Science in the Enlightenment Benjamin Franklin Essay

Christian Perez M. Darling English 1302 8/4/2011 Frankenology Science is any branch of knowledge or study dealing with a body of facts or truths systematically arranged and showing the operation of general laws gained through observation and experimentation; generally the name of which ends in the suffix -ology (Science). Many major scientific breakthroughs occurred during Mary Shelley’s lifetime and several found their way into her work. It has been noted that, [i]n many of her stories there are thinly veiled parallels between people, places, and events in Shelleys life and her characters, settings, and plots (Greenfield 288). Erasmus Darwin, Humphry Davy, and Luigi Galvani and their various, famous experiments held great†¦show more content†¦Davy, was strong in his assertion that chemistry was the basis of the other sciences and if applied properly could convert dead matter into living matter (111). This pronouncement of chemistrys virtues and aptitude for creation that bypasses sexual reproduction pricks up Victo rs ears. Victors interest in the experiment grows until his fervor overtakes his rationality but before this decline Victor learns the basics of every branch of science, math, and philosophy studied at the time, giving him a very complete education off of which to base his scientific exploration and experimentation. Shelley wants to create a well-rounded scientist that has a well-laid groundwork surrounding him in every direction, leaving him free to immediately pursue his ambitions of discovery without stretching too far out of societys comfort zone of knowledge. The initial research done by Victor leads to a more stable plot line that readers can easily follow, Shelley put forth her scientific awareness as a talisman against the skeptical. In this way Shelley protected her work and preserved the right to call it fancy but with a root in absolute fact, this partial truth is the result now known as science-fiction. In her science fiction novel Shelley wishes to draw between the scho lar-scientist who seeks only to understand the operations of nature and the master-scientistShow MoreRelatedScience Fiction Influenced Teachings of Enlightenment thinkers, Thomas Paine, Benjamin Franklin, and Nicolas de Condorcet805 Words   |  4 Pages Enlightenment thinkers, Thomas Paine, Benjamin Franklin, and Nicolas de Condorcet were influenced by teachings of the Scientific Revolution. Reason and logic were used to dissect what was good and valuable apart from what was tyrannical and unable to be proven from the old teachings of philosophers and religion. It was this process of reason and logic that gave these thinkers the confidence in man’s intelligence and potential to improve that showed up in their writings. According to ourRead MoreBenjamin Franklin As A Representation Of The Enlightenment1571 Words   |  7 PagesDWC 201 19 October 2015 Benjamin Franklin as a Representation of the Enlightenment The Enlightenment was largely a rational response to the 16th and 17th century Scientific Revolution, as well as major developments in philosophical thinking, such as ideas proposed by Rene Descartes. During the Enlightenment, thinkers emphasize rational and critical ways of thinking, rather than the complete reliance on religion that had been previously accepted. In many ways, Benjamin Franklin was the human embodimentRead MoreBenjamin Franklin : An Iconic Figure1710 Words   |  7 Pages Benjamin Franklin Biography. Benjamin Franklin Biography. Having been born in the first month of the year 1706 in Boston, Massachusetts, Benjamin Franklin has been regarded an iconic figure not only in the history of America but as well as the world.1 Although he had a deep passion for reading, he could only manage to attend school for two years. He then joined his brother at the age of 12 in apprenticeship at a shop. At the age of 15 people were reading his very first newspaper in Boston. It isRead MoreThe Legacy Of Benjamin Franklin1704 Words   |  7 PagesHaving been born in the first month of the year 1706 in Boston, Massachusetts, Benjamin Franklin has been regarded an iconic figure not only in the history of America but as well as the world.1 Although he had a deep passion for reading, he could only manage to attend school for two years. He then joined his brother at the age of 12 in apprenticeship at a shop. At the age of 15 people were reading his very first newspaper in Boston. It is after his letters had become a hit that he d eclared to beRead MoreThe Birth Of Critical Thinking And Scientific Reasoning1314 Words   |  6 Pagesprinter, writer, scientist etc†¦ In his Autobiography and The Way to Wealth, Benjamin Franklin shares with his audience many of his adventures. During his lifetime he wrote many times under different pseudonyms, to share his message. He is seen as an outstanding figure because of the many important charges he had during his lifetime and his ideals on self improvement. One of the essential elements that Benjamin Franklin addresses with his reader in the Way to Wealth is laziness. He provides theRead