How To Make Magnetic Slime

How To Make Magnetic Slime Put a twist on the classic slime science project by making magnetic slime. This is slime that reacts to a strong magnetic field, like a ferrofluid, but its easier to control. Its easy to make, too. Here is what you do: Magnetic Slime Materials   white school glue (e.g., Elmers glue)liquid starchiron oxide powder  rare earth magnets Ordinary magnets are not strong enough to have much of an effect on magnetic slime. Try a stack of neodymium magnets for the best effect. Liquid starch is sold with laundry aids. Iron oxide is sold with scientific supplies and is available online. Magnetic iron oxide powder is also called powdered magnetite. Make Magnetic Slime You could simply mix the ingredients together at once, but once the slime polymerizes, it difficult to get the iron oxide to mix in evenly. The project works better if you mix the iron oxide powder with either the liquid starch or glue first. Stir 2 tablespoons of iron oxide powder into 1/4 cup of liquid starch. Continue stirring until the mixture is smooth.Add 1/4 cup of glue. You can mix the slime together with your hands or you can wear disposable gloves if you dont want to get any black iron oxide dust on your hands.You can play with magnetic slime just like you would with regular slime, plus it is attracted to magnets and is viscous enough to blow bubbles Safety and Clean Up If you wrap the magnets with plastic wrap, you can keep the slime from sticking to them.Clean up slime using warm, soapy water.Do not eat the slime, since too much iron is not good for you.Do not eat the magnets. There is a recommended age listed on magnets for this reason.This project is not suitable for very young children  since they might eat the slime or the magnets. Id aim for ages 5. Ferrofluid is more liquid than magnetic slime, so it forms better-defined shapes when exposed to a magnetic field, while silly putty is stiffer than the slime and can crawl slowly toward a magnet. All of these projects work best with rare earth magnets rather than iron magnets. For a really strong magnetic field, use an electromagnet, which can be made by running an electric current through a coil of wire.

