Third Conjugation -isc Infix Type Italian Verbs

As you have probably learned by now, one of the greatest challenges in learning Italian comes with irregular verbs: verbs that change root mid-way, that are irregular in one tense or two, or sometimes three, and verbs that act in an entirely independent manner—unfortunately, some of the most common verbs, including andare. With a bit of study, you will discern patterns and groupings in the world of irregular verbs and find a certain logic to it, and beauty, too. But there are some pesky verbs in the world of regular verbs as well, and a group that occupies a special place: they are verbs that end in -ire, and are indeed third conjugation Italian verbs, but they are noted for grafting to their root a little infix—-isc—in some of their tenses. These are known as third-conjugation -isco verbs, or -isc verbs in English. It is useful to learn how these verbs conjugate because they comprise a large and useful group. Among them are such common verbs as capire (to understand) and finire (to finish). Lets take a look at their conjugation in the present tense: Present Indicative of Finire and Capire io fin-isc-otu fin-isc-iegli fin-isc-enoi finiamo voi finite essi fin-isc-ono As you can see, the infix is inserted in all the singular persons and the third person plural. Apart from the infix, the endings are normal. The same for capire: io cap-isc-otu cap-isc-iegli cap-isc-enoi capiamovoi capiteessi cap-isc-ono In terms of pronunciation, remember that sc followed by a hard vowel such as o or a keeps a hard sound (think of a sk) and with a soft vowel, such as i and e, it takes on a soft sound (think of a sh). Present Subjunctive and Imperative In this group of verbs, we find the same infix in the present subjunctive tense and the present imperative tense, in the same pattern. In the present subjunctive che io fin-isc-ache tu fin-isc-ache egli fin-isc-ache noi finiamo che voi finiateche essi fin-isc-ano Same for capire: che io cap-isc-ache tu cap-isc-ache egli cap-isc-ache noi capiamo che voi capiateche essi cap-isc-ano In the present imperative (and exhorative), the second person singular and the third person plural take on the infix. fin-isc-i fin-isc-a finiamo finite fin-isc-ano cap-isc-i cap-isc-a capiamo capiate cap-isc-ano. Finisci di studiare!, for example. Finish studying! List of Useful -isco Verbs The list of verbs that take the -isc- infix and are conjugated the same as finire and capire is very rich and long—much longer in fact than the other group of third conjugation verbs. Among them is preferire. They are a mix of transitive and intransitive, and many of them also have a reflexive mode. Since there is no telltale way of simply eyeing an infinitive and knowing whether a verb is in this group, it is helpful to become familiar at least with the most useful ones and to see if any patterns in meaning can be derived: Abbellire - to make beautifulAbbruttire - to make ugly Abolire - to abolishAcquisire - to acquireAgire - to act/take actionAmmattire - to go crazyApprofondire - to deepen/go deeper into somethingArricchire - to enrich/become richAvvilire - to become dejectedCapire - to understandChiarire - to clarifyColpire - to strike/hit/impressConcepire - to conceiveContribuire - to contributeCostruire - to buildDefinire - to defineDigerire - to digestDimagrire - to lose weightDistribuire - to distributeEsaurire - to exhaustFallire - to failFavorire - to favorFerire - to injureGarantire - to guaranteeGioire - to rejoiceGuarire - to heal/get over an illnessImbestialire - to get angry like a beastImbruttire - to become uglyImpartire - to impart/teachImpaurire - to scare/frightenImpazzire - to go crazyImpigrire - to become lazyIncattivire - to become meanIncuriosire - to become curiousInfastidire - to botherInfreddolire - to become coldInnervosire - to become nervousIstruire - to teach/instructMarcir e - to rotObbedire - to obeyPerire - to die/perishPerquisire - to searchPreferire - to preferPresagire - to presageProibire - to prohibitRattristire - to become sad/make sadRestituire - to restitute/give backRetribuire - to compensate someone for somethingRimbambire - to become harebrained/go off ones rocker/lose ones witsRinverdire - to green/become green anewRipulire - to clean up againRisarcire - to reimburseRiunire - to reuniteSminuire - to diminishSnellire - to become thinSparire - to disappearSpedire - to shipStabilire - to establishStarnutire - to sneezeSvanire - to vanishStupire - to shock or surprise somebody/to be shocked or surprisedSubire - to suffer something/to endure/to be subject toTradire - to betrayUbbidire - to obeyUnire - to uniteZittire - to silence/hush/make somebody shut up Examples Io pulisco la casa. I clean the house. Preferisco il verde al giallo. I prefer green to yellow.Gli amici si uniscono in battaglia. The friends unite in battle. I bambini ubbidiscono. The children obey. Non voglio che lui ti tradisca. I dont want him to betray you. In primavera gli alberi si rinverdiscono. In spring the trees green anew.Ti imbestialisci spesso. You get furious often.Voglio che la professoressa mi chiarisca la lezione. I want the teacher to clarify the lesson for me.Tutti gli anni a Natale i miei nonni mi spediscono i regali. Every year at Christmas my grandparents send me gifts.Mi stupisco: pensavo di conoscerti. I am surprised: I thought I knew you.Oggi la prof distribuisce gli esami. Today the prof is handing out the tests.Sparisco per una settimana; devo lavorare. I am disappearing for a week: I need to work.Quando mi innamoro, rimbambisco. When I fall in love I turn harebrained. -isc or non-isc? Important tip #1: As you can see from the list above, many -isc verbs start with Latin suffixes (a, con, di, im, in, pre, rim, rin, ris) and many denote the ending of an action or the coming in and out of a state of being (turning color, for example, or changing mood). But certainly not all. Hence, important tip #2: If you look at the infinitive of an -ire verb in an Italian language dictionary (a good thing to have and to practice), it will tell you how to conjugate the first person present, hence you will know if it belongs in this group or not. If you look up pulire, it will say, io pulisco, tu pulisci, ecc. And it will usually say con mutamento di coniugazione, which means it has the mutation. That tells you what you need to know. Occasionally you will run into a verb of the third conjugation that can be conjugated with the -isc infix or, as the other group, without. Among these verbs are applaudire (to clap, to applaud), assorbire (to absorb), nutrire (to nourish), and inghiottire (to swallow). In some cases the -isc forms of those verbs have so fallen in disuse that some dictionaries do not include them at all in the -isc category nor do they give that form of conjugation as an option. They only include the verb if it is considered a full-fledged -isco verb. Treccani, the authority on all Italian grammar matters, will give you the option of usage only if both are acceptable and in use. Otherwise, it will indicate that the -isco form has fallen in disuse (in disuso) or is much less common (meno comune). Exercise Fill in with the right conjugation of the indicated verb, in the correct tense. Io ................... (capire) la lezione. Voglio che tu ....................... (capire) la lezione. I ragazzi non ........................... (capire) litaliano. ....................(Finire) i tuoi compiti, Paolo! Spero che mamma e papà  ....................... (finire) di mangiare presto. Non credo che Francesca .............................. (capire) la serietà   della situazione. Non penso che i ragazzi .................................(finire) la lezione prima delle 8. Ogni tanto quando gioca mio figlio ..................... (sparire). Spero che tu non ....................... (impazzire) con questa lezione! Adesso io ............................ (zittire) i ragazzi nel corridoio che fanno rumore.

