Neutron Stars versus White Dwarfs an Example of the Topic All Posts by

Neutron Stars versus White Dwarfs Neutron stars are extremely dense: they are only 10 kilometers or so in size, but have the mass of an average star (usually about 1.5 times more massive than our Sun). Need essay sample on "Neutron Stars versus White Dwarfs" topic? We will write a custom essay sample specifically for you Proceed A single [neutron star] can hold the mass of up to 5 suns in a sphere about 12 kilometers across (Krieger 2006). Neutron stars were supergiant stars whose exploded ultradense cores becom[e] neutron stars the size of a small town (Kaler, Jim. Ask Astro. Astronomy, 32, Issue 1. 2004). (This phenomena can also create a black hole.) Neutron stars are made of neutrons. Their superdense status is responsible for some of the most exotic phenomenon in the universe, such as pulsars. In 2006, astronomers discovered a densely packed sphere of neutrons spinning so fast that its equator may whirl at 15% the speed of light. The object breaks a 23-year-old record for fastest stellar spin by a sizeable margin (Irion 2006.) Neutron stars have consumed all of their own fuel and so tap into other sources for energy. Thanks to this efficient release of gravitational energy, the temperature at the center of a newborn neutron star can reach 500 billion kelvins Its likely that neutron stars are born magnetized A newborn neutron star is incredibly hot -- it is, after all, the surviving core of a star that has just collapsed and exploded as a supernova. Gravitational energy released during the star's collapse represents almost 10 percent of its rest-mass energy... Rotation offers another energy source for neutron stars. They spin rapidly at birth because the collapsing pre-supernova star "spins up"-- much as a spinning ice skater does when she pulls in her armsSome neutron stars do produce energy by thermonuclear fusion on their surfaces. (Sigg 2005). Both white dwarfs and neutron stars are the remnants of stars about the size of our sun. Neither are sustained via nuclear reactions at the core. The matter in both objects is compressed to extreme densities, and therefore both are useful for studying matter at high energies. White dwarfs are dim; neutron stars are invisible, but they all have masses similar to the sun. Like a neutron star, a white dwarf has no energy source other than what is left over from its birth. White dwarfs are dead stars, and, like neutron stars, are incapable of nuclear reactions. Also like neutron stars, they are incredibly dense. Neutron stars and massive white dwarfs can sometimes, as a result of a close encounter, create an x-ray-emitting binary pair (Morledge, 2002). Both neutron stars and white dwarfs are useful for studying matter at high densities. A typical white dwarf is a little larger than Earth but has 60 percent the mass of the Sun. It forms after a star that is born with less than eight times the Sun's mass expands into a red giant. The red giant eventually casts off its atmosphere, exposing the hot, dense core -- the white dwarf. A white dwarf does not burn nuclear fuel, as the Sun and other stars do; instead, it shines because it is hot. Since white dwarfs no longer generate energy, their evolution resembles the fading fortunes these stars have faced during the 20th century: They start off hot and bright but soon cool and fade (Croswell, 1996.) White dwarfs theoretically turn to black dwarfs, but no such star exists; it takes so long for the process to occur, that all white dwarfs are still evolving. References Ken Croswell, Ken. (1996). White Dwarfs confront the Universe. Astronomy 24, Issue 5. Irion, Robert. (2006). The Speediest Stellar Spinner. Science Now, 2006, Issue 112. Kaler, Jim. (2004). Ask Astro. Astronomy, 32, Issue 1. Krieger, Kim. (2006). Strange Quarks Make for Chunky Stars. Science Now, 2006, Issue 106. Morledge, Paul. (2002). Rocking the Universe. Astronomy, 30, Issue 10. Sigg, Jacob. (2005). Visible Neutron Stars. Astronomy, 33, Issue 3.