MoreJohn Smith And Walt Whitman Essay1248 Words   |  5 Pagesthe transcendentalist into the realist movement and nature was viewed not as an extension of god, but as a way to learn about ourselves and the world. opposition to romanticism. Three writers between these two time periods, Jonathan Edwards, Benjamin Franklin and William Cullen Bryant each have a different world view based on their background and provide a transition between the Puritan and Realism movements. John Smith came to the new world with the Virginia Company in order to colonize the land andRead MoreThe Puritans, And Anne Bradstreet And Mary Rowlandson1040 Words   |  5 Pageseighteenth century given its religion and methods of living. This contrast can clearly be seen within the values of the Puritans and those of founding father and political theorist, Benjamin Franklin. Comparing the elements of language and views of Puritan writers Anne Bradstreet and Mary Rowlandson with those of Benjamin Franklin’s in his autobiography, a stark contrast is revealed in the three major aspects of morality: the purpose of achieving virtue, the concept of self- improvement, and the conceptRead MoreBenjamin Franklin: the Enlightenment Figure Essay1975 Words   |  8 Pages Wolf Benjamin Franklin Writing 9/22/09 Benevolent Leader for a Virtuous Nation There were many people that helped contribute to the Enlightenment, but the most prominent American leader was a well-know political figure named Benjamin Franklin. The Enlightenment, also called the Age of Reason, was period of time when people tried to justify life in terms of scientific theory and rationalism. â€Å"The Enlightenment was responsible for inspiring revived interests in education, science, and literature†Read MoreThe British Enlightenment And The American Revolution1538 Words   |  7 PagesThe American Revolution was a product of the British Enlightenment as well as both American and British history. The Enlightenment was age of innovation taking place during the 17th and 18th centuries. During this period there were great advancements in science that pushed back religious superstitions, as well as developments in economics and political thinking. (lecture) The British Enlightenment specifically had a large impact on the American Revolution with key fi gures such as John Locke. HisRead MoreOverview of The Enlightenment Essay949 Words   |  4 PagesThe Enlightenment was a period of history throughout the mid-decades of the seventeenth century and during the course of the eighteenth century, in which intense revolutions in science, philosophy, society and politics occurred. This part of history was important because it was an enormous departure from the Middle Ages. Seldom before and after this time, did the Church have as much power as it did during the Enlightenment. There were three main eras of the Enlightenment: The Early Enlightenment

Analysis of Ophelias Character in Shakespeares Hamlet Essay

In the English play Hamlet, Shakespeare incorporates deep analytical thought in his writing by the use of character, symbolism, and motifs. Specifically, readers can find these characteristics through analytical reading of the character Ophelia. While initially reading the story, Ophelia represents a character that is typical of the women in the 1600s, one who is too submissive and directed by the people around her. First impressions of Ophelias character seem much too simplistic- one that is emotionally governed and trivial, in a sense. However, when her words are analyzed along with her motives and state of mind, it appears that there is a greater sense of understanding, an underlying motive that is directed and well thought out by her†¦show more content†¦This conflict is evident in the first act of the play when Laertes is set to leave to France. Laertes departing words to Ophelia are focused upon Hamlet and his supposed motives dealing with Ophelia. Laertes describes th e relationship as one that is [Forward, not permanent, sweet, not lasting]. He believes that this relationship is temporary and will not have any lasting benefits. It seems that the opposite may be true, in which Hamlet is set to marry Ophelia. In the 1600s, a person of royalty is expected to find love with either someone who is of the nobility or of the royalty in a different land. The relationship between Hamlet and Ophelia (who is of the nobility) appears to be public. It is unlikely that this relationship will end soon. This is especially true due to Hamlets circumstance of his fathers untimely death and his investigation on Claudius right to the throne and the possibility of murder. If anything, Hamlet may want to end the relationship with Ophelia, but Laertes points out a factor that may make Hamlet decide differently. [His choice must be circumscribed unto the voice and yielding of that body whereof he is the head] points to the fact that Hamlet is under the influence of the royal family. It is unclear how much of Denmarks populace knows about this relationship, but there are people in Denmarks nobility whoShow MoreRelatedThe Symbolism Of Ophelia s Hamlet 1500 Words   |  6 