Writing Your Graduate School Admissions Essay

It should come as no surprise that most applicants do not enjoy drafting their graduate admissions essay. Writing a statement that tells a graduate admissions committee all about you and can potentially make or break your application is stressful. Take a different perspective, however, and you will find that your admissions essay is not as daunting as it seems. What is its Purpose? Your graduate school application provides the admissions committee with a great deal of information about you that cannot be found elsewhere in your graduate application. The other parts of your graduate school application tell the admissions committee about your grades (i.e., transcript), your academic promise (i.e., GRE scores), and what your professors think of you (i.e., recommendation letters). Despite all of this information, the admissions committee does not learn much about you as an individual. What are your goals? Why are you applying to graduate school? With so many applicants and so few slots, its critical that graduate admissions committees learn as much as possible about applicants so as to ensure that they choose students who best fit their program and are most likely to succeed and complete a graduate degree. Your admissions essay explains who you are, your goals, and the ways in which you match the graduate program to which you are applying. What Do I Write About? Graduate applications often ask that applicants write in response to specific statements and prompts. Most prompts ask applicants to comment on how their backgrounds have shaped their goals, describe an influential person or experience, or discuss their ultimate career goals. Some graduate programs request that applicants write a more generic autobiographical statement, most often referred to as a personal statement. What is a Personal Statement? A personal statement is a general statement of your background, preparation, and goals. Many applicants find it challenging to write a personal statement because there is no clear prompt to guide their writing. An effective personal statement conveys how your background and experiences have shaped your career goals, how you are well matched to your chosen career and provides insight into your character and maturity. No easy feat. If you are asked to write a generic personal statement, pretend that the prompt instead requires you to discuss how your experiences, interests, and abilities have lead you to your chosen career. Begin Your Admissions Essay by Taking Notes About Yourself Before you write your admissions essay you must have an understanding of your goals and how your experiences to date prepare you for pursuing your goals. A self-assessment is critical to gathering the information you need to write a comprehensive essay. You likely will not (and should not) use all of the information that you gather. Evaluate all of the information you gather and determine your priorities. Most of us have many interests, for example. Decide which are most important to you. As you consider your essay, plan to discuss the information that supports your goals and what is most important to you. Take Notes on the Graduate Program Writing an effective graduate admissions essay requires knowing your audience. Consider the graduate program at hand. What specific training does it offer? What is its philosophy? How well do your interests and goals match the program? Discuss the ways in which your background and competencies overlap with the graduate programs requirements and training opportunities. If youre applying to a doctoral program, take a close look at the faculty. What are their research interests? Which labs are most productive? Pay attention to whether faculty take on students or appear to have openings in their labs. Peruse the department page, faculty pages, and lab pages. Remember That an Admissions Essay is Simply an Essay By this time in your academic career, you have likely written a great many essays for class assignments and exams. Your admissions essay is similar to any other essay you have written. It has an introduction, body, and conclusion. Your admissions essay presents an argument, just as any other essay does. Granted, the argument concerns your capacities for graduate study and the outcome can determine the fate of your application. Regardless, an essay is an essay. Beginning is the Hardest Part of Writing I believe this holds true for all types of writing, but especially for drafting graduate admissions essays. Many writers stare at a blank screen and wonder how to begin. If you search for the perfect opening and delay writing until you find just the right angle, phrasing, or metaphor you may never write your graduate admissions essay. Writers block is common among applicants writing admissions essays. The best way to avoid writers block is to write something, anything. The trick to beginning your essay is to not start at the beginning. Write the parts that feel natural, such as how your experiences have driven your career choices. You will heavily edit whatever you write so dont worry about how you phrase your ideas. Simply get the ideas out. It is easier to edit than write so your goal