Rebranding a branded nation essays

Rebranding a branded nation essays Some modern ads recently have been using more unattractive spokespersons to sell their products. For example, some microwavable dinner uses an average looking, heavier man to represent the meal. Two men who are just as heavy as each other eat two different meals. One man eats something healthy and along the lines of a diet meal, where the other man eats a Hungry Man microwavable dinner. The man who ate the Hungry Man meal is blow drying his hair, and when he turns to speak to the other man, his blow dryer blows away the man who ate the diet meal. I feel that this is a productive use of unattractive spokesmen, because most of the audience range that Hungry Man is trying to aim for is the heavier set manly men. Using men that normal people can relate to is the most effective way to sell a product. I also feel that when selling a diet product, like a pill, or a meal plan, the most effective way to sell successfully is to use actual patients who are overweight. Showing the before and after results from a product are most influential to the public. On the other hand, using unattractive persons to sell a product may backfire to the company. For example, using unattractive women to sell makeup may not work as well as using a beautiful flawless supermodel. There are certain instances when unattractive or less than perfect people may not be the best route to take, and there are also products that have tremendous gain off of normal looking, or possibly a little abstract associations. I would say it is a 50/50 chance when it comes to marketing, with any kind of representation. It doesnt always matter how good of an association you get with the product, sometimes it just wont be successful. The goal is to relate it to your targeted audience and try your best to sell, sell, and sell. 2. Certain brands like the French Connection clothing line draw on the youth p ...

The Power behind the Prime Minister Essay Example | Topics and Well Written Essays - 1000 words

The Power behind the Prime Minister - Essay Example Today, most of the constitutional monarchies are prime ministerial by nature and structure. It is alleged that the Prime Minister’s office does not have many legal roots, but is open to speculation and calculation of historians and political scientists3. In recent years, perhaps the most accused Prime Minister as a dictator is Margaret Thatcher4. Not having properly written powers has not prevented the Prime Minister’s office from being in control of most of the situations5. The nature of the Prime Minister’s work is all-pervasive. He is the national leader, chief policymaker, Parliament leader, leader of the ruling party and the most powerful point in the whole of United Kingdom and all information and power are at his disposal6. UK Prime Ministers are also charged with sometimes behaving like the United States President. Â  The Prime Minister, even though appointed by the British Monarch, is bound by the constitutional convention and if happens to lose the majority in House of Commons, is bound to resign or request for a general election. To some extent, Prime Minister’s office is still a de facto shade in it; it is governed more by custom than by the law of the land. British Monarch is bound by Prime Minister’s advice and this gives the Prime Minister a more powerful position. He also can use certain royal prerogatives directly7. Â  Even though Prime Ministers are never prevented from running the country in their own individual style, the fact remains that his position remains ambiguous as he is not empowered by any statutory authority.

The WTO has been hijacked by rich country interests, thereby worsening Coursework - 1

The WTO has been hijacked by rich country interests, thereby worsening the conditions of the poor in less prosperous countries - Coursework Example This research will begin with the statement that the World Trade Organization was formed with a motive of supervising the environment of world trade in a globalized world. At the inception of the WTO, the main focus of the organization was the promotion of the economic condition of the developing nations and to facilitate a  trade that would work in favor of the growth of these nations. However, there was very little development that was noticed due to the presence of WTO. It has been claimed by different experts of various nations that the WTO has been controlled by the selfish interests of the nations that are considered to be powerful in the world forum.   The decision-making process on the regulations and the principles of trade remained in their hands. In most cases, it has been seen that the developing nations have been controlled and manipulated by the large nations especially through investments and modern technology sharing. The developing nations are dependent on the ri ch nations for their prosperity mainly because they export to the developed countries and import the updated know-how of production and other necessary goods and services from the latter. The system of foreign trade has also become complicated with the multinational companies setting up subsidiaries in the developing nations. These actions have benefitted the developed countries more than it has helped the developing nations.... This particular example proves that the World Trade Organization only thinks about the rich and prosperous countries. In terms of agricultural subsidies, it can be stated that the subsidies provided to the rich world farmers can threaten the livelihood of the farmers of developing world or the third world countries. However, the members of the World Trade organization failed to agree on these things (Bruges, 2004, p.61). The World Trade Organization also failed to make clear the deliberately vague rules on the concluding trade agreements which can allow the developing or less prosperous countries to be influenced by the rich states. There are no such clear rules to protect the farmers or poor people while negotiating with the European Union as the poor African Countries have been forced to abolish tariffs on up to 90 percent of total trade. The World Trade Organization has failed to fulfil its agenda of protecting the interest of the developing countries in the arena of international trade which has been largely due to influence of the global economic superpowers. The rules proposed by the World Trade Organization for the developing countries were special and differential treatment rules which were meant to be reviewed by the WTO. The proposals have failed due to the interests of the global economic superpowers. The implementation of special economic zones and export processing zones in the less prosperous and less developed countries were proposed in order to maintain the equilibrium in international trade by stimulation of foreign investments which proved to be a failure (Ratnesh, 1999, p.47). WTO has also not been able to minimize the legal costs through improved access of its complex legal system to the

