The drop time of the paper helicopter Essay Example

The drop time of the paper helicopter Paper If the mass of the paper helicopter increases, then the drop time of the paper helicopter will decrease because the paper helicopter with the greater mass will take a longer time to reach terminal velocity ( when there is a balance of forces and thus zero acceleration) which results in a shorter drop time because the object is still accelerating. The mass of the paper helicopter will be measured by using 5 paperclips of each . 7g and the same paper helicopter whose mass is . The drop time will be measured with a stopwatch . The timing will start when the hand lets go of the paper helicopter at a drop height of 1 meter and stop when the paper helicopter touches the floor. The same person will be timing for each trial. A control of this experiment would be having the drop height the same throughout the experiment. This will be measured by using a meter stick and marking the height at which to drop the paper helicopter. The paper helicopter will drop at that marked height each time. Another control of this experiment would be having the same person timing the experiment for every trial. To keep the data as consistent as possible, the experiment will be using the same stopwatch, electric scale and paper helicopter each time. Another control would be using 5 paperclips of each with a mass of .7g . Measure each paperclip by placing them (on at a time) onto the electric scale and record. Based on the data collected, the hypothesis is accepted because as the mass of the paper helicopter increases, the average drop time decreases. We will write a custom essay sample on The drop time of the paper helicopter specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The drop time of the paper helicopter specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The drop time of the paper helicopter specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This is evident in the data collected because the paper helicopter with a mass of 1g   had the highest average drop time of while the paper helicopter with a mass of 3. 8g had the lowest average drop time of. This is due to Newtons first and second law. Newtons laws states that an object will accelerate if the forces acting upon it are unbalanced and the amount of acceleration is directly proportional to the amount of net force acting upon it. Falling objects initially accelerate because there is no force big enough to balance the downward force of gravity so the object will continue to accelerate until the air resistance force increases to a large enough value to balance the downward force of gravity. Thus the objects (in this case paper helicopter) with a greater mass will continue to accelerate for a longer period of time then a paper helicopter with a lower mass which thus results in a decrease in drop time. One of the biggest weaknesses in this experiment was the human error with the reaction time when starting and stopping the stop watch. It is impossible to correctly start and stop the stop watch when the paper helicopter drops because of human reaction time (time needs to pass before the thought from the brain reaches the hand to start and stop the stopwatch). This serves as a limitation because although the stop watch was controlled by the same person each time, a different time lapse will pass each time thus causing the inability to accurately time the helicopter drop each time. Another weakness would be that since the person holding the paper helicopter each time has to move their hands, the angle at which the paper helicopter is dropped wont be the same each time which results in a shorter or longer drop time if the paper helicopter lands closer or farther from where it was dropped. There are several ways to improve this investigation to make the data more accurate. To decrease the lapse in stopping the stop watch, using a higher drop height would give the person timing more time to react to when the paper helicopter reaches the floor because the original procedure allowed (at max) 65 seconds to react from the time it took the paper helicopter to drop from the drop height to the floor. Another way to improve this investigation would be to create a stand that will hold the paper helicopter at the same drop height and angle each time so that the distance that the paper helicopter will land will be the same each time. This will reduce the error in time because of a shorter or longer landing distance.

