Write a letter protesting an injustice Essay Example | Topics and Well Written Essays - 1000 words

Write a letter protesting an injustice - Essay Example ted the indiscriminate use of terror to ward off unwanted and defenseless residents, women and children alike, from a land conceived as a defender and a refuge of the oppressed. Back home, in a poor country in the south where I came from, life in America is everyone’s dream. It seems to be the only passport to a better and a more comfortable life. It seems to be the only place that holds the promise of a secure future, and the way out of poverty. I can still remember how my parents and the other elders in the family implanted in me the vision of living a prosperous life in America and set before me the mission to finish my studies and work in America. Later I discovered that the vision and mission America is not only for me, it is a common direction shared by most families hopeful of a good future for the entire family. Getting here was not easy, and for many of us who have been working here for years, reaching America cost our families some fortune, some relationships, some life. There are those who sell properties or parcel of land to finance travel expenses and the cost of living here while looking for an employer. There are those who left behind aging parents, spouses, young children, and siblings. There are those who risked their lives crossing borders in search of an asylum and escape from oppression or slavery. Most are wishfully hoping that after a time, with the green card or with favorable circumstances, all would be reunited and lived a good life in the land of the free. There is this dark side of couples and families separated for quite a long time. Such long separation created a vacuum, an emotional void making one vulnerable to temptation, to infidelity, and thus breaking up what used to be a strong and happy family. As this happened, the children suffer, and left behind to fend for themselves. The long period of separation disintegrated the family, the very basic unit of society. The hope of a bright future and the American dream suddenly

Discuss the foreign policy positions of former President George Bush, Essay

Discuss the foreign policy positions of former President George Bush, Jr. and President Barack Obama in terms of realism and idealism - Essay Example Political realism highlights the role of the state and assumes that the state’s foreign policies are driven by the nation’s interest. It is primarily based on the state’s efforts to preserve its territory integrity as well as political autonomy. This means that the state interests are based on power and security. This power is defined in terms of military, economic, cultural, diplomatic and economic terms. In a realist state, every nation should use their resources in order to defend their nation. This concept is derived on the fact that the international environment is an anarchical environment. Therefore, regardless of the treaties made by the state, it is the duty of the state to defend its interest. According to the realism school of thought, the state is under no foreign authority (Crawford 15). Political idealism, also referred to as Wilsonian Idealism, holds that a state’s foreign policy should reflect the internal policy. Although it is based on human nature, it significantly puts ethics and morals into consideration. Idealist government fosters equal rights, democracy rule and religion in their foreign policy (Crawford 50). It is based on civilian-scientific development methods rather than war and power. The idealist state emphasizes on the international values rather than the nation’s interest. The doctrines of realism contradict those of the idealist school in that ethics and morality take a centre stage in idealism. During his campaign, the incumbent president George Bush openly declared that he was a realist who was committed to ending the Clinton doctrine and the indiscriminate use of the military force where they did not serve the interest of the US (Mackubin 24). During his campaign, he did not speak of democracy and freedom in the country. He clearly stated that, like his father, Bush was