as you begin your admissions essay is to simply write as much as you can. Edit, Proof, and Seek Feedback Once you have a rough draft of your admissions essay, keep in mind that it is a rough draft. Your task is to craft the argument, support your points, and construct an introduction and conclusion that guides readers. Perhaps the best piece of advice I can offer on writing your admissions essay is to solicit feedback from many sources, especially faculty. You may feel that you have made a good case and that your writing is clear, but if a reader cannot follow it, your writing isnt clear. As you write your final draft, check for common errors. Perfect your essay as best you can and once its submitted congratulate yourself for completing one of the most challenging tasks entailed in applying to graduate school.​

How Ww1 Has Been Remembered Free Essays

History Assessment: How Has WW1 Been Remembered? WW1 has, and always will be seen as one, if not the most significant war in all of history. One of the reasons for it being such a tragic event was that it was deemed at the time to have been ‘the war to end all wars,’ however that tragically was not the case. World War One was caused by several contributing factors, which resulted on Britain declaring war on Germany. We will write a custom essay sample on How Ww1 Has Been Remembered or any similar topic only for you Order Now They are: The alliance system, Imperialism, The Naval Race, The Schlieffen Plan and finally, the assassination of Franz Ferdinand. 1. The alliance system: At the end of the 19th century, alliances were made between countries. The alliances were formed so that if any of the countries in an alliance went to war, the other countries would have to help the country that had gone to war. At this point, there were two major alliances. The first consisted of Germany, Austro-Hungary and Italy, named the Triple Alliance. The other, made up of Britain, France and Russia, was named the Triple Entente. As these alliances were formed, there became immediate friction between the two alliances, as each one tried to overpower the other. 2. Imperialism: At that time, Kaiser, as well as the rest of Germany wanted a vast empire, like the British. Although they had the money as well as the resources, they had nothing to show for it. Kaiser wanted Germany to have access to raw materials and new markets. He also wanted to give Germany more respect. This angered Britain as Germany were trying to take some of Britain’s land. 3. The Naval Race: Britain at the beginning of the 20th century had the best Navy in the world. Germany wanted to have the best navy instead, and in 1906, when Britain launched the HMS Dreadnought, Germany ‘wanted in. Great Britain by 1914 had 38 dreadnoughts and dreadnought battle cruisers in comparison with Germany’s 24. This resulted with even more tension between the countries. 4. The Schlieffen Plan: At this point, Germany believed that a war with Russia was imminent, in which case France, being part of the Triple Entente, would have to go to war also. Because of this, Germany beli eved that they would be attacked from both the French and Russian borders, therefore they devised the Schlieffen Plan. The Schlieffen Plan consisted of mobilising German troops, then invading France (Paris) through Belgium. Once France had been taken, the German troops would then head East and defend the German-Russia border. 5. The Assassination: The assassination of Archduke Franz Ferdinand was the final event leading up to the First World War. For a while, the Austrians had tried make a â€Å"Greater Serbia,† therefore a group of freedom fighters decided to put an end to it. After Ferdinand was assassinated, serious disputes were occurring between Austro-Hungary and Serbia, and as Germany was part of the Triple Alliance, they had promised to back Austro-Hungary. Using Austria invading Serbia as an excuse, Russia mobilised its troops, followed by Germany. Eventually, Germany declared war on Russia, before declaring war on France also. When Germany invaded Belgium, Britain declared war on Germany. Why is WW1 Seen as Such a Tragic War? Men were needed to sign up to fight for their country as the war progressed. Large amounts of propaganda were being used to attract people to sign up for the army, and people who didn’t sign up were considered cowardly. However, one of the reasons people signing up was a mistake was because the majority of people, including the government, assumed that the war would have been over by that Christmas. This meant that many people signed up rather naively as they thought they would get good experience, they would be able to travel and that it generally would be good fun. The war carried on for around four years, during which time one of the few morale boosters would be that the war was deemed as â€Å"The War To End All Wars. † As this was not the case, you could say rather extremely those who died in the war, died for nothing. What made this war more tragic than previous wars was the new technology which had not been in wars antecedent to this one. For example, WW1 was the first times where tanks and planes were used, and the guns had evolved incredibly quickly. Because