a term that is used to refer or any similar topic only for you Order Now Examples of products that can be bought locally or imported are foodstuffs e. g. vegetables. Buying locally means buying foodstuffs and products that are produced within one’s locality. Buying locally produced foodstuffs has its costs as well as benefits. Among the benefits of buying locally produced foodstuffs against non-locally produced are that locally produced foodstuffs require less energy to produce than imported ones. (http://www. sustainabletable. org/issues/buylocal/). For instance, the supply chain from the farmer to the consumer is short unlike in imported items which have to undergo long distribution chains before reaching the consumers. This leads to less environmental pollution because little transportation is needed to move the produce to the consumer. Processing and transportation of produce requires a large amount of fuel. This leads to more emissions of carbon monoxide and the greenhouse gases thus environmental degradation. These are the gases that lead to global warming. (http://www. sustainabletable. org/issues/energy/). The greenhouse gases also cause direct harm to human health through emission of toxic by-products when they are burnt. Another benefit of buying locally produced foodstuffs is that fewer amounts of fertilizers are used in producing them. Since manures are heavy, they can not be transported over long distances hence are used within short distances. Imported foods would require artificial fertilizers and pesticides for their production since they are produced on a large scale. Large amounts of energy are expended in producing these fertilizers hence environmental degradation. Furthermore these fertilizers and pesticides have direct negative impacts on the environment in that they pollute the soil and consequently water. In addition, locally produced foods require less processing and preservation measures than the non-locally produced. Since their distribution distances are not long, locally produced foods can be accessed by consumers when they are still fresh hence do not require processing or use of preservatives. On the other hand, non-locally produced foods require processing and preservation in order to make them reach the intended destinations in usable forms. Processing requires energy thus additional costs. Since local foods do not need large-scale farms to produce, the concept of organic farming can be applied. This is opposed to non-locally produced which are technology intensive i. e. require heavy machinery and large amounts of fertilizers and pesticides to produce. Thus, in terms of energy costs, locally produced foodstuffs are more energy efficient and environmentally friendly than the non-locally produced foodstuffs. (http://www. localharvest. org/buylocal. jsp). Adopting this concept will lead to the world saving a large amount of energy that can be used elsewhere. This system is also good in that it reduces substantially the amount of greenhouse gas emissions. This is good in that effects of the gases on the environment i. e. global warming are reduced. Locally produced foods also have more benefits to the consumer than the non-locally produced. Firstly, locally produced foods can be accessed when they are still fresh hence are more nutritious. This ensures that the quality of the produce is guaranteed. Due to the fact that agricultural products are highly perishable, non-locally produced foodstuffs need processing and preservation to improve their shelf life (http://www. sustainabletable. org/issues/buylocal/). Due to this, their quality is not guaranteed. The preservatives also alter the nutrition of the products and can also be harmful to consumers’ health. Processing requires energy hence fossil fuels are used which lead to environmental pollution. Another reason why consumers would prefer locally produced foods to non-locally produced is that they get the products from people they recognize. Thus locally produces foodstuffs are favored to non-locally produced ones due to the above factors. The cost estimates of local foodstuffs are far less than those for non-local foodstuffs. In accordance with the above analysis, it is very cheap to produce foods locally. This is because the farmers can use sustainable production methods which have less harmful effects to the environment (http://www. localharvest. org/buylocal. jsp. ). Locally produced foods also have less energy requirements as opposed to non-locally produced ones. This is due to the fact that less transportation and processing is required for locally produced foodstuffs. Based on the above facts, it is imperative to note that buying locally produced foodstuffs is much more