Pagescould the text be read and interpreted differently by two different readers? Text Analyzed: Shakespeare’s Hamlet Part of the Course to Which the Text Corresponds to: Part 4 Thesis: In Shakespeare’s tragedy, Hamlet, Ophelia’s role would be interpreted as a plot device by a modern English woman and as a victim by an Elizabethan woman. This would occur because of their understanding of the symbolism of Ophelia’s actions in madness, the context surrounding Hamlet’s view of her, and their characterizationRead MoreThe Symbolism of Ophelia’s Character Essay733 Words   |  3 PagesThe Symbolism of Ophelia’s Character The name Ophelia has been most commonly associated with William Shakespeares play, Hamlet, where she is referred to as the title characters mad lover. She is believed to have killed herself out of madness by drowning herself in a river. Interpretations about Ophelias character have ranged from being a woman who lost her sanity upon her father, Polonius death to being the object of hatred by Hamlet. However, despite her supporting character in the play, herRead MoreThe Death and Madness of Ophelia1248 Words   |  5 Pages2013 â€Å"The Madness Death of Ophelia† Hamlet, Prince of Denmark: By; William Shakespeare In Hamlet, Shakespeare makes it clear that Prince Hamlet is insane or at least on the verge of â€Å"madness.† However, Ophelia (daughter of Polonius, King of Denmark) begins to go mad, as well, after Hamlet kills her father, and the other numerous tragedies that plague her like a black cloud hovering about until her untimely death. In this literary analysis I will ask, and attempt to explain the symbolismRead MoreThe Analysis of the Character Ophelia on Hamlet Essay1297 Words   |  6 PagesIn William Shakespeare’s Hamlet, Ophelia is the most static character in the play. Instead of changing through the course of the play, she remains suffering in the misfortunes perpetrated upon her. She falls into insanity and dies a tragic death. Ophelia has issues surviving without a male influence, and her downfall is when all the men in her life abandon her. Hamlet’s Ophelia, is a tragic, insane character that cannot exist on her own. In Elizabethan times, Ophelia is restricted as a woman. SheRead MoreLiterary Analysis Of Hamlet 1366 Words   |  6 PagesLiterary Analysis Psychological State of the Characters in Hamlet The English Play writer, William Shakespeare had written many well-known pieces of work including Hamlet. Hamlet is known to be one of his most popular works. Hamlet was written in the late 16th Century about the Prince of Denmark. The original title of the work was The Tragedy of Hamlet, now it is referred to as just Hamlet. In Hamlet, William Shakespeare uses the mental state of his characters to prove that not all characters in booksRead MoreFeminism in Hamlet1451 Words   |  6 Pagesâ€Å"Feminist Criticism and Its Integration in Hamlet† In the play Hamlet, by William Shakespeare, many controversies arose from the text, one of which was feminism. Feminism in the most general of terms is known as the principle advocating social, political, and all other rights of women equal to those of men. Feminism was a largely debated issue in the context of eighteenth century literature specific to many of Shakespeare’s texts. Feminist Criticism is similar in content but is more specific andRead More Hamlet - Shakespeares Ophelia as Modern Icon Essay3388 Words   |  14 PagesHamlet - Shakespeares Ophelia as Modern Icon Shakespeares Ophelia is not lacking in attention. As one of Shakespeares most popular female characters she has enjoyed many appellations from the bard. Fair Ophelia. Most beautified Ophelia. Pretty Ophelia. Sweet Ophelia. Dear Ophelia. Beautiful Ophelia†¦sweet maid†¦poor wretch. Poor Ophelia. (Vest 1) All of these names for Ophelia can be found in Shakespeares The Tragedy of Hamlet, Prince of Denmark. Since Shakespeares incarnationRead MoreEssay on The Character Ophelia in Shakespeares Hamlet1312 Words   |  6 PagesThe Character Ophelia in Shakespeares Hamlet Ophelia is the daughter of Polonius, the right hand man of the King. Although she is only in five scenes Ophelia plays an interesting role in this play as the seemingly passive, melancholy, innocent little girl whose story ends in tragedy. From the beginning Ophelia is an obedient character who has real trouble thinking for herself. This could be seen as one of the reasons for her eventual downfall, due to her inabilityRead MoreHamlet Problem Essay887 Words   |  4 PagesThe Tragedy of Hamlet, Prince of Denmark: Why did Gertrude Marry Claudius? Claudius classified his marriage to Gertrude as an equal scale weighing delight and dole (1.2.12). However, the audience of William Shakespeares play, The Tragedy of Hamlet, Prince of Denmark, has a hard time comprehending exactly what drove Gertrude to her hasty marriage a mere two months after the death of her husband. Character analysis along with evidence taken from the play makes the answer obvious. GertrudeRead More Shakespeares Hamlet - The Character of Ophelia Essay3341 Words   |  14 PagesHamlet: The Character of Ophelia  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚   Concerning the Ophelia of Shakespeare’s tragic drama Hamlet, is she an innocent type or not? Is she a victim or not? This essay will explore these and other questions related to this character.    Rebecca West in â€Å"A Court and World Infected by the Disease of Corruption† viciously, and perhaps unfoundedly, attacks the virginity of Ophelia:    There is no more bizarre aspect of the misreading of Hamlet’s character than the assumption

