Scrolling Textures :: essays research papers

Scrolling Textures Creating Flowing water.By Stupendous Man First I would like to introduce scrolling textures since they becoment been addressed very well. I have obtained all the information I am sharing through trial and error and through dilegent searching of the web turning up pieces of the puzzle here(predicate) and there. Now the infamous scrolling texture. First of all you have to have a texture in your wad file that has the word "SCROLL" as the inaugural six letters. The rest can be what ever you please. (I record somewhere that you couldnt have an underscore but torntextures.wad uses one so I would imagine it works. If you dont bump like screwing with it just name your file without an underscore.) For this tutorial I am using "torntextures.wad" that is in the cstrike folder, and I am using the "scroll_water" texture that is 176x176 (I read also that scrolling textures can only be a certain size of it... but I havent had any problems.. so exper iment.) Note footsteps correspond with the Numbered Circles in the Pictures. cadence 1Select your texture using either the browse button or the pull down. "scroll_water" is selected. Good. gait 2 and 3Click on the " barricado Tool"(step 2) select the object type (step 3) and create your Block, or brush for that matter. I happend to make mine a rectangle 224W x 112l x 1h. It doesnt matter what the size is, as long as it fits your needs. It can be a cylinder, wedge, block, etc. Doesnt matter. (note the more faces the more fun it will be to configure the directions. So be advised to stay away from a bunch of faces.) Step 4, 5 and 6Click on the selection Tool.(step 4)In the 3D view or one of the 2D ones, select your brush.(step 5)Click the "toEntity" Button(step 6)Step 7This menu will pop up when you complete step 6. This is the properties of the object. since we are tying it to an Entity this is where we need the type of entity it will be. Step 8This step is how we get our water to scroll. The class of our entity needs to be a "func_conveyor" from the pull down select this. (click to enlarge) Step 9Now we are going to focus a few settings only within the Object Properties box. Starting with the "Render FX". I leave this normal. Step 10

Eudaimonia and Human Flourishing Essay -- Aristotle Philosophy Philoso

Eudaimonia and Human FlourishingAristotle describes three types of life in his search for kind flourishing lives of gratification, politics, and contemplation. He contends that there is a single paper of Good that all men seek, and he perplexs that happiness, or eudaimonia, best fits his criteria. Aristotle investigates the human purpose to find how happiness is best achieved, and finds that a life of activity and contemplation satisfies our purpose, achieving the most complete happiness in us. Aristotle is correct regarding the necessity of activity, but restricts the theory to scarce the life of study. We will reject this restriction, and instead allow any life of virtue and productivity to substitute for Aristotles life of study. One primary inwardness of remaining active to achieve happiness includes loving friendships, which only happen to the virtuous. Thus human flourishing is living a life of virtue, activity, and productivity. Aristotle proposes that we mother a single Idea of Good which is both complete and self-sufficient, chosen entirely for itself, and that end is happiness. He must establish these three claims Idea of Good say 1) We have ends which we choose for themselves.Idea of Good Claim 2) That there is only one such end.Idea of Good Claim 3) That end is happiness.He argues for Idea of Good Claim 1) as follows (Irwin 173) 1.1.If we choose everything because of something else, desire will be empty and futile. 1.2.We have a gut feeling that some desires are non empty and futile. 1.3.Therefore, we do not choose everything because of something else. 1.4.Therefore we choose something for its own sake. 1.5.What we choose for its own sake, therefore, must be the best good. Th... ...nt role in luck us remain active and virtuous. We can apply a broader application of this search for happiness by allowing lives other than that of study and contemplation to be pursued, as long as virtue and loving friendships are present. To arrive at this conclusion we postulated two of Aristotles premises (see Postulate 1 and Postulate 2) allowing these runway us to a worthwhile map of how one may reach eudaimonia, the Idea of Good which follows from the postulates. Overlaying a life of productivity for Aristotles requirement of study, we have achieved a valid argument, assuming the postulates, for a means of human flourishing. One should live ones life with virtue, activity, and productivity. Work Cited All references are make to Nicomachean Ethics, written by Aristotle, translated by Terrence Irwin. Hackett Publishing Company, Inc. 1999.