Physical Education Essays

Physical Education Essays Physical Education Essay Physical Education Essay The Spartans and Athenians were the first to have a type of physical education. Though very different, both systems served the people and supplied their needs. The Spartan system was similar to dictatorship, a form of government. At the age of seven, boys were taken to learn basic military skills while living in barracks. When they reached the age of fourteen, they began learning group fighting tactics which would allow them to succeed while in the military from the ages of twenty to thirty. Once thirty, the men could then marry a women who had been doing some training of her own in order to make strong babies. The philosophy of the Spartans was basically to allow them to invade other countries if desired, and to prevent other countries from invading them. The philosophy of the Athenians was quite different compared to the Spartans. The Athenian culture was very democratic, and focused on training of the mind and body. Reading and writing was a large part of society as well as physical activity which took place in the center of the city where the gymnasium was located. The physical education philosophy of the Athenians was the high point of physical education for many years. Some other cycles in physical education that we have evolved from are that of the Romans, the dark ages, and the crusades. The Roman era is a bit disturbing, but is nonetheless a cycle of physical education. Physical education for the Romans was about athletics, which was primarily about entertainment. People were forced to fight to the death, and oftentimes fed to lions. During the dark ages, religion viewed physical education as a waste of time and a work of the devil. The dark ages were a very sedentary time for human civilization. Following the dark ages in approximately 1096, were the crusades. The crusades were a time of muscular Christianity, because of the Muslims conquering Jerusalem. Muscular Christianity is basically Christians believing that the more one trained to become good soldiers, the more Christian a person was. In 1270, the crusades ended and so did the thought of physical education being worthwhile until approximately 1400 when the renaissance period began. Physical education during the renaissance period is quite similar to physical education today. It is done to better oneself, not to be doing something for someone else. The development of physical education had another setback in the 1600s when it was very functional and not a priority. People believed that if it did not have a specific purpose, than it was a waste of time. During the 1700s, there was a big change in physical education that can be largely attributed to three people: Rousseau, Johan Simon, and Guts Muths. Rousseau was the first person to promote education for the masses and he also thought of play as being educational. In 1712, Rousseau invented an activity that is still used by millions of children everyday, recess. Johan Simon was the first physical education teacher and believed physical education should be taught along with reading and writing. Simon believed physical education should include a lot of physical labor. Guts Muths developed a series of gymnastic apparatuses and believed physical education developed very important social skills. These people of the 1700s and the things they did began paving the road to where we are today. During the 1800s, physical education programs were finding their way into universities which contributed to many things we have today. New sports were being invented, intramurals were being brought into schools, women began exercising, gymnasiums could be found in most colleges, and many recreational areas and parks were being built in order to decrease the crime rate. This continued on into the 1900s which brought on the creation of the National Collegiate Athletic Association to regulate college athletics, and the golden age of sports during the 20 and 30s. During this golden age of sport, the number of people in sport increased dramatically, the number of teachers increased, and physical education began moving toward the involvement of sport. In 1941, World War II began which brought a big shock along with it. Of the first 2 million males drafted, 45% failed their physical. With this, physical education began to be very strongly pushed in schools in order to improve the health of the American people. Since W. W. II, the United States has continued to press the importance of  physical education, which brings it to where it is today, a highly complex field with many different sub-disciplines. The sub-disciplines are: Exercise physiology, which is the study of bodily systems and their reactions to the stress of exercise. Kinesiology, which is the study of how the muscular system moves the bony structure of the body. Biomechanics, which is the study of the human body as a mechanical system, utilizing principles and applications from physics. Motor learning, which is the changes in motor performance related to experience and practice. Sport sociology, which is the social structure, social patterns, and social organization of groups engaged in sport. Sport Psychology, which is the stud of behavioral and psychological issues and problems in sport. Sport pedagogy, which is the study of the processes of teaching and coaching, the outcomes of such endeavors, and the content of fitness, physical-education, and sport-education programs. (Siedentop) These sub-disciplines have created many new jobs for people in the field of education, and will surely branch off to form others in the future. Physical education has definitely come a long way since the Spartans and Athenians. From an authoritarian type system to promoting lifespan physical education with many sciences studying the different intangibles of physical education in order to better the mind and body. These new sciences have obviously broadened the umbrella of physical education, but when looking to the future, there really is no end in sight. The growing umbrella will continue getting larger as new thoughts and ideas come, and with them, new sciences also. Definition of Physical Education PHYSICAL EDUCATION is an educational course taken during primary and secondary level, and even tertiary level that encourages psychomotor learning in a play or movement exploration setting to promote health. It is also defined as a process of learning through physical activities designed to improve physical fitness, develop motor skills, knowledge and behavior of healthy and active living, sportsmanship, and emotional intelligence. Thus,  Physical Education is not only aimed at physical development but also includes the development of the individual as a whole. 2. Concepts of physical education Physical Development Objective deals with the program of activities that builds physical power in an individual through the development of the various organic systems of the body. Motor Development Objective concerned with making physical movement useful and with as little expenditure of energy as possible and being proficient, graceful, and aesthetic in this movement. Mental Development Objective deals with the accumulation a body knowledge and the ability to think and to interpret this knowledge. Social Development Objective concerned with helping an individual in making personal adjustments, group adjustment, and adjustments as a member of society. 3. What are the legal basis and related activities in physical education? The legal basis of physical education is stated in the 1987 Constitution, Article XIV Section 19. (1) The State shall promote physical education and encourage sports programs, league competitions, and amateur sports, including training for international competitions, to foster self-discipline, teamwork, and excellence for the development of a healthy and alert citizenry. (2) All educational institution shall undertake regular sports activities throughout the country in cooperation with athletic clubs and other sectors. Related Activities aerobic running archery badminton bowling weight training fencing soccer golf gymnastics handball mountain biking pilates self-defense volleyball.