Definitions of Environmental Science Legislation Free Essays

a.The Air Act, 1981 B.The Water Act, 1974 degree Celsiuss. We will write a custom essay sample on Definitions of Environmental Science Legislation or any similar topic only for you Order Now The Environment Protection act, 1986 vitamin D.The Wildlife Protection Act, 1971 vitamin E.Agenda-21 The Air Act, 1981 Definitions. In this Act, unless the context otherwise requires, – ( a ) â€Å" air pollutant † means any solid, liquid or gaseous substance 2 [ ( including noise ) ] nowadays in the ambiance in such concentration as may be or be given to be deleterious to human existences or other life animals or workss or belongings or environment ; ( B ) â€Å" air pollution † means the presence in the ambiance of any air ( degree Celsius ) â€Å" approved contraptions † means any equipment or appliance used for the delivery of any combustible stuff or for bring forthing or devouring any smoke, gas of particulate affair and approved by the State Board for the intent of this Act ; ( vitamin D ) â€Å" approved fuel † means any fuel approved by the State Board for the intents of this Act ; ( vitamin E ) â€Å" car † means any vehicle powered either by internal burning engine or by any method of bring forthing power to drive such vehicle by firing fuel ; ( degree Fahrenheit ) â€Å" Board † means the Central Board or State Board ; ( g ) â€Å" Cardinal Board- means the 3 [ Central Board for the Prevention and Control of Water Pollution ] constituted under subdivision 3 of the Water ( Prevention and Control of Pollution ) Act, 1974 ; ( H ) â€Å" chimney † includes any construction with an gap or mercantile establishment from or through which any air pollutant may be emitted, ( I ) â€Å" control equipment † means any setup, device, equipment or system to command the quality and mode of emanation of any air pollutant and includes any device used for procuring the efficient operation of any industrial works ; ( J ) â€Å" emanation † means any solid or liquid or gaseous substance coming out of any chimney, canal or fluke or any other mercantile establishment ; ( K ) â€Å" industrial works † means any works used for any industrial or trade intents and breathing any air pollutant into the ambiance ; ( cubic decimeter ) â€Å" member † means a member of the Central Board or a State Board, as the instance may be, and includes the Chairman thereof, 4 [ ( m ) â€Å" occupier † , in relation to any mill or premises, means the individual who has control over the personal businesss of the mill or the premises, and includes, in relation to any substance, the individual in posse ssion of the substance ; ] ( N ) â€Å" prescribed † agencies prescribed by regulations made under this Act by the Cardinal Government or as the instance may be, the State authorities ; ( O ) â€Å" State Board † mleans, – ( I ) in relation to a State in which the Water ( Prevention and Control of Pollution ) Act, 1974, is in force and the State Government has constituted for that State a 5 [ State Board for the Prevention and Control of Water Pollution ] under subdivision 4 of that Act, the said State Board ; and ( two ) in relation to any other State, the State Board for the Prevention and Control of Air Pollution constituted by the State Government under subdivision 5 of this Act. The Water Act, 1974 ( 1 ) This Act may be called the Water ( Prevention and Control of Pollution ) Act, 1974. ( 2 ) It applies in the first case to the whole of the States of Assam, Bihar, Gujarat, Haryana, Himachal Pradesh, Jammu and Kashmir, Karnataka, Kerala, Madhya Pradesh, Rajasthan, Tripura and West Bengal and the Union Territories ; and it shall use to such other State which adopts this Act by declaration passed in that behalf under clause ( 1 ) of article 252 of the Constitution. ( 3 ) It shall come into force, at one time in the States of Assam, Bihar, Gujarat, Haryana, Himachal Pradesh, Jammu and Kashmir, Karnataka, Kerala, Madhya Pradesh, Rajasthan, Tripura and West Bengal and in the Union districts, and in any other State which adopts this Act under clause ( 1 ) of article 252 of the Constitution on the day of the month of such acceptance and any mention in this Act to the beginning of this Act shall, in relation to any State or Union district, mean the day of the month on which this Act comes into force in such State or Union district. DEFINITIONS. In this Act, unless the context otherwise requires, – ( a ) â€Å" Board † means the Central Board or a State Board ; ( B ) â€Å" Central Board † means the Central Pollution Control Board Constituted under subdivision 3 ; ( degree Celsius ) â€Å" member † means a member of