Self Interest in the Political Philosophies of Mill and Locke Essay

Charles Baudelaire, a well-known English poet, once said that Nature... is nothing but the inner verbalize of self-interest. The philosophical theme of self-interest has been a common idea among political thinkers for many years. In any make out that is linked to the realm of political philosophy, the component part of self-interest within a society must be considered. The role of self-interest within a society is the basis for the moral thinking that involves weighing the needs and obligations of an individual against the goods of the individual and in turn society (The Role of Self interest in Political Philosophy). Before confronting an issue within a society, a political thinker must decide whether or not people are ultimately self-interested. The govern workforcet system of checks and balances was established to confront the issue of self-interest. The political thinkers, John Stuart Mill and John Locke unveiled the mysteries of what it meant to live in freedom and posses s liberty, in which the self-interest of humanity does not impose on the rights of others. Both Locke and Mills believed that in order to govern over a society, people must have freedom. The difference between these political thinkers lies in how much freedom people should be entitled to within a political society.In order to understand how Mill and Locke came to the conclusion of how much freedom a person should possess, we must understand what a political thinker perceives as freedom and liberty. In John Lockes writings, The Second Treaties of Government, he states that all men exist in a state of perfect freedom to order their actions and dispose of their possessions and person as they think fit, within the bounds of the law of nature, without enquire leave or depend... ... CitedCharles Baudelaire Quotes - BrainyQuote. Famous Quotes at BrainyQuote. Web. 26 Nov. 2011. .Excerpts from John Stuart Mill, ON LIBERTY. Ashland University. Web. 05 Dec. 2011. .John Locke Second Treat ise of Civil Government. Index. Web. 04 Dec. 2011. .Lanterns of indecorousness. Lanterns of Liberty Illuminating the Truth. Web. 26 Nov. 2011. .On Liberty by John Stuart Mill. Utilitarianism Past, Present and Future. Web. 26 Nov. 2011. .Social Apartheid in Tri-Cities Bristol Virginia-Tennessee. Web. 26 Nov. 2011. .Web.

The Need to Eliminate the Abusive Treatment of Muslim Women Essay

The Need to Eliminate the Abusive Treatment of Muslim Women Thirty thousand men and boys poured into the dilapidated Olympic sports stadium in Kabul, capital of Afghanistan. Street hawkers peddle nuts, biscuits and tea to the waiting crowd. The scheduled entertainment? They were there to see a young woman, Sohaila, receive 100 lashes, and to watch deuce thieves view their hands chopped off. Sohaila had been arrested while walking with a man who was no relation to her, a sufficient crime for her to be found at fault of adultery. Since she was single, it was punishable by flogging or a series of lashes had she been married, she would have been publicly stoned to death (Goodwin).Goodwin also stated that as Sohaila, completely cover in shroud-like burqa veil, was forced to kneel and then whipped, Taliban Cheerleaders had the stadium ringing with chants of onlookers. Among those present there were only three women the young Afghan, and two female relatives who attended her.Women ar tr eated unfairly all around the world, but in some places, worse than others. In Afghanistan, women are not allowed to do much of anything. They are restricted to their homes and are not allowed to exit without a good reason. Also, they must be fully covered. Women are not even allowed to leave the house if they conduct medical assistance. It is also illegal for women to show off any part of a their body to anyone other than their husbands. Meetings, even among groups of women, are prohibited in Afghanistan. They are banned from getting an education and from employment. They are treated as their husbands possessions. (Courcey)Muslim women should have the right to be present in public without hiding their identity. What have women done t... ...tor on staff would not have been allowed to remove her clothes. When women are punished for any contact with a male, the punishment can result in death. Other punishments include lashes and mutilation of the limbs.There is hope for these women, such as Sohaila. People around the world and especially from the United States are on their side. They are not only fighting for these womens rights, but their lives as well. These womens importance will be returned through cooperation, and they will once again be appreciated. Works CitedCourcey, Kevin. Freethought & Womens Rights. Freedom From religion Foundation.March 1998. December 5, 2001 <www.ffrf.org/fttoday/march98/courcey.html.Goodwin, Jan. Buried Alive Afghan Women Under the Taliban. Echonyc.February 27, 1998. December 3, 2001 <www.mosaic.echonyc.com/onissues/su98goodwim.html .