Battle of Berlin in World War II

Battle of Berlin in World War II The Battle of Berlin was a sustained and ultimately successful attack on the German city by the Allied forces in the Soviet Union from April 16–May 2, 1945, during World War II (1939–1945). Armies Commanders Allies: Soviet Union Marshal Georgy ZhukovMarshal Konstantin RokossovskyMarshal Ivan KonevGeneral Vasily Chuikovapprox. 2,500,000 men Axis: Germany General Gotthard HeinriciGeneral Kurt von TippelskirchField Marshal Ferdinand Schà ¶rnerLieutenant General Hellmuth ReymannGeneral Helmuth WeidlingMajor General Erich Brenfngerapprox. 766,750 men Background Having driven across Poland and into Germany, Soviet forces began planning for an offensive against Berlin. Though supported by American and British aircraft, the campaign would be entirely conducted by the Red Army on the ground. General Dwight D. Eisenhower saw no reason to sustain losses for an objective that would ultimately fall into the Soviet occupation zone after the war. For the offensive, the Red Army massed Marshal Georgy Zhukovs 1st Belorussian Front to the east of Berlin with Marshal Konstantin Rokossovkys 2nd Belorussian Front to the north and Marshal Ivan Konevs 1st Ukrainian Front to the south. Opposing the Soviets was General Gotthard Heinricis Army Group Vistula supported by Army Group Centre to the south. One of Germanys premier defensive generals, Heinrici elected not to defend along the Oder River and instead heavily fortified the Seelow Heights east of Berlin. This position was supported by successive lines of defenses extending back to the city as well as by inundating the Oders floodplain by opening reservoirs. Defense of the capital proper was tasked to Lieutenant General Helmuth Reymann. Though their forces looked strong on paper, Heinrici and Reymanns divisions were badly depleted. The Attack Begins Moving forward on April 16, Zhukovs men assaulted the Seelow Heights. In one of the last major pitched battles of World War II in Europe, the Soviets captured the position after four days of fighting but sustained over 30,000 killed. To the south, Konevs command captured Forst and broke into open country south of Berlin. While part of Konevs forces swung north towards Berlin, another pressed west to unite with advancing American troops. These breakthroughs saw Soviet troops nearly envelop the German 9th Army. Pushing westward, 1st Belorussian Front approached Berlin from the east and northeast. On April 21, its artillery began shelling the city. Encircling the City As Zhukov drove on the city, the 1st Ukrainian Front continued to make gains to the south. Driving back the northern part of Army Group Center, Konev compelled that command to retreat towards Czechoslovakia. Pushing forward north of Juterbog on April 21, his troops passed south of Berlin. Both of these advances were supported by Rokossovsky to the north who was advancing against the northern part of Army Group Vistula. In Berlin, Adolf Hitler began to despair and concluded that the war was lost. In an effort to rescue the situation, the 12th Army was ordered east on April 22 in the hope it could unite with 9th Army. The Germans then intended for the combined force to aid in defending the city. The next day, Konevs front completed the encirclement of the 9th Army while also engaging the lead elements of the 12th. Unhappy with Reymanns performance, Hitler replaced him with General Helmuth Weidling. On April 24, elements of Zhukov and Konevs fronts met west of Berlin completing the encirclement of the city. Consolidating this position, they began probing the citys defenses. While Rokossovsky continued to advance in the north, part of Konevs front met the American 1st Army at Torgau on April 25. Outside of the City With Army Group Centre disengaging, Konev faced two separate German forces in the form of the 9th Army which was trapped around Halbe and the 12th Army which was attempting to break into Berlin. As the battle progressed, 9th Army attempted to break out and was partially successful with around 25,000 men reaching 12th Armys lines. On April 28/29, Heinrici was to be replaced by General Kurt Student.  Until Student could arrive (he never did), command was given to General Kurt von Tippelskirch. Attacking northeast, General Walther Wencks 12th Army had some success before being halted 20 miles from the city at Lake Schwielow. Unable to advance and coming under attack, Wenck retreated towards the Elbe and U.S. forces. The Final Battle Within Berlin, Weidling possessed around 45,000 men composed of Wehrmacht, SS, Hitler Youth, and Volkssturm militia. Initial Soviet assaults on Berlin began on April 23, a day before the city was encircled. Striking from the southeast, they met heavy resistance but reached the Berlin S-Bahn railway near Teltow Canal by the following evening. On April 26, Lieutenant General Vasily Chuikovs 8th Guards Army advanced from the south and attacked Tempelhof Airport. By the next day, Soviet forces were pushing into the city along multiple lines from the south, southeast, and north. Early on April 29, Soviet troops crossed Moltke Bridge and began attacks on the Interior Ministry. These were slowed by a lack of artillery support. After capturing Gestapo headquarters later that day, the Soviets pressed on to the Reichstag. Assaulting the iconic building the next day, they succeeded in famously hoisting a flag over it after hours of brutal fighting. A further two days were needed to completely clear the Germans from the building. Meeting with Hitler early on April 30, Weidling informed him that the defenders would soon run out of ammunition. Seeing no other option, Hitler authorized Weidling to attempt a breakout. Unwilling to leave the city and with the Soviets nearing, Hitler and Eva Braun, who were married on April 29, remained in the Fà ¼hrerbunker and then committed suicide later in the day. With Hitlers death, Grand Admiral Karl Doenitz became president while Joseph Goebbels, who was in Berlin, became chancellor. On May 1, the citys remaining 10,000 defenders were forced into a shrinking area in the city center. Though General Hans Krebs, Chief of the General Staff, opened surrender talks with Chuikov, he was prevented from coming to terms by Goebbels who wished to continue the fight. This ceased to be an issue later in the day when Goebbels committed suicide.? Though the way was clear to surrender, Krebs elected to wait until the following morning so that a breakout could be attempted that night. Moving forward, the Germans sought to escape along three different routes. Only those who passed through the Tiergarten had success penetrating the Soviet lines, though few successfully reached American lines. Early on May 2, Soviet forces captured the Reich Chancellery. At 6:00 am, Weidling surrendered with his staff. Taken to Chuikov, he promptly ordered all remaining German forces in Berlin to surrender. Battle of Berlin Aftermath The Battle of Berlin effectively ended fighting on the Eastern Front and in Europe as a whole. With Hitlers death and complete military defeat, Germany unconditionally surrendered on May 7. Taking possession of Berlin, the Soviets worked to restore services and distribute food to the citys inhabitants. These efforts at humanitarian aid were somewhat marred by some Soviet units which plundered the city and assaulted the populace. In the fighting for Berlin, the Soviets lost 81,116 killed/missing and 280,251 wounded. German casualties are a matter of debate with early Soviet estimates being as high as 458,080 killed and 479,298 captured. Civilian losses may have been as high as 125,000.