a Board and includes the president thereof ; ( vitamin D ) â€Å" occupier † , in relation to any mill or premises, means the individual who has control over the personal businesss of the mill or the premises, and includes, in relation to any substance, the individual in ownership of the substance ; ( vitamin D ) â€Å" mercantile establishment † includes any conduit pipe or channel, unfastened or closed transporting sewerage or trade wastewater or any other retention agreement which causes or is likely to do, pollution ; ( vitamin E ) â€Å" pollution † agencies such taint of H2O or such change of the physical, chemical or biological belongingss of H2O or such discharge of any sewerage or trade wastewater or of any other liquid, gaseous or solid substance into H2O ( whether straight or indirectly ) as may, or is likely to, make a nuisance or render such H2O harmful or deleterious to public wellness or safety, or to domestic, commercial, industrial, agricultural or other legitimate utilizations, or to the life and wellness of animate beings or workss or of aquatic beings ; ( degree Fahrenheit ) â€Å" prescribed † agencies prescribed by regulations made under this Act by the Cardinal Government or, as the instance may be, the State Government ; ( g ) â€Å" sewage wastewater † means flush from any sewage system or sewerage disposal plants and includes sullage from unfastened drains ; ( gg ) â€Å" sewer † means any conduit pipe or channel, unfastened or closed, transporting sewerage or trade wastewater ; ( H ) â€Å" State Board † means a State Pollution Control Board constituted under subdivision 4 ( I ) â€Å" State Government † in relation to a Union district means the Administrator thereof appointed under article 239 of the Constitution ; ( J ) † watercourse † includes- ( I ) river ; ( two ) H2O class ( whether fluxing or for the clip being dry ) ; ( three ) inland H2O ( whether natural or unreal ) ; ( four ) sub-terranean Waterss ; ( V ) sea or tidal Waterss to such extent or, as the instance may be, to such point as the State Government may, by presentment in the Official Gazette, specify in this behalf ; ( K ) â€Å" trade wastewater † includes any liquid, gaseous or solid substance which is discharged from any premises used for transporting on any [ Industry, operation or procedure, or intervention and disposal system ] , other than domestic sewerage. Definition In this Act, unless the context otherwise requires, — ( a ) â€Å" environment † includes H2O, air and land and the inter- relationship which exists among and between H2O, air and land, and human existences, other life animals, workss, microorganism and belongings ; ( B ) â€Å" environmental pollutant † means any solid, liquid or gaseous substance nowadays in such concentration as may be, or be given to be, deleterious to environment ; ( degree Celsius ) â€Å" environmental pollution † means the presence in the environment of any environmental pollutant ; ( vitamin D ) â€Å" managing † , in relation to any substance, means the industry, processing, intervention, bundle, storage, transit, usage, aggregation, devastation, transition, offering for sale, transportation or the similar of such substance ; ( vitamin E ) â€Å" risky substance † means any substance or readying which, by ground of its chemical or physico-chemical belongingss or handling, is apt to do injury to human existences, other life animals, works, microorganism, belongings or the environment ; ( degree Fahrenheit ) â€Å" occupier † , in relation to any mill or premises, means a individual who has, control over the personal businesss of the mill or the premises and includes in relation to any substance, the individual in ownership of the substance ; ( g ) â€Å" prescribed † agencies prescribed by regulations made under this Act. e Environment Protection act, 1986 Power OF Cardinal GOVERNMENT TO TAKE MEASURES TO PROTECT AND IMPROVE ENVIRONMENT ( 1 ) Subject to the commissariats of this Act, the Cardinal Government, shall hold the power to take all such steps as it deems necessary or expedient for the intent of protecting and bettering the quality of the environment and forestalling commanding and slaking environmental pollution. ( 2 ) In peculiar, and without bias to the generalization of the commissariats of sub-section ( 1 ) , such steps may include steps with regard to all or any of the undermentioned affairs, viz. : — ( I ) co-ordination of actions by the State Governments, officers and other governments — ( a ) under this Act, or the regulations made thereunder, or ( B ) under any other jurisprudence for the clip being in force which is relatable to the objects of this Act ; ( two ) planning and executing of a nation-wide programme for the bar, control and suspension of environmental pollution ; ( three ) puting down criterions for the quality of environment in its assorted facets ; ( four ) puting down criterions for emanation or discharge of environmental pollutants from assorted beginnings whatsoever: Provided that different criterions for emanation or discharge may be laid down under this clause from different beginnings holding respect to