Isolation and Characterization of Onion DNA

Isolation and Characterization of Onion DNA The experiment was about the isolation and characterization of DNA. The DNA was isolated from the onion. The mass of the isolated DNA was 15.11 g. The purity of isolated DNA was estimated by calculating the ratio based from the absorbance at 260nm and 280nm resulted to 0.671 meaning more protein was absorbed. Meanwhile in denaturation of DNA, the initial absorbance at 260 nm was 1.304 higher than the absorbance at 260 nm after heating which was 1.095. INTRODUCTION Deoxyribonucleic acid (DNA) is the genetic material in humans and all other organisms. DNA isolation is the removal of DNA from the cell which it normally resides. Isolation is the removal of DNA from the cell in which it normally inhabits. (1) Onions are used since it contains little amount of starch which allows the DNA to be more visible. The filtrate is made up of onions treated with salt, distilled water and detergent collectively called as lysis solution. DNA purification is done by enzymatic degradation of contaminating proteins with ethanol. A spectrophotometer is used in determining the concentration and purity of the proteins. (2) MATERIALS AND METHODS Isolation of DNA from Onion The peeled onion bulb was chopped and measured homogenized. The sample was placed in a blender added with an ice-cold lysis solution then for 45 seconds at low speed. Meanwhile, the lysis solution used was prepared beforehand by mixing 5.00 ml of liquid detergent, 5.00 ml of 0.500M EDTA, 10.0 ml of 50% Na Cl solution, and 80 ml of distilled water and placed in an ice bath. After homogenizing, the sample was filtered through the cheesecloth and the collected filtrate was placed in a 250-ml beaker. A 10.0 ml of 5% pepsin solution was added to the filtrate and placed on an ice bath for 10 minutes with occasional stirring. Ice cold 30.0 ml of 95% ethanol was pipette to the side of the beaker containing the sample and stand for 10 minutes on ice bath. Once the DNA precipitates appeared at the interface of the solution, the DNA was already ready for isolation. The spooled DNA was transferred immediately to a pre-weighed 100-ml beaker to determine the mass and percent yield of the sample. T he isolated DNA was added with 10.0 ml of 95% ethanol then covered with aluminum foil and refrigerated in preparation for the next laboratory procedure. Characterization of DNA Little amount of DNA sample was placed in a test tube added with 1.00 ml of 20% TCA followed by heating the sample for 10 minutes in water bath with 1.00 ml distilled water. A 2.00 ml of diphenylamine solution was added then heat again in a water bath for 10 minutes. The color change was observed and the absorbance of the sample from 400 nm to 700 nm was scanned to determine the wavelength of maximum absorption. Mean while, little amount of the DNA sample was placed in a separate test tube filled with 5.00 ml distilled water and scanned to read the absorbance at 260 nm then at 280 nm. After determining the A260/A280 value, the sample was heated to boil for 5 minutes and read the absorbance adain at 260 nm. RESULTS AND DISCUSSIONS The mass of the raw sample gathered from onion is 30.4 g. After homogenization and adding of pepsin solution and ethanol, DNA precipitates were became visible and transferred to another beaker. The isolated DNA measures 23 g. The calculated percentage yield was quite high. However, still some sources of error was done while conducting the experiment, the sample with DNA precipitates was disturbed while transferring the DNA. The accumulated DNA precipitates is enough for the next procedure which is characterization. Heat denaturation of DNA, causes the double helix structure to unwind and form single stranded DNA. Thus, the bases unstacked and can absorb more light causing an increase after denaturation. But based on the results gathered, the initial absorbance at 260 nm was 1.304 then was decreased after heating which was 1.095. The calculated percent increase in absorbance was 8%. This error is maybe, due to the heating process. The DNA acquired was quite greater and was not totally heated afterwards causing double helix structure not to unwind and form a single stranded DNA. The filtrate gathered from this experiment was made of onions and lysis solution. Onion was used in this study due to low starch content, allowing the DNA to be more visible considering the onion as one of the best source of DNA. (4) The used of lysis solution was to separate the DNA from extra cell components and to keep the location in which the DNA will not be tainted. The NaCL provides NA+ ions that will obstruct the negative charge as of phosphate ends of DNA. Permitting these ends to come nearer so they can precipitate out of a cold solution. The detergent causes the breaking down of the cell membrane by emulsifying the cell proteins and lipids. Also, disrupting the polar connections that collectively holds the cell membrane. The complexes formed with these lipids and proteins causes the precipitate out of solution. Meanwhile, the purpose of EDTA is to chelates metal ions. (5) A Pepsin solution was used for purification via enzymatic degradation. DNA is polar due to its extremely charged phosphate backbone which makes it soluble in water. Thus DNA is insoluble in ice cold ethanol, as a result when the cold ethanol was added, it causes stable ionic bonds to form and precipitate the DNA. Heating the sample is the one responsible for the formation of the observed color of DNA with diphenylamine. When the DNA is heated with acid, the 2-deoxyribose is converted to w-hydroxylaevulinic aldehyde, which reacts with the compound diphenylamine. Through this, a blue-colored compound supposed to produce. In our sample the color observed was green possibly because of the DNA concentration. The ratio of absorptions at 260 nm vs 280 nm is frequently used to evaluate DNA contamination of protein solutions. The nucleic acids, DNA and RNA, absorbs at 260 nm and proteins absorb at 280 nm. Based on the results, the rate ratio of absorptions at 260 nm vs 280 nm is 0.671. Since proteins absorb light at 280 nm, the ratio is low meaning there is a lot of protein absorbed at 280nm.