Riordan Essay Example | Topics and Well Written Essays - 1000 words

Riordan - Essay Example nformation, and products over the internet and includes aspects like establishment of new markets, money transfer, and ordering of products, services or information. For Riordan, E-business considerations include identifying organizational requirements which in this case include reduction of costs and to promote growth and profits. The company also focuses on exceeding ISO 9000 standards and leading in R&D while offering innovative solutions and establishing long term relations with customers. In establishing long term relations with clients located in different geographic locations like Vancouver and New York where the company is not present, long term relationships with this customer and others will be required (Yasin, Czuchry, Gonzales, & Bayes, 2006). Additionally, having introducing e-business will mean creation of new markets since the company already has a strong brand in the manufacture of medical supplies and stents, bottler and beverage containers, airplane parts, automotiv e part s and others. The presence of the right professionals is needed such that the right implementation taskforce of experts is present and representing all company departments. Given that the bottles are to be delivered long distances from the manufacturing facility, e-business consideration needed is to ensure that customer is well informed about production and delivery at all times. Riordan also needs to collect information from the customer about potential markets in Canada and New York while gathering information about other similar manufacturing companies in the regions (Yasin, Czuchry, Gonzales, & Bayes, 2006). This way, Riordan will develop the ability to sense and respond to market needs, as well as stimulate market demand and search for new markets. For customers located far and wide, the manufacturing process of the organization will shift to customized just-in-time manufacturing or demand-driven production. This way, Riordan will manage to provide customers with

Competitive Advantage through people Research Paper

Competitive Advantage through people - Research Paper Example 21). However, the company does not only boast a highly competitive pricing strategy, but also a premium people management approach that provided the company enduring success. Southwest’s most powerful organizational competency—the ‘secret ingredient’ that makes it so distinctive—is its ability to build and sustained high performance relationships among managers, employees, unions, and suppliers. These relationships are characterized by shared goals, shared knowledge, and mutual respect (Gittell, 2005, 52). To operate, airlines require physical resources, such as airplanes, airstrip, pilots, cabin crew, etc. These physical resources can be accessed by numerous companies in the marketplace; hence it is hard to develop them as a sustainable competitive advantage. Even availability of unprocessed or capital resources, before a great entry barrier, is more attainable due to the growth of international markets (Lovelock & Wright, 2002). However, it is the intangible assets that sustainable competitive advantage rests. Accrued experience or knowledge throughout the years, or referred to as corporate culture, is very hard to imitate (Parker, 2007). Companies like Apple, Coca-Cola, and General Electric rise from a venture of time and effort. These are springs of competitive advantage. The task is to determine the factors that strengthen this competitive advantage and the way toward sustainability (Parker, 2007). In fact, it is not the resources, regardless of how inimitable or intangible they are, that best generate competitive advantage; the solution toward sustainable competitive advantage is the way these resources are used (Gittell, 2005). Simply, the failure or success of a company relies on how the people within it utilize these resources. Basically, the competitive advantage of a company is its people. The quality of management, the manner in which

Dr. Myles Munroes The Purpose and Power of God’s Glory :: Purpose and Power of God’s Glory