the weapons were more powerful than before, men were being killed by the thousands on each side of the trench. Another thing was trench warfare. After four years at war, both sides were still at a stalemate, making the battle itself completely unnecessary. Finally, one of the most catastrophic reasons for the war being so tragic was the tactics which the sides used. For a modern war with modern warfare, tactics used by each side were surprisingly ancient. One example of this was the Battle of the Somme; men were sent out to walk across no-mans land, where they were mowed down by the modern machinery. In the battle itself on the first day alone, almost 20,000 British soldiers lost their lives, with around 45,000 injuries also. What was Unique/Special about Warfare in WW1? As mentioned earlier, battles changed drastically from previous wars, due to the fact that new technology. The two new main pieces of technology which were introduced into the war were: Aeroplanes and Tanks. Aeroplanes As the first aeroplane was invented in 1903 by the Wright brothers, there hadn’t been much opportunity to use them in wars, partially due to the fact that they hadn’t developed much. However, with WW1 being the first time that they were being used in warfare, they decided to use the aeroplanes to their advantage as much as they could. In the war, 5 different types of aeroplane were used. 1. Observation: An aeroplane would fly over the battleground taking photographs of the battleground. Sometimes, the photographer would get out of the plane so he got a good photo. The photo on the right shows this. They would then provide their teams with the photographs so they got a better view of their territory. They were useful in the war because they gave their allied team an advantage. 2. Fighters: The second of the aeroplanes was the fighter plane. These held two people- a gunner and a pilot. They were fast and easy to manoeuvre, and their job was to destroy any of the enemy’s planes. 3. Bombers: Used to stop production on the other side, these planes would bomb places like factories and docks. The advantage of this is that they could completely disrupt the production of guns for example. If the company couldn’t make the guns because their factory had been destroyed, then there would be a shortage of the guns on the battlefield, meaning the opposition would have a strong advantage. 4. Ground Attack: This was probably the most dangerous job in the air. The people inside the plane would fly exceedingly low whilst another person would drop grenades and other objects into the trenches of the opposition to try and disrupt things as much as possible. 5. Naval Warfare: Finally, this plane could land in the water, and could then be lifted back onto a naval ship using a crane. Also, the Sopwith Pup could take off from the water in 6 metres, and in a 20 knot wind. Tanks Tanks were originally designed so that they could break the stalemate between the trench warfare. Initially, the Royal Navy provided the crew for the tank. The first time a tank was ever used was on 15th September 1916, where a D1 was driven at Deville Wood. Shortly afterwards thirty-six tanks were used at  Flers. Although the appearance of the new weapon stunned their German, these early tanks proved notoriously unreliable. Trenches The trenches were the main place where the whole of the Great War was fought. Conditions varied in the trenches, usually from bad to horrendous. Because people were being killed in their thousands, mounds of carcasses would assemble, and decompose either in the trenches, or around them. Rats were another problem, with there being two rats in particular, brown and black. Both rats were feared, however, the brown rat was the worst. The brown rat feasted itself of human remains, and could reach incredible sizes-anything up to the size of a cat. Men tried desperately to remove the rats, yet a single female fat can have up to 900 offspring in a single year, where they would continue to spread diseases, and contaminating food. Other creatures were also in the trenches. Some included lice and frogs. Lice caused trench fever, which created severe pain, then a fever. Another problem which could occur in the trenches was a horrible condition called trench foot. Stagnant water and unsanitary conditions caused the foot to virtually decompose. If the problem became severe enough, it could result with the infected area becoming amputated. The photo on the left shows a soldiers who had severe trench foot. Who was Affected by WW1? Those people who lived in Britain at that time were affected in many ways. As many people as possible were required to sign up for the army in WW1, sometimes refusing to collaborate earned you a place in prison. Women were recruited into the armed forces as nurses, drivers, cooks and telephonists. Passed in August 1914, The Defence of the Realm Act let the government control all of the coal mines, railways and shipping. Lloyd George was elected as the Minister of Munitions and organised the opening of many state-run ammunitions factories. So as to prevent strikes, the government worked with many unions. As many of the men were away, there was a dramatic reduction in