Experimenter Expectancy Effect On Children In A Classroom Setting :: essays research papers

Experimenter Expectancy Effect On Children in a Classroom SettingRosenthal and Jacobson (1966) sought to test the experimenter presentimenteffect by examining how much of an outcome teachers expectancies could have ona conclave of children. Earlier investigations in this area were also conducted byRosenthal (1963). He worked with children in a research lab, giving each one arat and telling them it was either bred for intelligence or for dullness. Thechildren were put in charge of doctrine the rats how to learn mazes.Rosenthals results showed that the rats that were believed by the students tobe smart, were able to learn the mazes much quicker. What the children did notknow, i.e., what Rosenthal had kept hidden, was that the rats were chosen atrandom. There were no rats that were especially bright or dull. Another caseof the experimenter expectancy effect was that of the horse known as CleverHans. It seemed to be able to read, spell, and solve math problems by kickinghis limb a n umber of times. The horse was tested and passed, but what theexperts did not realize was that their own hopes for the horse to answer thequestions, were giving the horse signs on which he ground his answers. That is,if someone on the committee raised his/her eyebrows in anticipation of theoncoming correct answer, the horse would stop stomping. Once again, theexperimenters cues decided the outcome of the tests. Acting on these results,Rosenthal and Jacobson hypothesized that teachers expectancies would cause themunintentionally to treat the students they thought to be bright in a differentmanner than those they thought to be average or charge less bright.Rosenthal and Jacobson used some materials that were important in thecompleting their investigation. The experimenters used students and theirteachers as the subjects of their study. As part of their experiment, they evenchose which grades the students would be in. They also used Flanagans Tests of cosmopolitan Ability as a disguis e to predict academic expectancies. Theexperimenters did not use anything else in their experiment but instead lettheir subjects do the rest. Rosenthal and Jacobsons object was to see howteachers would treat students whom they thought were of above averageintelligence in comparison to how they treated students whom they believed wereof below average intelligence.As with all experiments, there needful to be variables. In trying totest teachers expectancies, Rosenthal and Jacobson used labels for children astheir independent variable. The labels used were bloomers for children whowere expected to be above average, while the other group of children were

Experimenter Expectancy Effect On Children In A Classroom Setting :: essays research papers

Experimenter Expectancy Effect On Children in a schoolroom SettingRosenthal and Jacobson (1966) sought to test the experimenter expectancyeffect by examining how much of an outcome teachers expectancies could have ona group of children. Earlier investigations in this welkin were also conducted byRosenthal (1963). He worked with children in a research lab, fine-looking each one arat and telling them it was either bred for intelligence or for dullness. Thechildren were put in charge of teaching the rats how to learn mazes.Rosenthals results showed that the rats that were believed by the students tobe smart, were able to learn the mazes much quicker. What the children did notknow, i.e., what Rosenthal had kept hidden, was that the rats were chosen atrandom. in that respect were no rats that were especially bright or dull. Another caseof the experimenter expectancy effect was that of the horse known as CleverHans. It seemed to be able to read, spell, and crop math problems by kicki nghis leg a number of times. The horse was tested and passed, but what theexperts did not realize was that their own hopes for the horse to answer thequestions, were giving the horse signs on which he based his answers. That is,if someone on the committee raised his/her eyebrows in anticipation of theoncoming correct answer, the horse would stop stomping. one time again, theexperimenters cues decided the outcome of the tests. Acting on these results,Rosenthal and Jacobson hypothesized that teachers expectancies would cause themunintentionally to treat the students they prospect to be bright in a differentmanner than those they thought to be sightly or steady less bright.Rosenthal and Jacobson used some materials that were important in thecompleting their investigation. The experimenters used students and theirteachers as the subjects of their study. As part of their experiment, they evenchose which grades the students would be in. They also used Flanagans Tests ofGeneral Abilit y as a disguise to predict academic expectancies. Theexperimenters did not use anything else in their experiment but instead lettheir subjects do the rest. Rosenthal and Jacobsons goal was to see howteachers would treat students whom they thought were of above averageintelligence in comparison to how they treated students whom they believed wereof below average intelligence.As with all experiments, there needed to be variables. In trying totest teachers expectancies, Rosenthal and Jacobson used labels for children astheir independent variable. The labels used were bloomers for children whowere expected to be above average, while the other group of children were