Decision Making - Ethic Essay Example | Topics and Well Written Essays - 2500 words

Decision Making - Ethic - Essay Example In 6 years, it is pÃŽ ¿ssible tÃŽ ¿ say that these actiÃŽ ¿ns and refÃŽ ¿rms initiate business management ethics which fÃŽ ¿llÃŽ ¿ws strict legal rules values and wÃŽ ¿rk in cÃŽ ¿mpliance with internal and external ethical principles ÃŽ ¿f business. Ethical dilemmas ÃŽ ¿ften invÃŽ ¿lve uncertainty and, when rights and duties are in cÃŽ ¿nflict, it is difficult tÃŽ ¿ find guidance. Ethics is receiving wide-ranging discussiÃŽ ¿n in tÃŽ ¿days pÃŽ ¿pular press as well as in accÃŽ ¿unting literature. Many accÃŽ ¿untants find themselves perplexed by these arguments because they have nÃŽ ¿t been expÃŽ ¿sed tÃŽ ¿ a practical methÃŽ ¿d ÃŽ ¿f dealing with ethical dilemmas. NÃŽ ¿ fÃŽ ¿rmal training and few ÃŽ ¿ppÃŽ ¿rtunities in everyday wÃŽ ¿rking life have been prÃŽ ¿vided fÃŽ ¿r accÃŽ ¿untants ÃŽ ¿n a sustained basis. Greek ecÃŽ ¿nÃŽ ¿mic, philÃŽ ¿sÃŽ ¿phical, religiÃŽ ¿us, legal, business, sÃŽ ¿cial, and ÃŽ ¿ther prÃŽ ¿blem areas and prÃŽ ¿pÃŽ ¿sed sÃŽ ¿lutiÃŽ ¿ns are fÃŽ ¿und in their legal cÃŽ ¿des and in their religiÃŽ ¿us and philÃŽ ¿sÃŽ ¿phic writings (Frederick 62). The SÃŽ ¿cratic philÃŽ ¿sÃŽ ¿phers and military are the chief sÃŽ ¿urces ÃŽ ¿f the ecÃŽ ¿nÃŽ ¿mic, business, and sÃŽ ¿cial thÃŽ ¿ught ÃŽ ¿f that day; their writings are intertwined with philÃŽ ¿sÃŽ ¿phy, ethics, and pÃŽ ¿litics. TÃŽ ¿ ÃŽ ¿btain a better feel fÃŽ ¿r precisely what impact these early writers and thinkers had ÃŽ ¿n present day management and ethical, mÃŽ ¿ral, and sÃŽ ¿cial practices, twÃŽ ¿ ÃŽ ¿f these Greek writers will be examined. First, the writings ÃŽ ¿f PlatÃŽ ¿ (427B.C. - 347B.C.) and then AristÃŽ ¿tle (384B.C. -- 322B.C.) will be examined. The scÃŽ ¿pe ÃŽ ¿f PlatÃŽ ¿s and AristÃŽ ¿tles writings was wide and represented the general thinking and beliefs ÃŽ ¿f the Greek philÃŽ ¿sÃŽ ¿phers ÃŽ ¿f that time; th ey delved intÃŽ ¿ the ecÃŽ ¿nÃŽ ¿mic and sÃŽ ¿cial system in its parts, hÃŽ ¿w it shÃŽ ¿uld wÃŽ ¿rk, and hÃŽ ¿w it shÃŽ ¿uld be used tÃŽ ¿ achieve the desired gÃŽ ¿als and ÃŽ ¿bjectives (BuchhÃŽ ¿lz and RÃŽ ¿senthal 62). Even thÃŽ ¿ugh

Shermine Narwani and Maysaloon Albadri Research Paper

Shermine Narwani and Maysaloon Albadri - Research Paper Example However, Maysaloon Albadri, a critic of Narwani, uses logos and the rhetoric appeal of pathos to discredit her assertions. In this article, I will illustrate the manner in which Maysaloon and Narwani have applied logos, pathos, and rhetoric appeal to make their claims appealing to the audience. Maysaloon begins his essay by analyzing the nature of Narwani’s article. He points out that any well-written and relatively neutral article that raises the slightest doubts that Assad’s regime is killing its people should not be taken seriously. He explains that Narwani’s article, which talks about the regime killing its people, is distributed crazily and cited as future proof that Syria subjected to conspiracy (Maysaloon 2). The point that he is trying to put across is that the fact that a piece is well-written does not mean it holds the truth. Essentially, Maysaloon uses this kind of argument, which is based on credible evidence, to invalidate the assertions of Narwani in a way that really appeals to the readers. This is a perfect application of logos, which increase authenticity of the author’s claims. Ideally, the reader would identify with this kind of logic, which is very appealing and convincing. Maysaloon increases the appeal of his argument by logically analyzing the happenings in the Arab League, in a way that disputes Narwani’s main theme. Narwani explains that there are armed groups fighting the regime, which were not mentioned in the