beneficial than buying non-locally produced foods. Not only does doing this support the fight against environmental degradation but also helps improve a peoples’ health. Fresh foodstuffs are nutritious good for a healthy living. This policy would also enhance reservation of the non-renewable energy sources. This policy should be adopted because it can lead to the creation of self reliant food economies and consequently promoting food self sufficiency. REFERENCES Buy Local. Retrieved on 18th April, 2008. From (http://www. sustainabletable. org/issues/buylocal/) Sustainable Table; healthy foods. Retrieved 18th April, 2008. From (http://www. sustainabletable. org/issues/buylocal/) Local Harvest. Retrieved on 18th April, 2008. From (http://www. localharvest. org/buylocal. jsp How to cite Cost-benefit analysis is a term that is used to refer, Papers

Essay Table Of Contents Example For Students

Essay Table Of Contents I.What are black holes?II.Where do they come from?III. Interesting facts about black holes. IV. How are they discovered?A. X-ray EmissionsB. Exotic Energy SourcesC. Star speedsD. MasersE. The Baseline ArrayF. Hubble TelescopeG. SatellitesV.Quasi-Stellar RelationsVI. LocationsA. M87B. Milky WayC. AndromedaD. E. NGC 6240F. A0620-00What are black holes? Black holes are the remains of a massive star that has collapsed and shrunk to a tiny point in space. They have all of the gravity of the star concentrated into that point. Black holes are difficult to see because they cannot be seen. They cannot be seen because they are spinning faster than the speed of light and light cannot escape from them. They can be compared to a giant vacuum cleaner, they suck in anything that gets near them. Where do black holes come from? Black holes are formed when giant stars run out of fuel and are overwhelmed by their own gravity. When this happens they cannot keep from collapsing. After stars collapse, they start rotating and as they arespinning, their gravity becomes stronger causing them to shr ink. As the object becomes smaller, it starts spinning faster and faster. Using a small black marble as an example of the size that Earth would become if it collapsed and became a black hole, Todd R. Lauer, of the National Optical Astronomy Observatories said, Black holes are very messy eaters. If you took that marble to an all-you-can-eat buffet allowing it to consume all the matter around it, the feeding frenzy would produce as much radiation as the Sun.Research indicates that black holes may have existed at the beginning of time. Black holes are so dense that not even light can escape. Looking towards a black hole, the stars behind it would appear out of place because black holes distort light. The immense gravitational pull of black holes is thought to be responsible for the swirling masses of stars in spiral galaxies throughout the universe. Gravity in a black hole should be able to pack stars in so tight that the intensity of the stars light would drastically increase towards the center of gravity. Everything falling into a bla!ck hole loses its ide ntity, you couldnt tell if it were a satellite or a T.V. set that fell in. Dr. Fred Chromey of Vassar College in New York said, Black holes are the easiest way to explain some of the strange things that are going on in some of the galaxies.Research indicates that if a black hole formed, it would eventually evaporate but it would take millions of years. Earths escape velocity, the speed it takes to escape the pull of gravity, is 11 kilometers per second. The escape velocity of a black hole is 300,000 kilometers per second, which is faster than the speed of light. If Earths diameter shrank to less than 1 centimeter, the escape velocity would exceed the sped of light, the escape velocity of a black hole. Anything can become a black hole if you compress it enough. How are black holes located? Black holes technically cant be seen, but they give off many clues to their location. Signs of many black holes have been located during normal observation of other space objects. Abnormally high levels of X-rays and gamma rays are the most common clues, but other exotic energy sources are also good clues. Astronomers have also located black holes by studying the speeds of swirling galaxies. If large objects are moving at very high speeds astronomers usually try to track their orbits and try to locate a central object that could be the source of the gravity. Another clue to the location of black holes are masers. Masers are the cosmic relatives of lasers. They are water molecules orbiting black holes that capture and amplify radiation and send it back out into space. Masers are usually located in the accretion disk, the swirling cloud of