What is a child Essay -- essays research papers

What is a Child? Discuss how a scientific, a social constructionist and an applied approach attempt to answer this question. This essay will attempt to discuss how sociologists have attempted to answer the question. Childhood is viewed differently, depending on the country being considered, the period of time being studied or a personal viewpoint. According to the UN convention, a child is anybody under the age of eighteen. Several studies have been undertaken by sociologists to examine childhood. This essay will attempt to discuss three major approaches: 1) a scientific approach tries to study this objectively by observation and experimentation to prove a theory. This essay will discuss Kohlberg’s theory of â€Å"Moral development†. It will not include Piaget’s theory as Kohlberg’s theory used Paiget’s theory as a building block to his theory. 2) A social constructionist approach studies this by exploring social and cultural beliefs. The two discourses are the Romantic and Puritan discourses. 3) And an applied approach draws on both the scientific and social construction ist theories and uses the studies to understand the practicalities of Children’s rights through law, policies, and professional practices and the children themselves. The models used are the justice and the welfare model. The Scientific theory researches and endeavours to establish objective facts by using experimentation and observation. It follows mainly three stages of activities, 1) forming a concept that explains the facets of child development. 2) Formulates predictions from these concepts and then finally 3) tests these predictions through research, explanation and assessments. One such scientist was Kohlberg and his theory of Moral development. Kohlberg based his ideas on Piaget’s theory of cognitive development. He categorised these into three main levels with two stages at each level. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  PRECONVENTIONAL 1.  Ã‚  Ã‚  Ã‚  Ã‚  Punishment – obedience – When you do wrong you are punished and when you obey you are rewarded 2.  Ã‚  Ã‚  Ã‚  Ã‚  Self-gratification – Doing good or bad is to do with satisfying your requirements †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  CONVENTIONAL 1.  Ã‚  Ã‚  Ã‚  Ã‚  Interpersonal concordance - being good is about being loyal to people who love and care for you. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Law and ... ...es offer insight into the complex question of what is a child? But no single approach can be used independently into answering the question. Although the first two studies are linked and use research, theory and studies of growing, development, and socio-economic status and culture, the third is not a distinctive academic method. Where the Scientific approach endeavours to give simplicity and direction to professionals, the Social Constructionist tries not to reduce childhood simply to stages of development and the applied uses the both the above approaches to tackle the reality of childhood. The question itself means diverse things to different people male and female. The answer can be distinct depending on the society, cultural background, traditional beliefs and the various points in history. Word Score – 1378 words References Open University – Book 1 Childhood, Woolfolk, A. E. (1993). Educational Psychology. Needham Heights, MA: Allyn & Bacon. Gillian, C. (1982) In a different Voice; Psychology Theory and Women’s Development, Cambridge (Mass), Harvard University Press. Asquith, S (1996) ‘When Children kill children: the search for justice’, Childhood,3(1) pp.99-116

