United States Money History Essay Example for Free

United States Money History Essay Money is something societies have almost always had, whether it was in the form of trading, shells, or coins. Money is a currency of exchange, and exactly what is used as money doesn’t really matter, as long as the society agrees that it has value. In the United States, money has typically been coins made from precious metals or paper, all of which is backed by gold in the United States treasury. Around 1800 in the United States, the money system that is in place today was just beginning to be formed. At the beginning of the 1800’s, there was only one bank. By 1816, a second bank had begun, and it was chartered for twenty years. At this time, both coins and paper money were already being issued. When the charter was up on the second bank, about 1600 state-chartered private banks came into existence, and also issued paper currency, which was relatively new still (Pfiester). The â€Å"dollar† was already the official US currency, though, which had been issued in the late 1700’s (Factmonster). However, the paper money that the banks produced in the mid-1800’s was not standardized. Banks issued their own variety of money, which resulted in over 30,000 different designs. Money was easily counterfeited, and there was confusion in what was real money and what was not. By the late 1800’s, as the Civil War was gearing up, Congress was pressed into providing paper money via the US Treasury Department. These stayed in circulation until the 1970’s. This new money was designed with anti-counterfeiting measures, including blue and red fibers embedded in the money and the treasury seal (Pfiester). Until 1853, silver was the United States metal of choice. The silver dollar was the primary currency used. In 1853, the government replaced the silver dollar with the promise of gold. Dollar bills came out around this time, and other notes, with references to gold written on them (Davies). Until 1857, all foreign coins were considered legal currency in the United States, as most were made of precious metals like gold or silver. In 1857, the government finally decided that it had built enough support for its own currency that it did not need to accept these forms anymore. At this point, coins were only used for smaller exchanges anyway (Davies). In the early 1930’s, most currency had references to gold written on it. Gold was always used to back up money, and could be used instead of money if people owned some. A bank note, or dollar bill, was used as a promise that the government would pay. In fact, the phrase â€Å"Secured By United States Certificates Of Indebtedness Or One-Year Gold Notes, Deposited With The Treasurer Of The United States Of America† was printed on it. Gold continued to be a reference on the money through the printing of the 1928 $100 Gold Certificate. In 1934, the government stopped mentioning gold on all of the money, and made it illegal to own gold as currency (Privateer Market Letter). 1929 saw a standardization in design which, in combination with other measures, helped reduce the counterfeit rate from 25% of currency in circulation to only 1%. In 1990, microprinting and a security thread were added to further combat counterfeiting (Pfeister). Colors were introduced into the money in the early 2000’s, in addition to creating oversized pictures of presidents and placing them slightly off-center. Also, there was printing on the bills only visible under a microscope, then making it nearly impossible to counterfeit. Counterfeiting was a problem from the beginning of money, and as individuals got more sophisticated in their capabilities, Congress responded by issuing more measures against counterfeiting (Factmonster). Money has changed over the years, from being purely the trade of precious metals handled by private citizens or small local banks to being a nationally controlled system where bills and coins are backed by gold. The system developed out of necessity, primarily, and is useful still today. Money continues to change as the government issues new bills, different types of bills, and works to phase out the dollar bill, among other changes. The U. S. money history clearly lead to today’s money world. Bibliography Davies, Roy (2005). â€Å"Money in North American History. † Accessed December 17, 2006. Website: http://www. ex. ac. uk/~RDavies/arian/northamerica. html. â€Å"U. S. Money History (2005). † Fact Monster. Pearson Education, Inc. Accessed December 17, 2006. Website: http://www. factmonster. com/ipka/A0774856. html. Pfiester, Ron (2001). â€Å"History of US Paper Money. † Ron’s Currency. Accessed December 17, 2006. Website: http://www. ronscurrency. com/rhist. htm. â€Å"A History of U. S. Paper Money (2001). † The Privateer Market Letter. Accessed December 17, 2006. Website: http://www. the-privateer. com/paper. html.