the quality or composing of the emanation or discharge of environmental pollutants from such beginnings ; ( V ) limitation of countries in which any industries, operations or procedures or category of industries, operations or procedures shall non be carried out or shall be carried out capable to certain precautions ; ( six ) puting down processs and precautions for the bar of accidents which may do environmental pollution and remedial steps for such accidents ; ( seven ) puting down processs and precautions for the handling of risky substances ; ( eight ) scrutiny of such fabrication procedures, stuffs and substances as are likely to do environmental pollution ; ( nine ) transporting out and patronizing probes and research associating to jobs of environmental pollution ; ( ten ) review of any premises, works, equipment, machinery, fabrication or other procedures, stuffs or substances and giving, by order, of such waies to such governments, officers or individuals as it may see necessary to take stairss for the bar, control and suspension of environmental pollution ; ( eleven ) constitution or acknowledgment of environmental research labs and institutes to transport out the maps entrusted to such environmental research labs and institutes under this Act ; ( twelve ) aggregation and airing of information in regard of affairs associating to environmental pollution ; ( thirteen ) readying of manuals, codifications or ushers associating to the bar, control and suspension of environmental pollution ; ( fourteen ) such other affairs as the Cardinal Government deems necessary or expedient for the intent of procuring the effectual execution of the commissariats of this Act. ( 3 ) The Cardinal Government may, if it considers it necessary or expedient so to make for the intent of this Act, by order, published in the Official Gazette, constitute an authorization or governments by such name or names as may be specified in the order for the intent of exerting and executing such of the powers and maps ( including the power to publish waies under subdivision 5 ) of the Cardinal Government under this Act and for taking steps with regard to such of the affairs referred to in sub-section ( 2 ) as may be mentioned in the order and topic to the supervising and control of the Cardinal Government and the commissariats of such order, such authorization or governments may exert and powers or execute the maps or take the steps so mentioned in the order as if such authorization or governments had been empowered by this Act to exert those powers or execute those maps or take such steps. APPOINTMENT OF OFFICERS AND THEIR POWERS AND FUNCTIONS ( 1 ) Without bias to the commissariats of sub-section ( 3 ) of subdivision 3, the Cardinal Government may name officers with such appellation as it thinks tantrum for the intents of this Act and may intrust to them such of the powers and maps under this Act as it may hold tantrum. ( 2 ) The officers appointed under sub-section ( 1 ) shall be capable to the general control and way of the Cardinal Government or, if so directed by that Government, besides of the authorization or governments, if any, constituted under sub- subdivision ( 3 ) of subdivision 3 or of any other authorization or officer. Power TO GIVE DIRECTIONS Notwithstanding anything contained in any other jurisprudence but capable to the commissariats of this Act, the Cardinal Government may, in the exercising of its powers and public presentation of its maps under this Act, issue waies in composing to any individual, officer or any authorization and such individual, officer or authorization shall be bound to follow with such waies. Explanation — For the turning away of uncertainties, it is herewith declared that the power to publish waies under this subdivision includes the power to direct — ( a ) the closing, prohibition or ordinance of any industry, operation or procedure ; or ( B ) arrest or ordinance of the supply of electricity or H2O or any other service. Rules TO REGULATE ENVIRONMENTAL POLLUTION ( 1 ) The Cardinal Government may, by presentment in the Official Gazette, make regulations in regard of all or any of the affairs referred to in subdivision ( 2 ) In peculiar, and without bias to the generalization of the predating power, such regulations may supply for all or any of the undermentioned affairs, viz. : — ( a ) the criterions of quality of air, H2O or dirt for assorted countries and intents ; ( B ) the maximal allowable bounds of concentration of assorted environmental pollutants ( including noise ) for different countries ; ( degree Celsius ) the processs and precautions for the handling of risky substances ; ( vitamin D ) the prohibition and limitations on the handling of risky substances in different countries ; ( vitamin E ) the prohibition and limitation on the location of industries and the transporting on procedure and operations in different countries ; ( degree Fahrenheit ) the processs and precautions for the bar of accidents which may do environmental pollution and for supplying for remedial steps for such accidents. The Wildlife Protection Act, 1971 The