Cycle of Photon Essay Example | Topics and Well Written Essays - 1250 words

Cycle of Photon - Essay Example A photon exudes particle-wave duality, hence has both characteristics of both a particle and a wave. It is of negligible mass and does not have electric charge. It has double states of polarization and can be described by three arguments. These arguments are wave vector components, wavelength and direction in which it is propagated. A photon moves with the speed of light in empty space and its energy is affected by momentum and vector. A photon is among some of the rarest particles that are identical to their antiparticles, in this case, antiphoton. Photon is a generalised term used to explain the electromagnetic spectrum in the range of infrared (IR) radiation to visible light. Transition in the nucleus A photon is one particle that is able to transition in the nucleus of an atom. Though motion is limited in the nucleus, a photon is able to change from one position to another. It is at the nucleus that the energy of an atom is found. However, it is essential to note here that the fo rm of the photon is not changed even though its speed is very high owing to the high level of energy in the nucleus. It moves along with angular momentum that is not dependent on its frequency. The component measured along its direction of motion, herein referred to as helicity, and must be an integer of the planks constant, denoted as h. Circular polarization states of the photon are derived from the two helicities described above, either positive or negative of planks constant. Motion of a photon gives rise to energy being produced and hence law of conservation of momentum must come into play. Conservation of momentum with reference to a photon is also referred to as transitional invariance and requires that more than two photons are created having null momentum. A large sized photon has effects on the nucleus of an atom. Though said to be massless, its effects cannot be overlooked. A photon could alter Coulombs law and there would be extra degrees of freedom for electromagnetic f ields. Energy levels An atom has a varied number of energy levels also referred to as energy states. In each of these energy levels, electrons oscillate with vibrations and thus produce energy. The number of electrons in each energy level increases as the distance from the nucleus increases. The greater the distance, the higher the energy emitted. A photon is emitted when an electron happens to move from a higher energy level to a lower energy level. The wavelength of the photon is the same as the distance between the two energy levels. This photon emitted has energy and this directly proportional to frequency and Planks constant but inversely proportional to its wavelength. The energy emitted by a photon is not dependent much on its mass since its mass is almost negligible though it is known that all matter has mass and occupies space. However, it is imperative to note that photons exhibit the same behaviour regardless of the energy level they are emitted by the transiting electron s. They travel at the same velocity even if moving from high energy level to lower energy level and the velocity can vary in over ten orders of magnitude from the lowest energies of radio waves to the powerful waves of gamma radiation. Photons are usually depicted as packets that carry energy with them though the energy in the packets is discrete. If the photons are travelling as a beam, intensity of such a beam depends on the number of photons per second. Light is also described as