School Views :: essays research papers

Students in America need a good education to keep our economy strong, and school is the best place to get it. Whether someone attends a private, public, or home school, they're all going to get an education, and that is what is important. However, there are certain factors that can detract from a student's ability to learn and perform in school. An overemphasis on sports is one of these. I know this is a tired subject and should have been buried long ago, but I cannot help but mention it. Some schools have a tendency to play favorites with big sports stars. While everyone sees this as wrong, everyone also does it. Whether or not it is a conscious decision is another matter altogether. But it always seems that some students get the short end of the stick in certain areas (schoolwork, disciple, etc.) while others are given break after lucky break. Do the athletes (or whoever the favored group may be, as is the case) deserve this? By participating in some activity, are the suddenly more valuable as a person? No. But the fact of the matter is, this has been going on and will likely continue until the next Ice Age. The only thing students can do is to try and point out the inequalities and force administrators and teachers to be a little fairer in their application of the school rules. However, this is not the only barrier students must face in their daily struggles to learn. Apathetic students and teachers present a considerable barrier. The only course of action here is to work around the problem students and teachers, and try and learn as much as possible. If a teacher cannot adequately teach their subject, help from other teachers in the same area or other students might be needed. If a teacher refuses to teach their subject, go and talk to your principal. No student should be forced to try and learn without the guidance of a teacher. But the barrier that takes the proverbial cake is administrators acting like gods upon their high thrones and lording their power over students. Students cannot be expected to learn where ideas are not freely discussed, nor is freedom of thought allowed. I can recall when a principal at my school once told teachers, "You are not to discuss the Columbine incident AT ALL." Keeping students ignorant and sheltered from the world is a disastrous course of action.

Physical Chemistry

Physical Chemistry II. Final Exam Your Name: Your Student Number: 110 Normal Points + 10 Bonus Points If you get 110 points out of 120 points, you will get the full 40% assigned to the midterm exam. Your scores 1) 2) 3) 4) 5) 6) Total: out of 25 out of 20 out of 20 out of 15 out of 20 out of 20 out of 120 * All the problems are connected. In other words, to solve the problem, you may need the information and/or answers given in other problems.All necessary information is basically given. Also please consult the supplementary material handed out to you. ) (25 pts) a) (6 pts) The translational energy states in a cubic container are given by the following equation. Derive the following equation for the molecular translational partition function. You will need the following integral relation. ? ? 0 e n 2 ? ? ? dn ? ? ? 4? ? ? ? ? 1/ 2 Answers) ( ) ? ? ( ) ( ) ? ? ? ( ) (? ) ( ) ( v ( ( ) ) ) ( a^3 =V ) ( ) b) (3 pts) If the vibrational energy levels are given as follows, (b-1) where is the zero of vibrational energy? (b-2) What approximation has been made regarding the vibrational motion? Answers) (b-1) The zero of vibrational energy is at the bottom of the internuclear potential well. 2 pts) (b-2) The vibrational motion is approximated as an harmonic oscillator. (1 pt) c) (6 pts) Derive the following equation for the molecular vibrational partition function. You will need the relation applicable when x is less than 1. ?xn ? ?0 ? ? 