Interpersonal interactions in health and social care Essay

In health and social care we use many various methods of communication and interpersonal interaction to communicate effectively in various environments. These methods can be influenced by many factors which may interfere with how the information we have communicated is transmitted such as language needs, self-esteem, proximity and sensory impairment. In my essay I am going to explain how sensory impairment and language needs may influence effective communication and interpersonal interactions in health and social care environments. The term sensory impairment encompasses visual loss, which also includes blindness and partial sight, hearing loss and multi-sensory impairment (Shaw Trust, 2014). I will now explain how sensory impairment may influence the way we effectively communicate and interpersonally interact within health and social care using Argyle’s communication cycle. The communication cycle is arranged into 5 stages, Argyle(1972) believed that communicating interperson ally was a skill that could be developed, much similar to learning to drive. In the first stage of the communication cycle Argyle states that ideas occur. An example of this stage of the cycle would be a doctor recalling the information they wish to communicate to a patient who suffers from multi-sensory impairment with complete loss of hearing and sight. The Department of Health defines individuals suffering from multi-sensory impairment if their combined sight and hearing impairment cause difficulties with communication, access to information and mobility (Action on Hearing Loss, 2011). During the second stage of the cycle the message that is being communicated is coded, during this stage a doctor would decide how to communicate their message towards their patient. In order to communicate effectively the doctor must take into consideration which method of communication fits the patients needs such as British sign language, visual sign framing or tactile signing. In the third stage of the communication cycle the message is sent, during this stage the doctor has now communicated their message to the patient , however the doctor has communicated his message using British Sign Language instead of tactile signing. In the fourth stage of the cycle the message is received by the patient, during this stage the patient should have successfully received the information that the doctor has communicated to them however the patient has not received the message as she has lost a complete loss of sight and therefore cannot visually see the signs the doctor is signing. During the  fifth and final stage the message is decoded, Agyle theory suggests that during this stage the information has now been received and understood and the cycle will now repeat. This stage of the cycle is dependant on if the person delivering the message has used the correct and appropriate form of communication based on the individuals needs and the circumstances, however this is where the communication cycle has been unsuccessful due to the wrong choice of method of communication. Another common factor which may influence the way we effectively communicate and interact with people within health and social care is the language needs of the individuals. The language needs of an individual will be based upon many factors, a common language need may include an individual who speaks English as a 2nd language moving to the United Kingdom, the needs of the individual such as the use of an interpreter will depend on how fluent the individual is in speaking English. Using Tuckman ’s theory of group formation I will explain how language needs can affect the way we effectively communicate and interpersonally interact in health and social care environments. Tuckmans theory of group formation is arranged into 4 stages, these stages are known as forming, storming, norming and performing. During the forming stage, the group of people are just getting to know each other, for example in relation to health and social care, this would be the stage where a group of newly employed student nurses meet the team they will be working with. During the storming stage, Tuckman (1965) explains how the group of people are unclear about each-others roles within the group and the aims of working together, this is the stage where the newly formed group of student nurses would be trying to communicate verbally and non-verbally with each other in order to discover their roles, strengths and weaknesses within the group. During this stage, the group of individuals would be asking questions about each other and assessing their roles within the group. Thirdly is the norming stage, during this stage the group of people develop a shared understanding of what each-o thers roles are and share a common aim, during this stage one individual in the team approaches the others and tells them he is a foreign exchange student and has only been speaking English for the past 5 years, therefore he is still trying to understand the different dialects around him. The student nurses may begin to ask and discuss with the individual about the extent of his knowledge in speaking English. During this stage the  individuals will also understand and be able to identify areas of weakness in speaking English and be able to adapt their methods of communicating with the individual in order to meet these needs. Any specific language needs of an individual should be met immediately when communicating in order to progress through to the final stage of Tuckman’s theory, the performing stage. During this stage the group of individuals are now working together effectively as a team, for example during this stage the student nurses are now able to meet the language needs of the foreign exchange student and can continue to work as a progressive team.

Journal Article Critique of ‘an Empirical Analysis of Trends in Psychology’ Essay