UNICEF, UNESCO and MDGs

UNICEF, UNESCO and MDGs UNICEF The United Nations Childrens Fund (UNICEF) is a world organization that works to secure all Right of the Child. It counts to solve most of problems related to children such as poverty, education, violence, disease, and discrimination. Moreover, it also works to spread the Right of Child in many countries to ensure that every child can have proper life as other people. It has authority to effect every government to act on any problems related to children. UNICEF believes that their action can give all children the best start in lives so that they all can have better future. Some countries in the world still have bad culture that not allow girl go to school. In this case, UNICEF plays very important roles that help promote girls education to ensure that they can at least complete primary school. To help them can attend schools, they will be able to be better citizens, and better parents to their societies and families. It also works to protect children from getting common childhood dis ease so that they can enjoy living their lives longer. Furthermore, UNICEF works to prevent children from getting spreading disease HIV/AIDS. In doing so, children and their families can live happily. Also, it keeps children living in protective environment that they will not suffer from violence, abuse, and exploitation. Last but not least, UNICEF also acts to ensure that there will be no discrimination against women and girls. There will be gender balance in every work society and school. To sum up, UNICEF acts to ensure that all young people can live in proper lives and can prevent from any kinds of exploitation. UNESCO United Nation Educational, scientific and Cultural Organization (UNESCO) works to create the environment for discussion between society, cultures and peoples, based upon value for generally to share. Throughout this discussion the world can accomplish worldwide visions of sustainable development surrounding execution of human right, mutual respect and the improvement of poverty. The main objective of UNESCO is to make international society agree all the goals of development goals that include the Millennium Development Goals (MDGs). Also, the major programs of UNESCO to deal with are education, natural science, social and human science, culture, communication and information. It does not only act in these programs but there are still many special programs that it acts on. Moreover, the main mission of UNESCO is work to contribute to the building of peace, the alleviation of poverty, sustainable development and cross-cultural dialogue through the main programs of UNESCO. The global pr iorities that this organization focuses on are Africa and gender equality. The Millennium Development Goals The Millennium Development Goals (MDGs) is the response of the United Nation to deal with eight global issues the most developing countries meet nowadays. The MDGs is created to achieve eight anti-poverty goals by 2015 as the target. All member states of the United Nation must adopt the Millennium Development Goals to reduce poverty. Cambodia has adapted the MDGs since 2003 in believing that it could bring more development in the country. There are only eight anti-poverty goals but Cambodia has nine goals that include: eradicate the extreme hunger and poverty, achieve universal primary education, promote gender equality and empower women, reduce child mortality, improve maternal health, combat HIV/AIDS malaria and other diseases, ensue environmental, and de-mining, UXO, and victims assistance. II. Cause and Effect of Child who do not attend school Cambodia fell into the civil wars in a few decades that cause Cambodias society full of problems. Because Cambodia is still a developing country, there are still many problems with children and education. Actually, in the world of today, knowledge and education are really crucial for people in general as a concept to live in a fast-changing world. Therefore, school is the best place to educate them. Cause of Child not going to school Family Most Childs who do not complete school do so because of family problems. Some parents are not interested in education and do not support their children in studying. In addition, they use their childrens effort and value time to earn money to fill the family necessity. In this generation, children should be in school, not at work. To speak frankly, it is not the parents fault at all; sometimes this situation is compelled to occur owning to the poverty in the developing country; hence, they cannot afford money for children to go to school punctually. Concerning the family problem, it affects on their children decide not attend school. The other reason is work pressure. Some families are poor and need their children to work in order to increase the income. Anyway, some Childs are in charge of household chore. Every day they have to complete their duties in advance before coming to school. It looks pitiful that they do not have enough time to concentrate on their study. Society Society is also included as a source of not going to school of Childs. In some schools, there are still some corruptions that illegally charge money for registering for their studies. Also, some teachers charge too much money for extra classes that is the reason why some Childs cannot pay. Moreover, there are still not enough schools in Cambodia, especially in rural areas. Moreover, if there is a school in that area, there are still many families that live far away from that school; consequently, Childs who live far away from school still cannot attend school. Effect of Child not going to schools Childs themselves Even though some Childs skip school to do something good else, it still has bad effects on their lives. Firstly, they will lack of knowledge and a critical thinking to challenge in life. They will not be qualified to apply for a good job in the job market. If possible, they just take on hard work that cannot earn their own living properly. This kind of work not only offers a low wage but a hard working one, so they still survive under the poverty line. Additionally, they easily suffer from exploitation and trafficking by different ways. The other negative effect is that they will imitate a foreign culture unconsciously. Cambodia culture will face the losing of its own identity. Why so? In general, school is a place where they teach Childs to know and maintain those valuable cultures since Khmer ancestors made up many centuries ago. If Childs do not complete their obligation to attend school and are not interested in these, they will accept the foreign culture quickly. It is very dangerous that people in one nation dont know about their culture. Society Not going to school also has negative effects on society. Obviously, children who do not attend school usually become street children that could make the society disorder and messy. With regards to the not attending school children, Child themselves will become a low-educated person. The ignorance brings the society some disasters in the following. The social economic will fall down because of lack of human resources to work. Some people are easily cheated by foreigners and foreign culture may come into the society with no choice. Most significantly, identity of the country will be kept in one place and the whole country easily fall into a colony of foreigners. Ignorance also brings a disease and poverty to the country. It can be concluded that the ignorance from not going to school is a darkness covering everything and is a hindrance and a big danger to proceed with development of the country. III. Action of UNICEF, UNESCO, and the MDGs in Cambodia UNICEF is not working alone with children in Cambodia, but there is cooperation with the Royal Government of Cambodia (RGC) to create a program called the Country Program of Cooperation (CPC). The CPC deals with a broad range of issues affecting children such as child survival, early childhood care and development, formal and non-formal education for all ages, HIV/AIDS, and special protection issues. Through the CPC, UNICEF significantly contributes to policies in all major social factors, formulation of national legislation, especially child protection, health and education. The main program that UNICEF works on education of children in the field is known as Seth Koma (Rights of Child). This program has been enthusiastically taken up in 700 villages in six rural provinces across Cambodia. UNICEFs child rights program works with rural communities to build pre-schools that provide children with a safe learning environment and provide literacy classes mostly for young women, including access to clean water and latrines. Also, it is helping children to enroll in primary schools at appropriate ages. The support consisted in