1 1? x Answers) ( ) ? ( ) ( ) ? ( ) ? ( ) ( ) d) (2 pts)If the molecular electronic partition function can be approximated as follows, where is the zero of electronic energy? Answers) The zero of the electronic energy is taken to be the separated atoms at rest in their electronic states (2 pts). ) (3 pts) If the molecular rotational partition function is given by the following equation, what assumptions have been made? Answers) 1) The molecule is approximated to be a rigid-rotor. (1 pt) 2) The temperature is much higher than the rotatio nal temperature. (2 pts) f) (5 pts, no partial points) Based on the answers and information given above, write down the equation for the molecular partition function of a diatomic molecule. Answers) ( No partial points. ) ( ) 2) (20 pts) a) (3 pts, no partial points)For a diatomic ideal gas, write down the relationship between the partition function (Q) and the molecular artition function (q). Answers) 3pts. No partial points. ( ) ( ) b) (7 pts) Derive the following equation. Answer) ? ( ) ( )( ) ? ( ( ) ( ) ) ( ) ( ( ) ) ? ( ) ( ) ( ) ? ( ( ) ) ) ( ? ( ) ( ) ( ) (3 pts) (4 pts) )( ( ) ( ) (7 pts) ) ( ( ( ) ) ( ) ) ( c) (5 pts) A is given as follows. Express S in terms of Q. Answers) Path1 (1 pt) (2 pts) ( ( ) ( 5 pts) ) Path2 ( ) ? ( ) ? ? ? (2 pts) ? ? ? (3 pts) ? ? ? ? ? ? ? (4 pts) ( ) ? ? ( ) ( ) ? ? ( ) ( ) (5 pts) d) (5 pts) Express S in terms of q. Use Stirling’s approximation (ln N! = N ln N – N). Answers) ( ) ( ( ) ) (2 pts) ( ) [ ( ) ] ( ) (5 pts) ) (20 pts) a) (10 pts) Calculate the standard molar entropy of Br2(g) at 298. 15 K. (10 pts if the value and unit is correct. 3 pts deduction if the value is wrong but within 20 percent of the correct answer. 3 pts deduction whenever the unit is not written or incorrect. 7 pts deduction if the value is wrong and outside 20 percent of the correct answer. ) Answers)For ( ) ( ) (3 pts) Then, ( ( ) ) ( ) ( ( ( ( ) ) ( ) ) ) 10 pts if the value and unit is correct. 3 pts deduction if the value is wrong but within 20 percent of the correct answer. 3 pts deduction whenever the unit is not written or incorrect. pts deduction if the value is wrong and outside 20 percent of the correct answer. b) (10 pts) Calculate the standard molar entropy of Br2(l) at 298. 15 K. The normal boiling point of Br2(l) is 332. 0 K, the molar enthalpy of vaporization at 332. 0 K is 29. 54 kJmol-1, the molar heat capacity of Br2(l) is 75. 69 JK-1mol-1 and the molar heat capacity of Br2(g) is 36. 02 JK-1mol-1. (10 pts if the value and unit is correct. 3 pts deduction if the value is wrong but within 20 percent of the correct answer. 3 pts deduction whenever the unit is not written or incorrect. pts deduction if the value is wrong and outside 20 percent of the correct answer. ) ( ) () Answers) Standard molar entropy ? 3 pts) And () ( ) (? ( ) -Liquid to boiling point ( -At boiling point ) ( ) ( -Gas ( ) ( ) ) () ( ) ( ) 10 pts if the value and unit is correct. 3 pts deduction if the value is wrong but within 20 percent of the correct answer. 3 pts deduction whenever the unit is not written or incorrect.7 pts deduction if the value is wrong and outside 20 percent of the correct answer. 4) (15 pts) a) (5 pts. No partial points) Derive the partial derivative of S with respect to T at constant P in terms of Cp and T. ) ( ) ( ) From > ( ) ( ) ( ) From (1) and (2), And ( ) ( ) [ ( ) ( ) ( ) ( ) ] ——-(2) ( ) ( ) ——-(1) Answers) Total derivative of > ( ) (5 pts. No partial points) b) (2 pts. No partial points) What is the natural variables of U? Answers) S and V c) (2 pts. No partial points) Express dU in terms of dS, dV, T, P. (Answers: dU = TdS – PdV) Answers) d) (6 pts, No partial points) Consider V and T to be the independent variables of U. Derive the expression of dU in terms of dV, dT, P, T, V, CV. Answers) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) + ( ) ( ) ( ) ( ) ( ) ( ) + ( ) ( ) , V and T are independent to U. ) 5) (20 pts) a) (5 pts) Derive the following equation. Answers) ( ) ? ? ( ) ( ) ( ( ) ( ) (1 pt) ( ) (2 pts) (3 pts) ) (5 pts) b) (5 pts) Derive the following equation. Answers) ( ) ( ) ( ( ) ( ( ) ) ) (1 pt) ( ) ( ( ( ) ( ) ) ( ) ) ( ) ( ) ( ( ) ) (3 pts) (5 pts) c) (5 pts) Derive the following equation. Answers) ( ) ( ) ( ( ) (1 pt) ) ( [( ) ] ( [( ) ] ) ) [( ) ( ) ( ) ( ) ( ) [( ) [( ) ( ) ] (3 pts) [( ) ] ] (5 pts) ] d) (5 pts) Derive the following equation and express q0 of c) as a function of T, V, etc. for the ca se of a diatomic molecule. Answer) ( ? ) ? ? ( )? ? ( ) ? [ ? ( )? ] ( ] ( ) [( (2 pt) ( ) ) ] [( ) ] ? ( ) [( ( ) ) ( ) [( ) ] (5 pts) 6) (20 pts)Consider the following reaction. a) (5 pts) What is ? rH of this reaction at 298. 15 K? Write down a numerical value with a unit. Use the given JANAF table. Answers) ? fH(H2) = 0 and ? fH(N2) = 0 ? rH = ? fH(NH3) –[ 1. 5* ? fH(H2)+0. 5* ? fH(N2) ] (2 pts) =-46. 898kJ/mol (5 pts, no partial points for wrong value. 2 pts deduction for wrong unit) b) (5 pts) What is q0/V for NH3 at 298. 