protocol. Maysaloon acknowledged this as a fact, but uses pathos to create a false sense of pity for Narwani’s tendency to create fabrications of the issues regarding the international media. This aspect is brought out clearly when he says â€Å"It is curious that Miss Narwani seems to think that the conventional narrative does not mention an armed element to Syria’s uprising, when it does† (Maysaloon 5). Here, Maysaloon uses the word ‘curious’ to create the illusion that he would not expect a person of the class of Narwani to reason in such a manner, and could not identify why she misunderstood traditional narrative. This word is used to create a condescending tone and pathos, which is a clever way improving the appeal of one’s ideas. Ideally, the pathos and logos are used to portray Narwani as incapable of writing sensible articles for media publication. The use of logos throughout the article, therefore, makes the readers want to know more about what Maysaloon is discussing, and identifies with Narwani’s assertions as lacking credence. In her article, â€Å"Foolishly ignoring the Arabs League report on Syria† (Narwani 1), Narwani says that the international media completely ignores the armed entities that are also fighting against the regime, a fact that Maysaloon disputes strongly by use of logos. As a result, the audience is easily convinced that Narwani claims are misinformed. To support his divergent views, Maysaloon says that the conventional narrative that Narwani refers to exist only â€Å"in the mind of most ardent supporters of Assad†. He adds that the media has, in fact, made many reports about groups such as the free Syrian army and oth er local groups that are attempting to protect themselves from the regime (Maysaloon 5). Maysaloon further discredits Narwani through a simple observation that she never cites any reference or source regarding the claim that there is a media conspiracy, which undermines or degrades the Arab League mission. Maysaloon is also using logos through reasoning and logic, in order to rule out the farces, and hence, seek the truth. Narwani’s notion regarding conspiracy has no foundation and,

Voices of Freedom Essay Example | Topics and Well Written Essays - 750 words

Voices of Freedom - Essay Example As the discussion highlights strong believed that the minor races did not have any option but to conform to the views of the superior race. Document 112 presents Emilio Aguinaldo on American imperialism in the Philippines. Aguinaldo was of the opinion that Americans needed to give the Philippines the right to self-governance and independence. In his view, it was ironical that America represented particular ideals of freedom, yet they denied the Philippines their right to independence.This essay discusses that the events in Memphis changed Ida Wells’ attitude towards lynching after her first hand witnessed the events that unfolded. Many of the lynchings had been based on lies and false accusations of black people. In the Memphis lynching, three black men were shot dead. Before the men were killed, it had been declared that their grocery store would be destroyed. To prevent the attack, the three partners hired men to protect their grocery store. Some white men who stole goods fr om the store were shot by the black men and wounded. Such events led to many colored men imprisoned. The following day, the three black men were killed. After witnessing such events and reading the newspapers published the following day, Wells realized that the lynchings were staged to eliminate black people. In her view, it was an evident demonstration of racial segregation. The Memphis lynching led to the destruction of her newspaper, an aspect that motivated her to begin an anti-lynching movement.