I.Research Question or Problem The journal article question is clearly stated. The question asks whether the behaviourist, the psychoanalytic, the cognitive, or the neuroscientific perspective is most intellectually significant and most prominent in psychology today (Robins, Goling, & Craik, 1999, p. 117). II. Introduction The introduction presents differing contentions regarding which school of psychology is most prominent. Five references have been cited in the introduction. It is believed by some that the cognitive perspective reigns over psychoanalysis and behaviourism (Baars, 1986; Gardner, 1985; Hunt, 1993; Sperry, 1988, as cited in Robins, Gosling, & Craik, 1999, p. 117). An opposing conviction, however, states that this belief is merely a representation of cognitive psychologists’ opinion of their own field rather than an accurate statement based on facts (Friman, Allen, Kerwin, & Larzelere, 1993, p. 662, as cited in Robins, Gosling, & Craik, 1999, p. 117). Furthermore, it is argued that the belief in a â€Å"cognitive perspective revolution† is simply a method for scientists to justify their practice (Leahey, 1991, p.362, as cited in Robins, Gosling, & Craik, 1999, p. 117). Other theories have indicated, without empirical evidence however, that behaviourism continues to flourish despite the loss of â€Å"mentor B.F Skinner† (Salzinger, 1994, p. 816; p. 461, as cited in Robins, Gosling, & Craik, 1999, p. 117). Lastly, it is contented by some that the neuroscientific perspective continues to prosper (Churchland, 1998, as cited in Robins, Gosling, & Craik, 1999, p. 117), and that the entire field of psychology will eventually become a subfield of neuroscience (Bechtel, 1988, as cited in Robins, Gosling, & Craik, 1999, p. 117). III.Methods The authors employed three indexes to conduct their study; the subject-matter index of psychology’s Flagship publications, the subject-matter index of psychology dissertations and the citation index of Flagship publications. For the psychology’s Flagship publications, authors selected several word stems in a database called psychINFO, including: psychoanal#, cognit#, neurosci#, reinforce#, and conditioning#. At that time, they calculated the percentage of articles published in the Flagship publications between 1950 to 1997 and charted their findings over time (Robins, Gosling, & Craik, 1999, p. 118). For the psychology dissertations, authors once again employed psychINFO, this time, to analyze the topics presented in doctoral dissertations between 1967 to 1994. Then, they calculated the percentage of dissertations for each of the four psychological perspectives (Robins, Gosling, & Craik, 1999, p. 119). Finally, for the citation index of Flagship publications, authors su rveyed trends regarding the number of citations found concerning each perspective in the Flagship publications. Then, they selected the top four journals in each perspective using a rating system operated by prominent neuroscientists (Robins, Gosling, & Craik, 1999, p. 119). Applying these findings, authors calculated the â€Å"total number of times per year the flagship publications cited articles published in each sub-disciplinary journal† (Robins, Gosling, & Craik, 1999, p. 119). IV. Results The results undoubtedly provided answers to the question/hypothesis. The findings indicated that articles regarding the cognitive perspective appeared most frequently in all three indexes, followed by the behavioural perspective. Articles regarding the psychoanalytic and neuroscientific perspective, however, were essentially non-existent throughout the studied period. Authors provided graphs and tables in order to demonstrate their findings over time for each index (Robins, Gosling, & Craik, 1999, p.121-126). V.Discussion/Conclusions Due to their compelling findings, the authors were able to construct several conclusions. Firstly, psychoanalytic journals, dissertations, and flagship articles have not been in the spotlight of mainstream psychology for the past several decades (Robins, Gosling, & Craik, 1999, p.123, 124). Secondly, with the focus currently on cognitive psychology, behavioural psychology has and continues to subside in scientific psychology (Robins, Gosling, & Craik, 1999, p.124). Moreover, the authors’ state that one reason cognitive psychology is transcending behavioural psychology is due to the immeasurable role of computers in modern society. For example, thanks to computers, considerable changes have taken place in regards to scientists’ understanding of memory, information processing, etc (Robins, Gosling, & Craik, 1999, p.124). Lastly, mainstream psychology does not yet recognize neuropsychology; however, there is an obvious increase in popularity that is underway. Authors recom mend further research to explore the growing prominence of neuropsychology (Robins, Gosling, & Craik, 1999, p.125). VI.References Authors used a clear and consistent citation format, and each of the references was properly cited within the article. The authors used a variety of sources ranging from the 1930’s to the year prior to the study. The older references were used to demonstrate variations of theories over time. VII.Personal Reaction I consider this article to be rather thought-provoking. From the beginning, I agreed with the theorists who believed that cognitive psychology was the leading school of psychology. Although this article was written fourteen years ago, I believe it continues to be true today. I was not aware of the serious decline of the behavioural perspective; however, after reading about the impact computers have had on science and scientists, it became clear (Robins, Gosling, & Craik, 1999, p.124). One limitation that I feel could have affected the results was the manner in which they selected the top four journals. I wonder if the results would have varied had different journals been chosen. In my opinion, the sample size of four journals seems somewhat confining to the research. Even so, this was a very interesting article. I would be rather intrigued to read a current study of the same topic and see if the results are equivalent.