15 K? Use the given JANAF table. Answers) ( ) (1 pt) ) ( ) ( ( ( ) ) ( ) )( =4. 960*1033 m-3 (5 pts) 5 pts, no partial points for wrong value. pts deduction for wrong unit c) (5 pts. No partial points) Suppose that this reaction occurs at 500 K and a total pressure of one bar and we start with three moles of H2(g), one mole of N2(g) and no NH3(g). Express G(? ) in terms of only ? and numerical values. Use the given JANAF table. Answers) ( ) ( ) ( ( ) ) ( ( ) )[ ( ( ) ( ( ) ( ( ) ) ) ) ) ( ( ) ) ] ( ( ) ) ] ( ) ( ) ( ) [( ( ) d) (5 pts. No partial points) Calculate the ? value at equilibrium and KP. Use the given JANAF table. Answers) ( ) ( ) ( ) ( ( ) ( ) ) ( ( ) ) ( ( ) (3 pts) ) ( ) ( ( ( ( ) ) ) ) (2 pts)

Character Analysis of Cory in The Play Fences by August...

death of a salesman father-sonfffffffffffffffffffffffffffffffffffffffffffffffffffffffff ffffffffffffffffffffffffffffffffffffffffffffffffffffffffffff ffffffffffffffffffffffffffffffffffffffffffffffffffffffffffff ffffffffffffffffffffffffffffffffffffffffffffffffffffffffffff ffffffffffffffffffffffffffffffffffffffffffffffffffffffffffff fffffffffffffffffffffffffffffffffffffffffffffffffffd Troy Maxson’s father-son relationship is anything but desirable. The harder Cory works to better himself, the lower the moral between Cory and Troy becomes. Cory excels in football and is given the opportunity by recruits to go to college by playing football for the school. Troy refuses to sign the papers to allow Cory to be recruited because of a fear†¦show more content†¦In any character analysis of Cory in the play Fences by August Wilson, it is important to note that Cory faces his first major adolescent battle to forge a unique identity separate from his father, but his father is resi stant to these efforts at individuation, which are characteristic of the adolescent experience. Throughout the play â€Å"Fences† by August Wilson, the character of Troy is constantly trying to shape Cory into the person he wants Cory to be, rather than permit Cory to explore possibilities and make his own decisions. These dynamics compel Cory to take drastic measures in an attempt to create the change that he wants to experience and to become the person that he envisions. The drastic measures Cory employs involve verbal and physical violence against his father. Each episode of violence changes the dynamic between father and son, but also changes Cory himself. He begins to think that aggression is the only means of creating meaningful change. While he may be correct in thinking that violence changes situations and people, he does not fully understand the implications of change for everyone touched by the conflict and this shapes his character Throughout the play Fences by August Wilson the character of Cory also fails to understand how the gap between his father’s generation and his own impact their different worldviews. Unlike some of the other characters in Fences by August Wilson he seems oblivious to the struggles thatShow MoreRelatedFences Research1694 Words   |  7 PagesBoundaries in August Wilson’s Fences The early 1950’s was a time of enormous importance because of the Civil Rights Movement which emphasized equal rights for blacks and whites. According to the book Approaching Literature, this time period became very familiar to August Wilson, the author of the play Fences. Wilson, an African American man, was raised by his mother and his ex-convict father. For a short period of time, before moving back to his old neighborhood, Wilson lived in a primarilyRead MoreEssay on An Analysis for the Play Fences1293 Words   |  6 PagesFences - An Analysis James E. May Averett University History of the Theatre TH 220 / BBA 469 Ronal Stepney November 07, 2011 The story line seemed melodramatic throughout the play. The author (August Wilson) has laid the ground work of many themes throughout the play. The play deals with Race, Men and their masculinity, Morality, Dreams and hopes of everyone involved, Family, Duty, Betrayal and Dissatisfaction. The play begins with Troy and his best friend Bono entering the yard chattingRead MoreFences: White People and Troy Essay1719 Words   |  7 PagesAnalysis of â€Å"Fences† August Wilson’s famous play â€Å"Fences† is a drama set in the 1950’s. Being a winner of the Pulitzer Prize for the best play of the year, this play has had many positive responses