Wildlife Protection Act, 1972 is an Indian statute law enacted by the Parliament of India for protection of workss and carnal species. Before 1972, India merely had five designated national Parkss. Among other reforms, the Act established agendas of protected works and carnal species ; runing or reaping these species was mostly outlawed. The Act provides for the protection of wild animate beings, birds and workss ; and for affairs connected therewith or accessory or incidental thereto. It extends to the whole of India, except the State of Jammu and Kashmir which has its ain wildlife act. It has six agendas which give changing grades of protection. Agenda I and portion II of Schedule II supply absolute protection – offenses under these are prescribed the highest punishments. Speciess listed in Schedule III and Schedule IV are besides protected, but the punishments are much lower. Schedule V includes the animate beings which may be hunted. The workss in Schedule VI are prohibited from cultivation and planting. The hunting to the Enforcement governments have the power to intensify offenses under this Schedule ( i.e. they impose mulcts on the wrongdoers ) . Up to April 2010 there have been 16 strong beliefs under this act associating to the decease of Liberation Tigers of Tamil Eelams. Definition * â€Å" carnal † includes amphibious vehicles, birds, mammals, and reptilians, and their immature, and besides includes, in the instances of birds and reptilians, their eggs. * â€Å" carnal article † means an article made from any confined or wild animate being, other than varmints, and includes an article or object in which the whole or any portion of such animate being has been used and an article made therefrom. * â€Å" hunting † includes ( a ) capturing, killing, poisoning, traping, or pin downing any wild animate being, and every effort to make so ( B ) driving any wild animate being for any of the intents specified in bomber clause ( degree Celsius ) injuring, destructing or taking any body portion of any such animate being, or in the instance of wild birds or reptilians, upseting or damaging the eggs or nests of such birds or reptilians. * â€Å" taxidermy † means the hardening, readying or saving of trophies. * â€Å" trophy † means the whole or any portion of any confined or wild animate being ( other than varmint ) which has been kept or preserved by any agencies, whether unreal or natural. This includes: ( a ) carpet, teguments, and specimens of such animate beings mounted in whole or in portion through a procedure of taxidermy ( B ) antler, horn, rhinoceros horn, feather, nail, tooth, musk, eggs, and nests. * â€Å" uncured trophy † means the whole or any portion of any confined animate being ( other than varmint ) which has non undergone a procedure of taxidermy. This includes a newly killed wild animate being, ambergris, musk and other carnal merchandises. * â€Å" varmint † means any wild animate being specified in Schedule V. * â€Å" wildlife † includes any animate being, bees, butterflies, crustacean, fish and moths ; and aquatic or land flora which forms portion of any home ground Agenda-21 Agenda 21 is a non-binding, voluntarily implemented action program of the United Nations with respect to sustainable development. [ 1 ] It is a merchandise of the UN Conference on Environment and Development ( UNCED ) held in Rio de Janeiro, Brazil, in 1992. It is an action docket for the UN, other many-sided organisations, and single authoritiess around the universe that can be executed at local, national, and planetary degrees. The â€Å" 21 † in Agenda 21 refers to the twenty-first Century. It has been affirmed and modified at subsequent UN conferences. Structure and contents Agenda 21 is a 300-page papers divided into 40 chapters that have been grouped into 4 subdivisions: * Section I: Social and Economic Dimensions is directed toward battling poorness, particularly in developing states, altering ingestion forms, advancing wellness, accomplishing a more sustainable population, and sustainable colony in determination devising. * Section II: Conservation and Management of Resources for Development Includes atmospheric protection, battling deforestation, protecting delicate environments, preservation of biological diverseness ( biodiversity ) , control of pollution and the direction of biotechnology, and radioactive wastes. * Section III: Strengthening the Role of Major Groups includes the functions of kids and young person, adult females, NGOs, local governments, concern and industry, and workers ; and beef uping the function of autochthonal peoples, their communities, and husbandmans. * Section IV: Meanss of Execution: execution includes scientific discipline, engineering transportation, instruction, international establishments and fiscal mechanisms. 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Sensation and Perception free essay sample