A Definition Of Postnatal Depression Nursing Essay

A Definition Of Postnatal Depression Nursing Essay One of the prime factors is considered to be the sudden postnatal drop in progesterone levels in the post partum days. (Nappi et al 2001) The placenta is responsible for the vast majority of circulating progesterone during pregnancy and its delivery is effectively responsible for the precipitate drop in levels post partum. There may also be other related hormonal changes including the fluctuations in prolactin levels (Hendrick et al 1998) and falling oestrogen and cortisol levels. (Halari et al. 2004) Symptoms can initially include irritability, tearfulness, insomnia, hypochondriasis, headache and impairment of concentration. There is a maximal incidence of these symptoms on about the fifth post partum day and these can progress to frank depressive symptoms over a variable period. (Ramsay et al 1995). There are various tools that can be used to measure the degree of depression and these include the Edinburgh postnatal depression scale,(Cox et al 1987), The Stein scale for maternity blues, (Stein 1980) and the Beck depression rating inventory. (Beck et al 1961) Key issues affecting vulnerable patients There have been a number of studies that look at the effectiveness of treatment of postnatal depression. One of the most recent publications (Dennis 2005) provides a meta-analysis of the factors which influence the outcome in the condition. The author concluded that the only strategy that was shown to have a clear preventative effect was intensive post-partum support from the healthcare professionals involved in the case. Curiously, this was found to be more effective than similar regimes which included an ante-natal component as well. The morbidity associated with postnatal depression has a number of potential consequences not only for the mother, but also the child and the rest of the family as well. (Oakley et al 1996) One of the most significant is the fact that one episode of postnatal depression is the greatest predictor (or risk factor) for another episode after subsequent pregnancies. The children are likely to have difficulties because of possible problems with bonding and the mothers possible negative perceptions of the behaviour of the children. (Cooper Murray 1997) Some studies have shown that mothers with postnatal depression have derived beneficial help from social support during pregnancy. (Ray et al 2000). It would therefore appear that the key issues in this area are identification of the predictive factors that make postnatal depression more likely and then the provision of prompt supportive measures if those factors are established. Local resources for support Apart from the more traditional resources of the primary healthcare team of the General Practice the Midwife and the Health Visitor, some centres have tried experiments with postnatal support worker provision (Morrell 2000). This particular study found that the patients found an high level of satisfaction with the service but no more so than with the services provided by the rest of the primary healthcare team. Analysis of the results showed that the postnatal support worker helped to achieve higher levels of breast feeding, but had little impact on the severity or frequency of postnatal depression. One significant factor that was found, however, was that support from a partner was a significant positive factor in preventing severe postnatal depression. Communication strategies Several recent studies have shown that healthcare professionals often fail to spot the signs of postnatal depression. (Bick et al 1995). Making the diagnosis is obviously the prerequisite of establishing a treatment regime so it is clearly vital for all healthcare professionals to be on their guard for warning signs sleep disturbance, irritability, mood swings and irrationality. (Ramsay et al 1995) Reflection and reflective practice is a vital part of effective nursing. (Gibbs 1998) . Each healthcare professional should ideally reflect upon their management of each individual case to decide whether they were communicating optimally with the patient and that they were fully receptive to all that was on the patients agenda. Communication is a two-way modality. Bulman (et al.2004) points to the need to understand, at a deeper level, just what it is the message that the patient is taking away from any