training volunteer teachers, providing teaching materials and controlling by technical staff from the provincial and district level. Supported by UNICEF, the primary school in rural areas, where girls had achieved a pass rate of 91 percents in 2008 is a good result of UNICEFs work. Seth Koma is empowering communities to build better lives for their children. Since this program has implemented in Cambodia, it has assisted about 900 pre-schools in six provinces in rural areas that could help bringing early education to about 20,000 children. Similarly, UNESCO is not working directly in the field of education in Cambodia. Most programs of UNESCO are directly executed by different ministry and government agencies such as Ministry of Education, Youth, and Sports. In the field of education, UNESCO works as Deputy Chair of the Education Sector Working Group (ESWG) in donor coordination to maximize the donor to support all basic programs in Cambodia that provides technical assistance to the MoEYS to identify strategies and resources to help achieve the Education for All. Moreover, UNESCO has taken active role to support all areas of education with special objectives on Early Childhood Care and Education, Basic Education, Teacher quality and Status improving, Literacy and Non-formal Education. In addition, UNESCO has contributed to the on-going education reform by identifying and adapting actions to the local needs. This capacity has been processed to enhance the use of Information and Communication Technologies in second and h igher education to reform the Technical and Vocational Education and Training which can reduce the gap of youth and the labor market. With the support of UNESCO, there has been initial progress for improving access all levels of education. It helps to reduce the percentages of incomplete schools from 21 percents in school year 2007/2008 to 18 percents in school year 2008/2009 and helps to deploy 95 percents of newly trained teacher to under staffed schools and in remote areas. The total enrolments of pre-school grew from 72,224 children (35,929 girls) in school year 2003/2004 to 79,585 children (40,013 girls) in school year 2007/2008. According to UNESO Institute of Statistic, primary enrolment increased by 15 percents. MoEYS has been getting about 350,000 children into school every year that they are mostly girls in rural areas and children from poor families; consequently, primary school net has increased from 77.8 percents in 1997/1998 to 83.8 percents in 2000/2001 and to 93.3 pe rcents in 2007/2008 which shows that children are really encouraged to attend school both boys and girls. For secondary schools, the net enrolment has grown from 27 percents in 2000/2001 to 63.6 percent in 2007/2008. While the Cambodia Millennium Development Goals have to reach a target at 2015, the target of education is the most important one that it is a foundation for all other development goals. However, recent statistics illustrates that for every 100 boys out of school, there are still 117 girls in the same situation. Also, millions of children will continue to die needlessly, which keeps the rest of the process of development of other goals at risk. If Cambodia can meet the Education Goal, the other goals will booth process toward every other Millennium Goal. By educating children helps the level of poverty reduce and promote gender equality. It is linked to Goal 3, gender parity, as the primary education by definition requires gender parity. Furthermore, free primary school for all children is a high commitment of the governments under the 1989 Convention of the Rights of the Child. IV. Challenges To improve the education sector in Cambodia, UNICEF, UNESCO, and royal government of Cambodia have cooperated intensively. However, there are many challenges that the education sector cannot improve much. First, the challenge is because of the Cambodia governance. The education system in Cambodia is very poor that is absence of education quality and trained staff, corruption, and lack of moral of low-wages teachers. The low wage of teaching have forced teachers who lack of moral to create informal classes or extra classes that require students to pay more for those classes, and it is a burden for all poor students. Moreover, students who cannot afford to study in informal classes may face to fail their examinations in classes, repeat grades, or drop out of schools. Although the Ministry of Education, Youth, and Sports forbidden teachers to form informal classes for own fees, we can still see the practice of collecting fees from students. According to the Times Higher Education Supple ment said that, Cambodian students have long admitted that examinations go hand in hand with money. It still costs around US $2,000 or $3,000 for someone to get into a school of law. Hence, there is high corruption in education in Cambodia from the low level. Because of the growing corruption in education, there are many concerns about student who do not know anything can pass exams to enter universities. Although the figure point out that, students who enroll for universities increase, we still cannot guarantee that the education system in Cambodia has improved. This is the main point that the government should deal as soon as possible. Second, the government is worried whether Cambodia can achieve the CMDGs by 2015. According to the government of Cambodia said, Cambodia will not be able to achieve the CMDGs by 2015 unless its national efforts are strengthened all support. Then Cambodia would fall far behind other developing countries in Asia and Africa that can be widening social and economic disparities in the region. Hence, it is very important to work out to address Cambodias challenges. Another major concern of Cambodia government towards CMDGs is the existing of high percentage of over-aged children stuck up in the primary level, and the issue of reducing the gap between boys and girls in basic education since the performance in 2006 show big shortfalls of the target, especially in lower secondary education. Another challenge is that, since the country is poor; hence, the physical infrastructure is also poor that make it more difficult to build schools in remote areas and border areas. Furthermore, they only offer a macro level perspective which does not reflect the much lower enrolment rates that are reported in remote areas among disadvantages groups, including children with disabilities, the very poor and ethnic minorities, said the government. In short, there are many obstacles that Cambodia faces in dealing with the improvement of education system. V. Conclusion As the previous parts already mentioned about what are role of UNICEF, UNESCO, and the MDGs in Cambodia, we all know the benefits of these organizations and this policy to Cambodia. Since Cambodia is still a poor country, the government does have enough capacities to provide education to all people and to all levels of education. Talking about UNICEF, without it, perhaps most of young Cambodians who live in rural or remote areas still cannot have chance to attend school. As mentioned, the main program of UNICEF in Cambodia is Seth Koma that provide schools with safe environment in about 700 villages of six provinces. Because of building schools and the encouragement of this organization make more students enroll for education in both early age and teenagers. And the numbers of students enroll for education is increasing dramatically in the provinces that UNICEF has taken action in. Similarly, with the help from UNESCO, Cambodia enables to improve education system. This organization w orks as useful tool for Cambodia in finding budget to support the Ministry of Education, Youth, and Sports to provide education to all Cambodia. Moreover, it brings advance technology to education in second and higher education that can make more children clear about study and work. By doing this, it helps to reduce the gaps of youth and labor markets. The actions of this organization are very necessary to Cambodia that it can motivate more students to complete the education degree and can push up the numbers of students enroll for education in all levels. Surprisingly, the numbers of female students is also increasing significantly, not only male students. Talking the MDGs in Cambodia, with the help of UNESCO in finding fund to support the MDGs in Cambodia, the government of Cambodia will enable to meet the requirements by 2015 as they have planned. Even though there are many challenges that these organization faced, the action of them still provide a lot of benefit to education se ctor in Cambodia. Compare to without the actions of these organizations, the education sector will not be improved that fast. All in all, UNICEF, UNESCO, the MDGs provide many advantages to Cambodian society.