the workforce. This meant that those businesses where a woman wasn’t there to work had to close. WW1 was also a first in that it was the first time civilians were majorly targeted, and killed by explosives. Rationing took place which affected day to day life in Britain. For a country which had become so accustomed to having large amounts of food readily available, having minimal amounts of food became difficult for many people. The main rationing was to foods such as meat, sugar, butter, jam and tea. This was introduced late into the war, but remained for a while afterwards as well. Lastly, was the biggest thing which affected people on the home front: Propaganda. Propaganda played a gargantuan part in WW1, and not just for recruiting soldiers either. The other two types of propaganda used were to get the British to despise the Germans more than they did already, and to try and boost morale. Many soldier’s letters home were adapted before they reached the intended reader, so that it looked like the soldier was in a better predicament than he really was. Newspapers were also changed. The Tribunal† was a pacifist newspaper which got shut down because of its bad press. Lies were made up about German atrocities. One very famous headline in a newspaper was: â€Å"Germans crucify Canadian officer. † Even though this story was completely false, the English civilians bought it, and it continued to spur their hatred towards Germany. Another form of propaganda used was in a film called â€Å"The Somme. † The film-makers deliberately used images of men dying, which upset many viewers. Why has WW1 been remembered? The Great War, has, and always will be remembered. This is due to the fact that it is probably one of the most crucial events in the whole of British history. Casting a psychological blow on the whole nation, there were around 700,000 British deaths, as well as around 1,500,000 injured soldiers. By looking at the table on the right, you can see the magnitude of the war. Therefore, people wanted a way to remember those who had served in the war. Six months after the war had ended, a Peace Parade was scheduled, to go with a ceremony every year on Armistice Day. It was to be on the 11th November, at 11am, the day and time the fighting had ended. Since 1919, many monuments have been erected, many ceremonies have taken place, and many memorials have been held, all of which to celebrate the bravery of the soldiers who fought in the Great War. Acts of remembrance continue today. What once was called Armistice Day is now called Remembrance Day. At 11 am, people all over the country stand in silence to remember the dead of the Great War. Poppies are also used when remembering the war. Growing in Flanders Fields, a battle territory, the red flower became the international symbol of the war. The war should be remembered because otherwise those people would have died for nothing. I believe that the sheer magnitude of people who lost their lives fighting, whether they were an ally or an enemy, deserved to have some recognition. The bravery of those people is staggering, many men who went out to war knowing that they would most likely not return. That is the reason why. Whoever was fighting were doing it because they believed in what they were fighting in. It actually becomes inspirational to me to think that it was done to try and stabilise the future. The only thing I can hope for now is that I will be alongside people on November 11th, at 11am who all can recognise the courage of these great men. How to cite How Ww1 Has Been Remembered, Papers

The Physics Behind Car Safety Features Essay Example For Students

The Physics Behind Car Safety Features Essay Cars contain several different types of safety features. These numerous safety features all have their own significance to the driver, as well as to the passengers. The purpose of this report is to show and express how physics is involved in automobile collisions and similarly how it is used to prevent injuries during accidents. Isaac Newtons three laws of motion are used to describe the purpose of the three main safety features that cars are obliged to consist of; stables, airbags, headrests, those of which all will be discussed in depth later below. The absolute purpose of the settable is to firmly hold the passenger in a way that the individual is almost a fragment of the car. This in return prevents the passenger from flying forward when the vehicle comes to a halt suddenly in case of a collision or rapid deceleration. This situation can be better explained with Isaac Newtons 1st law of motion regarding inertia; an object in motion continues in motion with the same speed and direction unless acted upon by an unbalanced force. Suppose the car is the object in motion. As the car collides with another object or if the car comes to an abrupt stop, the brakes or the collided object provide an opposite force which changes the speed and direction of the prior moving car. Simultaneously, when all this is happening, the force to slow down isnt applied on the passenger causing the individual to continue to travel in the same direction and speed as the car was traveling, causing severe, fatal injuries and even