interaction. Communication is therefore vital in the strategy to empower and educate the vulnerable patient. Role of midwife and Health Visitor The new mother is often at the centre of an emotional rollercoaster. The sudden culmination of nine months of expectation results (frequently) in a flurry of support from healthcare professionals and family, which then rapidly evaporates and the mother is left to deal with the new situation which is frequently stressful. (Kitzman et al 1997) The midwife can obviously help by preparing the ground in the antenatal period and offering support in the immediate postnatal period. (Dennis 2005). The health visitor is probably better placed to be aware of any developing warning signals that postnatal depression is developing, as they are likely to be in contact with the patient during the high risk period. (Cooper Murray 1995). It has been suggested that encouragement of the mother to attend the health visitor clinic rather than to have home visits is a positive way of encouraging social inclusion. (Seeley et al 1996) Studies which have looked at the cost-effectiveness of using community postnatal support service workers have shown no benefit over the more traditional midwife and Health Visitor support. (Morrell et al 2000) Back to: Essay Examples References Affonso DD, De AK, Horowitz JA, Mayberry LJ. 2000 An international study exploring levels of postpartum depressive symptomatology. J Psychosom Res 2000;49: 207-16. Beck AT, Ward CH, Mendelson M, Mock J, Baugh J. 1961 An inventory for measuring depression. Arch Gen Psychiatry 1961;4:561-71. Bick D, MacArthur C. 1995 The extent, severity and effect of health problems after childbirth. Br J Midwifery 1995; 3: 27-31 Bulman Schultz 2004 Reflective Practice in Nursing The Growth of the Professional Practitioner Third Edition Edited By: CHRIS BULMAN, School of Health Care, Oxford Brookes University SUE SCHUTZ, Oxford Brookes University 2004 Cooper Murra 1995 Course and recurrence of postnatal depression. Evidence for the specificity of the diagnostic concept The British Journal of Psychiatry 166: 191-195 (1995) Cooper P, Murray L. 1997 Prediction, detection, and treatment of postnatal depression. Arch Dis Child 1997;77: 97-9 Cox JL, Holden JM, Sagovsky R. 1987 Detection of post-natal depression. Development of the 10-item Edinburgh post-natal depression scale. Br J Psychiatry 1987;150:782-6. Dennis C-L. 2005 Psychosocial and psychological interventions for prevention of postnatal depression: systematic review BMJ, Jul 2005; 331: 15. Gibbs, G (1998) Learning by doing: A guide to Teaching and Learning methods EMU Oxford Brookes University, Oxford. 1998 Halari, V. Kumari, R. Mehrotra, M. Wheeler, M. Hines, and T. Sharma 2004 The Relationship of Sex Hormones and Cortisol with Cognitive functioning in Schizophrenia J Psychopharmacol, September 1, 2004; 18(3): 366 374. Hendrick, L. L. Altshuler, and R. Suri 1998 Hormonal Changes in the Postpartum and Implications for Postpartum Depression Psychosomatics, April 1, 1998; 39(2): 93 101 Kitzman H, Olds DL, Henderson CR, Hanks C, Cole R, Tatelbaum R, et al. L 1997 Effect of prenatal and infancy home visitation by nurses on pregnancy outcomes, childhood injuries, and repeated childbearing. JAMA 1997; 278: 644-652 Nappi, F. Petraglia, S. Luisi, F. Polatti, C. Farina, and A. R. Genazzani 2001 Serum Allopregnanolone in Women With Postpartum Blues Obstet. Gynecol., January 1, 2001; 97(1): 77 80. Oakley A, Hickey D, Rajan L. 1996 Social support in pregnancy: does it have long-term effects? J Reprod Infant Psychol 1996; 14: 7-22. Oates MR, Cox JL, Neema S, Asten P, Glangeaud-Freudenthal N, Figueiredo B, et al. 2004 Postnatal depression across countries and cultures: a qualitative study. Br J Psychiatry Suppl 2004;46: s10-6. OHara M, Swain A. 1996 Rates and risk of postpartum depressiona meta-analysis. Int Rev Psychiatry 1996;8: 37-54. Ramsay. R and T. Fahy 1995 Recent Advances: Psychiatry BMJ, July 15, 1995; 311(6998): 167 170. Ray KL, Hodnett ED. 2000 Caregiver support for postpartum depression. In: Cochrane Collaboration,ed. Cochrane Library. Issue 1. Oxford: Update Software, 2000. Seeley S, Murray L, Cooper PJ. 1996 The outcome for mothers and babies of health visitor intervention. Health Visitor 1996;69:135-138. Stein GS. 1980 The pattern of mental change and body weight in the first post partum week. J Psychosom Res 1980;24:1165-71.