to blacks and whites in this society. It is about protagonist Troy Maxson as well as his african american family that is filled with drama and excitement. In Wilson’s Fences by Joseph Wessling he expresses, â€Å"Fences is about the always imperfect quest for true manhood. Troy’s father was less of a â€Å"true†Read MoreThe Rise And Fall Of Troy Maxon1278 Words   |  6 Pagesof Troy Maxon: An Analysis of August Wilson’s play Fences In Fences, August Wilson, the playwright, provides a believable and powerful examination of the African American experience in the late 1950’s. It provides an apt portrayal of the mentality of African American men going into the civil rights movement, as well as a well-developed account of the friction that occurs between a father and a son, and a husband and wife in the face of conflict. According to Wilson, his play provides CaucasiansRead MoreSymbolism In Fences By August Wilson1460 Words   |  6 PagesKeep Love in or Lock it Out?: An Analysis of Symbolism in Fences Symbolism is defined as an artistic and poetic movement or style using symbolic images and indirect suggestion to express mystical ideas, emotions, and states of mind. In Fences by August Wilson, symbolism is used heavily throughout the play in order to represent deeper meanings and add to the emotion of the storyline. In order for the play to have so much depth and emotion, symbolism is crucial to the work itself and the heavy topicsRead MoreSocial, Political, And Family Issues On August Wilson s Fences1596 Words   |  7 PagesSocial, Political, and Family Issues in August Wilson’s Fences August Wilson’s Fences depicts life in the 1950s for a typical African American family. The play touches upon racism, shifting family dynamics, and the politics of war. While racism plays an important and vital role in the play, instead of lamenting the issue, Wilson uses the characters as a weapon against the rampant racism of the time. In the same fashion, the relationship between Troy, Rose, and Cory demonstrates the shifting cultural andRead MoreThe Interpretation Of August Wilsons Fences By Denzel Wilson724 Words   |  3 PagesAugust Wilsons’ play â€Å"Fences† gave the American stage one of the most renowned characters. As Wilson originally writes in the play, Troy Maxson, who is an uneducated sanitation worker and a former Negro League Baseball player is depicted as a multi-faceted tragic figure from the mid-1950s Pittsburgh of Wilson’s childhood. This being the case, in the adaptation of this play, Denzel Washington understands the kind of Ã¢â‚¬Ë œlargeness’ portrayed in Wilson’s play and is hence portrayed a shadow that Troy castsRead MoreFather-Child Relationships in Hamlet and Fences1223 Words   |  5 PagesFather-Child Relationships in Hamlet and Fences In both William Shakespeares Hamlet and August Wilsons Fences, the emphasis placed on parent-child relationship is vital, as family plays an important role in developing a characters values as well as his or her upbringing does. While Ophelia, Laertes, and Hamlet show loyalty to their fathers unconditionally, Cory, even though looks up Troy as a figure, eventually exhibits disrespect to him. The relationship that Ophelia shares with her fatherRead MoreAnalysis of August Wilsons Short Story Fences2029 Words   |  8 Pagesagain. All my plays are rewriting that same story. Im not sure what it means, other than life is hard (Calvert, n.d.) In so many ways Fences is such an ordinary story that its power comes from the ways in which ordinary people hear and view it. There is no doubt but that the metaphor of the fence prevails, working its way across work, family, friendship and the emotional pain of living a life literally dependent on garbage for survival. This is what Wilson wrote about in his Fences of the 1950sRead MoreComparing Death of a Salesman by Arthur Miller and Fences by August Wilson 1403 Words   |  6 PagesFences written by August Wilson and Death of a Salesman written by Arthur Miller are two plays that could be considered very different in terms of their plot. The plots of both plays contain two very different cultural backgrounds which affects each protagonist differently. If the reader or audience looks past the plot into the theme and symbolisms used they can see that the plays are more similar than they are different. In spite of the different cultural backgrounds of each protagonist they both