gases above a black hole. Some masers have been clocked traveling over 650 miles per second. Many types of equipment are used to locate black holes. One type of equipment is called the Baseline Array. The Baseline Array consists of 10 radio dishes, each 82 feet across, spaced across a 5,000 mile area. It acts as one 5,000 mile wide telescope. The Baseline Array is so accurate the a user in Los Angeles can read a newspaper in New York. Other pieces of equipment used are orbiting observatories like the Hubble Telescope, which provided the first conclusive proof of black holes. Orbiting satellites are also used to detect radio waves usually given off by black holes. The British satellite Ariel V discovered the black hole A0620-00 this way. Black holes may be related to the most exotic space phenomenon, quasi-stellar objects, most commonly called quasars. Quasars shine so brightly that astrophysicists think the light must come from superheated matter falling into a black hole. The leading theory about quasars says they may represent the earliest period of evolution of galaxies. Quasars, so far, are the most distant objects known, some as far as 10 billion light years away. Black holes are usually found in or near companion star pairs. One of the stars is sometimes a dark star, a star that is hard to see or cant be seen. Bruce Margon from the University of Washington-Seattle says, We are finding that black holes come in a large number of sizes. Nature makes them like 50- and 100-watt light bulbs.Astronomers are finding that for reason, closer black holes are smaller than the more distant ones. Black holes can be located by studying how they affect their surroundings. A super-massive black hole has been located at the he art of Galaxy M87. It is between 2.5 and 3.5 billion times the size of our sun. The accretion disk at M87 is rotating at at least 1.2 million miles per hour. Some people think that it might be a cluster of neutron stars, but it would take more than 2 billion stars to get something that big. Anything that big in that small of an area would eventually collapse into a black hole anyway.Superluminal jets, groups of high speed electrons which are flung out of galaxies thought to contain black holes, have been detected coming out of M87. Superluminal jets can travel close to the speed, but the fastest one has ever been found was going 93% of the speed of light.The frontier of the M87 black hole is roughly the same distance that Uranus is from the Sun.Superluminal jets in the Milky Way indicates a black hole is lurking nearby. Astronomers have located something strange, near Sagittarius A* that is less than 1 million times the size of our sun, in the Milky Way. This object doesnt give off enough radiation to be a normal black hole. Scientists have devised a model that would explain the lower radiation levels. The object is superheating the gases before they enter. The heated gases move faster so less energy escapes. The model shows that the object can consume 99.9% of the energy that is given off leaving .1% to escape, which would account for the low energy levels. Stem cell research EssayMany types of equipment are used to locate black holes. One type of equipment is called the Baseline Array. The Baseline Array consists of 10 radio dishes, each 82 feet across, spaced across a 5,000 mile area. It acts as one 5,000 mile wide telescope. The Baseline Array is so accurate the a user in Los Angeles can read a newspaper in New York. Other pieces of equipment used are orbiting observatories like the Hubble Telescope, which provided the first conclusive proof of black holes. Orbiting satellites are also used to detect radio waves usually given off by black holes. The British satellite Ariel V discovered the black hole A0620-00 this way. Black holes may be related to the most exotic space phenomenon, quasi-stellar objects, most commonly called quasars. Quasars shine so brightly that astrophysicists think the light must come from superheated matter falling into a black hole. The leading theory about quasars says they may represent the earliest period of evolution of galaxies. Quasars, so far, are the most distant objects known, some as far as 10 billion light years away. Black holes are usually found in or near companion star pairs. One of the stars is sometimes a dark star, a star that is hard to see or cant be seen. Bruce Margon from the University of Washington-Seattle says, We are finding that black holes come in a large number of sizes. Nature makes them like 50- and 100-watt light bulbs.Astronomers are finding that for reason, closer black holes are smaller than the more distant ones. Black holes can be located by studying how they affect their surroundings. A