Existentialism: Dashiell Hammett’s The Maltese Falcon Essay

Dashiell Hammett, father of the American hard-boiled genre, is widely known for producing a suffocating world of realism in his works (â€Å"Hard-boiled fiction†). According to Paul Abraham’s â€Å"On re-reading The Maltese Falcon,† the realistic atmosphere of Hammett’s third novel is reactionary to the post-war turmoil in which the work was born (97). This provides the ideal foundation for subtle philosophical concepts of existentialism such as, quests for truth, self identification, and the significance of existence to build throughout the novel. Richard Layman, in his critical review of Hammett’s novel (also titled The Maltese Falcon), proposes that the philosophies of Hammett’s generation can be found within the text of his novel (71). Hammett conveys an existential theme in his work The Maltese Falcon through his use of themes of inquiry and self absorbed characters as well as his Flitcraft parable. Existentialism, in a simple form, is a philosophy concerning existence and its significance. Layman asserts that â€Å"[existentialism] had its roots in the mid-nineteenth century and flourished in the United States from the 1930s until the 1960s† (71). According to the web-article â€Å"World War I† from the New World Encyclopedia, subsequent to the Great War, â€Å"the optimism for world peace of the 1900s was entirely gone. † Therefore, without the blinders of social optimism, American society could question ideas such as, the occurrence of mass destruction in a â€Å"just† world and the significance of existence in such a world. Hammett’s firsthand experience with the existential crisis—caused by what the historical context from the website â€Å"The Maltese Falcon† presents as global wars, the Great Depression, and other struggles of the 1930s—leads Hammett to employ different techniques throughout his work, providing subtle allusions to existentialism. One method through which Hammett conveys existentialistic thought is through his themes of inquiry in The Maltese Falcon. The plot is centered on the continuous quest for an idolized icon—the Maltese falcon, a precious bejeweled bird. Hammett incorporates an ecclesiastical theme through this pursuit of an icon. The quest for their icon ultimately leads to the demise of the characters involved in its search. It steals the identity and climatically the life of the mob-boss Gutman. Brigid, the femme fatale, also loses in this pursuit, for she is left to the mercy of the law in the final pages. Whether death or imprisonment plagues the characters involved, the quest for an icon consumes their lives. Hammett illuminates the detrimental consequences of such quests through the aforementioned loss of identity, life, and freedom. This message is countered by the existentialistic denouncement of all icons. Existentialism provides a simple solution for such futile quests: lives are not wasted in the search of an icon. In pursuit of a precious icon, all characters lose themselves—a root of the existentialist crisis: loss of self, questioning of existence (â€Å"Existentialism†). Another theme of inquiry in Hammett’s novel deals with the constant search for the truth. Spade, the protagonist, is tormented by the ambiguity of truth throughout the novel. Spade is forced to discern lies from the truth within the first pages of the novel, where he meets Brigid, or rather â€Å"Miss Wonderly† as she is dubbed upon primary introduction. Brigid, notorious for her deceitful ways, confesses to Spade, once an invested relationship is established between the two: â€Å"I am a liar. I have always been a liar† (353). Layman observes that â€Å"the challenge for Spade in the book is to make up the rules as he goes along; to decide for himself, without outside guidance, what he believes and what he believes in† (71). These decisions shape Spade’s actions and help to define his character. Spade, concerning himself â€Å"with the quest for relevance and authenticity,† as David Pickus writes in his expose on existentialism, is not the only character