Appeal to Ethos in Dr. Myles Munroe's The Purpose and Power of God’s Glory The rhetorical term "ethos" allowed me to see my favorite book, The Purpose and Power of God’s Glory by Dr. Myles Munroe, in a different way. I had never noticed how much Dr. Munroe’s character, authority, and credibility help to persuade the audience by appealing to "ethos". It added a lot to the book by allowing me to see Dr. Munroe’s character, authority, and credibility. I noticed Dr. Munroe’s virtuous character on page nine when he said, "That means that whatever our Daddy got, we got. Everything God ever intended us to be we already have---virtually infinite potential hidden inside these earthly bodies. God created us to have dominion over the earth; anything less squanders our potential." Dr. Munroe is an incredibly well-educated man, but because he worded things in such easy terms I did not feel like I was "over my head" in material that was too complex. It would have been easy for me to feel inadequate in comparison to his intelligence, but instead it made me feel that he had a warm, caring personality. Dr. Munroe’s character was also obvious to me on page ten when he said, "Human beings are God’s representatives on earth. He created us in His image. We are not fake imitations. We are genuine masterpieces "painted" by the hand of the Master Artist. We are not counterfeits but the genuine article. No other creature in all creation has that distinction. Sin has distorted God’s image and hidden it away under a lot of worldly "junk," so we are hard to identify as "God’s originals." He has the power to dig down and cut through the junk to expose the glory---the telltale characteristics of His hand---that hides in each of us. He wants to display us as the masterpieces we are." I found this to be a testimony to his character because it was so empowering. It was edifying and encouraging, things that do not come from someone without good character. Dr. Munroe’s authority also added to the appeal to "ethos". On page ten he said, "After all my years of Bible study, seminary training, preaching, and teaching, and after all the books I have read, I have come to the conclusion and conviction that nothing is more important than the glory of God." Knowing that Dr. Munroe devoted so much time to this subject made me view him more as an authority figure than I would have if the book had been written by someone with less education on the topic. Dr. Myles Munroe's The Purpose and Power of God’s Glory :: Purpose and Power of God’s Glory Appeal to Ethos in Dr. Myles Munroe's The Purpose and Power of God’s Glory The rhetorical term "ethos" allowed me to see my favorite book, The Purpose and Power of God’s Glory by Dr. Myles Munroe, in a different way. I had never noticed how much Dr. Munroe’s character, authority, and credibility help to persuade the audience by appealing to "ethos". It added a lot to the book by allowing me to see Dr. Munroe’s character, authority, and credibility. I noticed Dr. Munroe’s virtuous character on page nine when he said, "That means that whatever our Daddy got, we got. Everything God ever intended us to be we already have---virtually infinite potential hidden inside these earthly bodies. God created us to have dominion over the earth; anything less squanders our potential." Dr. Munroe is an incredibly well-educated man, but because he worded things in such easy terms I did not feel like I was "over my head" in material that was too complex. It would have been easy for me to feel inadequate in comparison to his intelligence, but instead it made me feel that he had a warm, caring personality. Dr. Munroe’s character was also obvious to me on page ten when he said, "Human beings are God’s representatives on earth. He created us in His image. We are not fake imitations. We are genuine masterpieces "painted" by the hand of the Master Artist. We are not counterfeits but the genuine article. No other creature in all creation has that distinction. Sin has distorted God’s image and hidden it away under a lot of worldly "junk," so we are hard to identify as "God’s originals." He has the power to dig down and cut through the junk to expose the glory---the telltale characteristics of His hand---that hides in each of us. He wants to display us as the masterpieces we are." I found this to be a testimony to his character because it was so empowering. It was edifying and encouraging, things that do not come from someone without good character. Dr. Munroe’s authority also added to the appeal to "ethos". On page ten he said, "After all my years of Bible study, seminary training, preaching, and teaching, and after all the books I have read, I have come to the conclusion and conviction that nothing is more important than the glory of God." Knowing that Dr. Munroe devoted so much time to this subject made me view him more as an authority figure than I would have if the book had been written by someone with less education on the topic.

Communication and Customer Service Essay

The time that I was not satisfied with a service is the time I rented movies at the local video store. My problem had nothing to with the experience or how I was treated during my rental. My complaint came the day after when I returned the movies. When I return movies I always bring them back hours before they are due and I either put them in the back drop off or the front drop off, I rarely go into the store to return them. It was around 1pm when the movies were returned and later on that day I got a phone call from the video store around 7pm with a message that my rentals were late. I told the employee that I returned them in the back drop off and to check it. Well this same type of situation happened to me 3 weeks in a row. The 3rd time was the last straw so the next time I rented videos I made a complaint and told them how I felt and where I always drop the movies off when I return them. The complaint I made was delivered in a nice, peaceful verbal manner. Since then I have no problems with getting phone calls for movies that aren’t late. I spoke to the employee directly so therefor I didn’t send them an email about my complaint. If I did send an email it would be an assertive communication style email. It would be written professional and state my expectations of the company. I would not label or judge anyone or the company in any way in the email.