An Overview of Solstices and Equinoxes

An Overview of Solstices and Equinoxes The June and December solstices mark the longest and shortest days of the year. The March and September equinoxes, meanwhile, mark the two days of each year when day and night are of equal length. June Solstice (Approximately June 20-21) The June solstice begins summer in the Northern Hemisphere and winter in the Southern Hemisphere. This day is the longest of the year in the Northern Hemisphere and the shortest of the year in the Southern Hemisphere. North Pole: The North Pole (90 degrees north latitude) receives 24 hours of daylight, as it has been daylight at the North Pole for the last three months (since the March Equinox). The sun is 66.5 degrees off the zenith or 23.5 degrees above the horizon.Arctic Circle: It is light 24 hours a day north of the Arctic Circle (66.5 degrees north) on the June solstice. The sun at noon is 43 degrees off the zenith.Tropic of Cancer: On the June Solstice the sun is directly overhead the Tropic of Cancer (23.5 degrees north latitude) at noon.Equator: At the equator (zero degrees latitude), the day is always 12 hours long. At the equator, the sun rises daily at 6 a.m. local time and sets at 6 p.m. local time. The sun at noon at the equator is 23.5 degrees off the zenith.Tropic of Capricorn: In the Tropic of Capricorn, the sun is low in the sky, at 47 degrees from the zenith (23.5 plus 23.5).Antarctic Circle: At the Antarctic Circle (66.5 degrees south), the sun makes the briefest of appearances at noon, peeking at the horizon and then instantaneously disappearing. All areas south of the Antarctic Circle are dark on the June Solstice. South Pole: By June 21, it has been dark for three months at the South Pole (90 degrees south latitude). September Equinox (Approximately September 22-23) The September equinox marks the beginning of fall in the Northern Hemisphere and spring in the Southern Hemisphere. There are 12 hours of daylight and 12 hours of darkness at all points on the earth’s surface on the two equinoxes. Sunrise is at 6 a.m. and sunset is at 6 p.m. local (solar) time for most points on the earth’s surface. North Pole: The sun is on the horizon at the North Pole on the September equinox in the morning. The sun sets at the North Pole at noon on the September equinox and the North Pole remains dark until the March equinox.Arctic Circle: Experiences 12 hours of daylight and 12 hours of darkness. The sun is 66.5 degrees off the zenith or 23.5 degrees above the horizon.Tropic of Cancer: Experiences 12 hours of daylight and 12 hours of darkness. The sun is 23.5 degrees off the zenith.Equator: The sun is directly overhead the equator at noon on the equinox. On both equinoxes, the sun is directly over the equator at noon.Tropic of Capricorn: Experiences 12 hours of daylight and 12 hours of darkness. The sun is 23.5 degrees off the zenith.Antarctic Circle: Experiences 12 hours of daylight and 12 hours of darkness.South Pole: The sun rises at the South Pole after the Pole has been dark for the past six months (since the March equinox). The sun rises to the horizon and it remains light at the Sout h Pole for six months. Each day, the sun appears to rotate around the South Pole at the same declination angle in the sky. December Solstice (Approximately December 21-22) The December solstice marks the beginning of summer in the Southern Hemisphere and is the longest day of the year in the Southern Hemisphere. It marks the beginning of winter in the Northern Hemisphere and is the shortest day of the year in the Northern Hemisphere. North Pole: At the North Pole, it has been dark for three months (since the September equinox). It remains dark for another three (until the March equinox).Arctic Circle: The sun makes the briefest of appearances at noon, peeking at the horizon and then instantaneously disappearing. All areas north of the Arctic Circle are dark on the December solstice.Tropic of Cancer: The sun is low in the sky, at 47 degrees from the zenith (23.5 plus 23.5) at noon.Equator: The sun is 23.5 degrees from the zenith at noon.Tropic of Capricorn: The sun is directly overhead the Tropic of Capricorn on the December solstice.Antarctic Circle: It is light 24 hours a day south of the Antarctic Circle (66.5 degrees north) on the June solstice. The sun at noon is 47 off the zenith.South Pole: The South Pole (90 degrees south latitude) receives 24 hours of daylight, as it has been daylight at the South Pole for the last three months (since the September equinox). The sun is 66.5 degrees off the zenith or 23.5 degrees above the horizon. It will remain light at the South Pole for another three months. March Equinox (Approximately March 20-21) The March equinox marks the beginning of fall in the Southern Hemisphere and spring in the Northern Hemisphere. There are 12 hours of daylight and 12 hours of darkness at all points on the earth’s surface during the two equinoxes. Sunrise is at 6 a.m. and sunset is at 6 p.m. local (solar) time for most points on the earth’s surface. North Pole: The sun is on the horizon at the North Pole on the March equinox. The sun rises at the North Pole at noon to the horizon on the March equinox and the North Pole remains light until the September equinox.Arctic Circle: Experiences 12 hours of daylight and 12 hours of darkness. The sun is 66.5 off the zenith and low in the sky at 23.5 degrees above the horizon.Tropic of Cancer: Experiences 12 hours of daylight and 12 hours of darkness. The sun is 23.5 degrees off the zenith.Equator: The sun is directly overhead the equator at noon on the equinox. During both equinoxes, the sun is directly over the equator at noon.Tropic of Capricorn: Experiences 12 hours of daylight and 12 hours of darkness. The sun is 23.5 degrees off the zenith.Antarctic Circle: Experiences 12 hours of daylight and 12 hours of darkness.South Pole: The sun sets at the South Pole at noon after the Pole has been light for the past six months (since the September equinox). The day begins on the horizon in the morning and by the end of the day, the sun has set.