involved in the search for truth (17). Brigid, Gutman, Cairo, and Wilmer are forced to come to terms with the quest for truth and authenticity when it is discovered their falcon is a mere fabrication of the true Maltese falcon. After shaving the black enamel from the base of the falcon Gutman exclaims â€Å"it’s a fake. † Gutman reacts with his â€Å"breath [hissing] between his teeth† and â€Å"his face [becoming] turgid with hot blood† (430). This is representative of the anger Gutman possesses upon the realization of this on-going search for authenticity. Another method in which Hammett unveils existentialistic undertones is through his self-absorbed characters. Layman writes about Spade: â€Å"He is defining who he is. That is the simplest statement of the philosophy of existentialism†¦Ã¢â‚¬  (71). Spade relies solely on himself and often stretches the hands of the law. He undermines the police in order to prevent interference within his investigations, denouncing their authority. For example, when Dundy, a police officer tells Spade, â€Å"You’ve gotten away with this and you’ve gotten away with that, but you can’t keep it up forever. † Spade nonchalantly replies: â€Å"Stop me when you can† (341). The article from the Philosophy website, titled â€Å"Existentialism† states that â€Å"an existentialist believes that a person should be forced to choose and be responsible without the help of laws, ethnic rules, or traditions. † Spade epitomizes this idea with his actions throughout the novel. Brigid is another character who does not function within the realm of laws and rules; however, she is a less responsible character than Spade. Brigid’s efforts are invested into self-preservation. She continuously fights to stay one step ahead of everyone through creating a web of lies, which ultimately becomes a defining element of her character. Her deceitfulness and obsession with obtaining her desires without concern for consequence or reputation demonstrates her loss of self in pursuit of something worthless; she becomes nothing more than a wanton woman with no true identity. In addition to his characterization, Hammett also utilizes the Flitcraft parable as a means of conveying existentialistic thought. Martin Harris writes: â€Å"The Flitcraft parable has been examined closely by those who see the story providing an important key to Hammett’s feelings about the meaning (or lack thereof) of human existence† (241). The Flitcraft parable tells the story of a man who completely changed his life in consequence of one random event. Flitcraft, a satisfied family man, encountered a near death experience via a construction beam plummeting into his path. This event made him contemplate the randomness of life—there are no certainties. Spade tells Brigid: â€Å"[Flitcraft] felt like somebody had taken the lid off life and let him look at the works† (335). Flitcraft understood the uncertainty of life after this experience. With this epiphany Flitcraft began a new life; he took the randomness of life and incorporated it into his existence. Aware of mortality and the significance of one’s identity, Flitcraft exposed himself to an alternate life. While Flitcraft ultimately ended up settling back into his prior lifestyle, the afterglow of his near death experience permitted him to revel in existentialism, for according to the web-article â€Å"Existentialism† the search of self-being is a fundamental element of the existential philosophy. Whether it is through various themes, characters, or a well placed anecdote, the undertones of existentialism exist within the pages of Hammett’s novel. Hammett effectively incorporated themes from his era into his literature. In a time where the â€Å"spirit of optimism in society was destroyed,† Hammett acknowledged realism within the text of his art (â€Å"Existentialism†). While existentialism no longer has an intoxicating hold on modern society, it lives in the pages of influential authors. The Maltese Falcon’s subtle cues to such great philosophical ideas assist in the significance that Hammett’s works hold to this day.