Self-discovery in Siddhartha Essay -- Hesse Siddhartha Essays

Self-discovery in Siddhartha Siddhartha, the novel by Hermann Hesse is what can be included as one of the epitomes of allegorical literature. This wondrous novel is focused on the tribulations of Siddhartha through his quest for inner peace. He started out as a young Brahmin's son always thirsting for more intellect and perspective in his life and from there on he endured many transitions. Siddhartha let himself experience all forms of life in his society. He unhesitatingly learned more about how different people lived by stepping into their shoes. He gained the vast varieties of intellect and perspective that he had longed for through his diversity, and he shrewdly applied it to compose his accurate philosophies of everyday life. Siddhartha's character exemplifies the insatiable feeling that everybody harbors. He stood for a unity of individuals. He stood for their thirst, and most importantly he stood for their ultimate quench; He stood for the insatiable feelings that all people have and need to eventually fill. As the Brahmin's son, Siddhartha could not contain himself. He was restless and felt that he had learned all he had to learn amongst his elders, and he was right. He chose to follow another path in life, a path that would show him another part of how people in his world lived. Siddhartha did not allow himself to stick to something that he could not feel to be right, thus he could not stay and worship the gods his father worshipped. He, as disconte... ...the same time, which all continually changed and renewed themselves and which were yet all Siddhartha... He saw the naked bodies of men and women in the postures and transports of passionate love...He saw all these forms and faces in a thousand relationships to each other, all helping each other, loving, hating and destroying each other and become newly born..." (p121) Siddhartha not only experienced them but he overcame them so well that he eventually achieved a great peace inside of him. He was an example for people to follow through the rigorous course of self discovery.