Definition and Examples of Questions in English

In grammar, a question is a type of sentence expressed in a form that requires—or at least appears to require—an answer. Also known as an interrogative sentence, a question is generally distinguished from a sentence that makes a statement, delivers a command, or expresses an exclamation. Linguists commonly recognize three main types of questions: yes/no questions (also known as polar questions), wh-  questions, and alternative questions. In terms of syntax, a question is usually characterized by an inversion of the subject and the first verb in the verb phrase, beginning with an interrogative pronoun or ending with a tag question. Intonation in Questions What do questions sound like? In American English, youll typically hear a rising intonation across the utterance for yes/so questions and a falling intonation for wh- questions. That said, the variation in these patterns in both American and British dialects is pretty diverse.   Forming a Yes/No Question In A New Approach to English Grammar, on Semantic Principles, R.M.W. Dixon explains that in order to pose a yes/no question, you must move the first auxiliary verb, which bears a tense inflection, to the beginning of the clause. For example, if we start with the sentence: James was sitting in the dark. by moving the auxiliary verb, the question becomes: Was James sitting in the dark? There must be at least one verb in the auxiliary for question formation, Dixon explains. If there is no form of the verbs have, be, or a modal (a verb that combines with another verb to indicate  mood  or  tense) in the clause, then a form of the verb do must be added to take the tense inflection. So, from the sentence: John sat in the dark. we get the question Did John sit in the dark? Forming a Wh- Question The wh- questions are called that because the majority of them begin with words that start with those two letters: who, whom, whose, what, which, where, when, why—along with how. When asking a wh- question, youre expecting a phrase or clause as an answer, rather than a simple yes or no. In other words, youre seeking information. When forming a simple wh- question the same fronting is retained with the addition a wh- word of choice, which refers to the same constituent of the main clause and precedes the pre-posed auxiliary word. For example: With the exchange of the word who for Leo Leo was kissing Mary becomes Who was kissing Mary?   With the exchange of the word when for yesterday Theo fell yesterday becomes When did Theo fall? With the exchange of the word what for poetry Roberta recited poetry becomes What did Roberta recite? Forms of wh- questions that rely on additions rather than replacements are generally seeking further clarification: Why was Leo kissing Mary?How did Theo fall yesterday?Where did Roberta recite poetry? Says Dixon, If the constituent being questioned had a preposition associated with it, then this may either be moved to initial position, before the wh- word, or it can be left in its underlying position in the clause. That means that for the sentence: He owes his success to hard work, What does he owe his success to? and To what does he owe his success? are both correct forms of the corresponding question. Alternative Questions Alternative questions offer a closed choice between two or more answers. In fact, one of the most famous questions ever posed in the English language: To be or not to be? from William Shakespeares Hamlet (Act III, Scene 1) is indeed this very type of question. In  conversation, such questions typically end with a falling  intonation. Other names for alternative questions include nexus questions, closed questions, choice questions, either/or questions, and multiple-choice questions. Multiple-choice questions are a form of an alternative question with a larger pool of possible answers than a simple either/or. While the choices are still limited, not only are there more than two possible answers, depending on the question, there may be more than one possible correct answer. One final type of alternative question is one that often comes up in the classroom and is used by teachers to help students reexamine theories or ideas they have presented to come up with alternative conclusions to those theyve reached. For example, if a student has written a paper citing Hitlers rise to power as the main causal factor for World War II, his professor might pose the following alternative question. Supposing, as you have stated, that Hitlers rise precipitated the Second World War, but was that factor the only reason for the conflict? Note that the teacher includes the students hypothesis in her question, and is asking the student to expand his idea as well as to provide alternative facts to bolster the original argument. Sources Dixon, R.M.W. A New Approach to English Grammar, on Semantic Principles. Oxford University Press, 1991Denham, Kristin; Lobeck, Anne. Linguistics for Everyone. Wadsworth, 2010