death. The settable catches the passenger and becomes the protagonist at this instant. Stables stop inertia from your body to keep traveling in motion when the car comes to a sudden stop; it forces your body to stop with the car. Airbags are the leading safety feature in todays cars and are of which are implanted in the dashboard, steering wheel and occasionally the sides of cars. Airbags are required to inflate and help the driver and passenger in the car to reduce their speed in severe automobile collisions without injuring themselves. This progress can be explained using Isaac Newtons 2nd law of motion; the acceleration of an object is directly proportional to the unbalanced force acting on it and inversely proportional to its mass, which is expressed as the equation f = ma, where f stands for force, m tanks for mass and a stands for acceleration. Force, mass and acceleration are all closely linked to each other and differ if one of their values are altered, for instance acceleration decreases as mass increases as more force is needed to move the heavy object. Back to discussing about airbags relating to the second law, all objects in a moving car have mass, direction and speed and so if the object is not secured properly in the car they will continue traveling in the same direction with the same speed when the car decelerates abruptly or in case of a collision until a force acts upon them. Every moving object has momentum, this being the product of the individuals mass and velocity. In order for the individuals momentum to stop, there This force provided by the airbag is known as impulse. Impulse is the product of the force applied to an object and the time taken of the force applied. The more time the force has to act on the passenger to slow them down, the lesser amount of damage is impacted to the passenger. In summary, momentum is the product of mass and velocity, impulse is the product of force and time and it is also known that momentum is equal to impulse thus why ass x velocity = force x time. As of this and regarding airbags; f=NV/t, the airbag increases time since velocity and mass cannot be controlled. .uac51ad83897ea3ed11553035aec1cc51 , .uac51ad83897ea3ed11553035aec1cc51 .postImageUrl , .uac51ad83897ea3ed11553035aec1cc51 .centered-text-area { min-height: 80px; position: relative; } .uac51ad83897ea3ed11553035aec1cc51 , .uac51ad83897ea3ed11553035aec1cc51:hover , .uac51ad83897ea3ed11553035aec1cc51:visited , .uac51ad83897ea3ed11553035aec1cc51:active { border:0!important; } .uac51ad83897ea3ed11553035aec1cc51 .clearfix:after { content: ""; display: table; clear: both; } .uac51ad83897ea3ed11553035aec1cc51 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uac51ad83897ea3ed11553035aec1cc51:active , .uac51ad83897ea3ed11553035aec1cc51:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uac51ad83897ea3ed11553035aec1cc51 .centered-text-area { width: 100%; position: relative ; } .uac51ad83897ea3ed11553035aec1cc51 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uac51ad83897ea3ed11553035aec1cc51 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uac51ad83897ea3ed11553035aec1cc51 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uac51ad83897ea3ed11553035aec1cc51:hover .ctaButton { background-color: #34495E!important; } .uac51ad83897ea3ed11553035aec1cc51 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uac51ad83897ea3ed11553035aec1cc51 .uac51ad83897ea3ed11553035aec1cc51-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uac51ad83897ea3ed11553035aec1cc51:after { content: ""; display: block; clear: both; } READ: Walking Around By Pablo Neruda EssayAs a result of this the airbag increases the time of impulse therefore decreasing the force applied on the head and face of the driver and passenger as force, mass, velocity and time are in relation to each other. Crumple zones are another example of a safety feature in a car which are in relation to Newtons 2nd law. Crumple zones are located in the front and back part of the car and are made up of malleable metal designed to easily deform and crumple when he car collides with something. These crumple zones absorb majority of the energy of the impact which in turn prevents the impact from being transmitted to the individual in the car. Moreover, crumple zones increase the time of collision as of the metal taking time to crumple and thus why the force is decreased. In every car headrests are to prevent neck and spinal cord injuries that occur over the time in vehicle collisions. The manner on how the neck is injured can be used to explain with the help of Isaac Newtons 3rd law of motion; for every action, there is an equal and opposite reaction. When a car that is traveling comes to an abrupt stop or in case of a collision the body of the passenger or driver stays in the same position as of the stables yet the head of the driver is thrown either forwards or backwards. As soon as the head is thrown either way it is naturally thrown back the other way as reasoning with Newtons 3rd law. In conclusion physics play a huge role in cars and their safety features. Stables implement on Newtons 1st law regarding inertia of how they stop and catch ones body if the car suddenly comes to a halt.