super-massive black hole has been located at the he art of Galaxy M87. It is between 2.5 and 3.5 billion times the size of our sun. The accretion disk at M87 is rotating at at least 1.2 million miles per hour. Some people think that it might be a cluster of neutron stars, but it would take more than 2 billion stars to get something that big. Anything that big in that small of an area would eventually collapse into a black hole anyway.Superluminal jets, groups of high speed electrons which are flung out of galaxies thought to contain black holes, have been detected coming out of M87. Superluminal jets can travel close to the speed, but the fastest one has ever been found was going 93% of the speed of light.The frontier of the M87 black hole is roughly the same distance that Uranus is from the Sun.Superluminal jets in the Milky Way indicates a black hole is lurking nearby. Astronomers have located something strange, near Sagittarius A* that is less than 1 million times the size of our sun, in the Milky Way. This object doesnt give off enough radiation to be a normal black hole. Scientists have devised a model that would explain the lower radiation levels. The object is superheating the gases before they enter. The heated gases move faster so less energy escapes. The model shows that the object can consume 99.9% of the energy that is given off leaving .1% to escape, which would account for the low energy levels. A black hole smaller than the one in Galaxy M87 has been located near the center of the Andromeda Galaxy, with a mass of only a few million solar masses. Near the center of the galaxy, there are two star clusters, one bright the other faint. The bright cluster may be the nucleus of a dwarf galaxy that Andromeda may have captured. The faint cluster is moving at a speed of over 850,000 miles per hour, which is good evidence of a black hole. If Andromeda holds a black hole it would mean that there is a black hole 50 times closer than the one in M87. Another black hole was discovered in a galaxy less than 21 million light years from Earth. This black hole has a mass of more than 40 million suns. In Galaxy NGC 6240, almost 300 million light years from Earth, astronomers believe to have found a black hole during observations of two colliding galaxies. The black hole is caught between the two galaxies and is expected to merge with them in the next few hundred million years. It has a mass 10 to 100 times larger than any black hole ever found. It has the mass of the Milky Way in 1/10,000th the area. It may have been left over from an early universe, or a quasar that has burned itself out. Its finding suggests the presence of a lot of unobserved matter and it may be the first step in explaining dark matter or missing mass. The object itself may be a form of dark matter, which makes up 90% of the mass of the universe. In 1975 an X-ray burst and an optical nova lead to the discovery of a black hole. The black hole A0620-00 is located in the constellation Monoceros. It is a dark object with a mass exceeding 3 solar masses. It is part of a binary system, a pair of stars that orbit each other, consisting of an orange dwarf and itself. Orange dwarfs are very common, in fact they make up more than 15% of star masses. The star is orbiting the black hole. Astronomers have found that only half of the light comes from the star, the other half comes from the accretion disk circling the black hole. Black holes are much more common than astronomers once thought. Future research may locate many more exotic phenomenon. Astronomers believe there may be thousands of black holes and other mysteries of space, and they hope to learn more about them in the future. ReferencesCowen, Ron. Repaired Hubble Finds Giant Black HoleScience News, 145 (June 4, 1994) p. 356Croswell, Ken. The Best Black Hole in the GalaxyAstronomy, (March, 1992) pp. 30-37Dye, Lee. Evidence of Massive Black Hole Discovered by Astronomers Los Angeles Times, (January 12, 1995)p. A3+Flamsteed, Sam. 99.9 Percent SureDiscover, 16 (January, 1995) p. 32Kaiser, Jocelyn. Does the Milky Way Hide its Black Hole?Science News, 147 (April 15, 1995) p. 230Majeski, Tom. Evidence of Second Black Hole DetailedKnight-Ridder/Tribune News Service, (May 31, 1994) p. 0531K6533Naeye, Robert. Faster Than Light?Discover, 16 (January, 1995) p. 33Sawyer, Kathy. Monstrous, Dark Stranger Seen in Neighborhood of Galaxy Washington Post, (April 10, 1991) p. A2Sawyer, Kathy. Scientists Detect 12 Black HolesLas Vegas Review-Journal+ Sun, (August 2, 1992) p. 21EShipman, Harry L. Black Holes, Quasars, and the UniverseBoston, Houghton Mifflin Company, 1980Taylor, Ronald A. Astronomers Spot Massive MysteryWashington Times, (April 10, 1991) p. A4