Thanks to the nose, ears, eyes, tongue, and skin, we can imagine a day at the lake: glimmering blue sky, fresh water, warm sand (if they have it), and honking geese. Our knowledge of the world depends on the senses: vision, hearing, taste, smell, position, movement, balance, and touch. If someone bounces a basketball, our eyes and ears pick up stimuli such as light and sound waves and send neural signals to the brain. This process called sensation occurs when physical energy from objects in the world or in the body stimulates the sense organs. However, only when the signals come together meaningfully do we actually perceive a bouncing basketball. Perception happens when the brain organizes and interprets sensory information. Sensation and perception occur together, and normally we don’t distinguish between the two separate processes. We use all five of our senses and organize the information we get from them every day of our lives. Sensation is the process by which physical energy from objects in the world or in the body stimulates the sense organs. The brain interprets and organizes this sensory information in a process called perception. Psychophysics is the study of how the physical properties of stimuli relate to people’s experience of stimuli. Research in psychophysics has revealed much information about the acuity of the senses. Psychologists assess the acuity of the senses in three ways: 1. Measuring the absolute threshold 2. Measuring the difference threshold 3. Applying signal detection theory The absolute threshold is the minimum amount of stimulation required for a person to detect the stimulus 50 percent of the time. The difference threshold is the smallest difference in stimulation that can be detected 50 percent of the time. The difference threshold is sometimes called the Just Noticeable Difference (JND), and it depends on the strength of the stimulus. If someone were comparing two weak stimuli, such as two very slightly sweet liquids, he’d be able to detect quite a small difference in the amount of sweetness. However, if he were comparing two intense stimuli, such as two extremely sweet liquids, he could detect only a much bigger difference in the amount of sweetness. Nineteenth-century psychologist Ernst Weber proposed a principle demonstrating the fact that we can’t detect the difference between two stimuli unless they differ by a certain proportion and that this proportion is constant. In other words, the just noticeable difference for a stimulus is in a fixed proportion to the magnitude of a stimulus. Weber’s Law holds true except in the most extreme kinds of stimulation. Researchers use signal detection theory to predict when a weak signal will be detected. This theory considers the fact that the ability to detect a signal depends not only on the strength of the signal but also on the perceiver’s experience, motivation, expectation, and degree of alertness. Different people respond differently to the same signal, and the same person may detect a particular signal at one time but not another. Furthermore, people can often detect one type of signal in a sensory modality such as hearing or vision but be oblivious to other types of signals in the same sensory modality. When people walk into a restaurant, they probably notice food smells right away. However, as they sit in the restaurant, the smells gradually become less noticeable. This phenomenon occurs because of sensory adaptation. Sensory adaptation is the decrease in sensitivity to an unchanging stimulus. The smells don’t disappear—the people just become less sensitive to them. Babies have all the basic sensory abilities and many perceptual skills, but these abilities develop and grow more sensitive over time. Babies can recognize the difference between a human voice and other sounds, and they can locate a sound’s origin. They can recognize the difference between smells and, very early on, can recognize their mother’s particular smell. As for taste, they can differentiate between sweet and salty. Babies also have fairly adept visual abilities. Soon after birth, they can distinguish objects of different colors and sizes. When they are just a few weeks old, they begin to differentiate among contrasts, shadows, and patterns, and they can perceive depth after just a few months. Even innate perceptual skills need the right environment to develop properly. A lack of certain experiences during sensitive periods of development will impair a person’s ability to perceive the world. People who were born blind but regain their vision in adulthood usually find the visual world confusing. Since these adults were blind in infancy, they missed the sensory experiences necessary for their visual system to develop fully. Vision, however, would not exist without the presence of light. Light is electromagnetic radiation that travels in the form of waves. Light is emitted from the sun, stars, fire, and light bulbs. Most other objects just reflect light. People experience light as having three features: color, brightness, and saturation. These three types of experiences come from three corresponding characteristics of light waves: * The color or hue of light depends on its wavelength, the distance between the peaks of its waves. * The brightness of light is related to intensity or the amount of light an object emits or reflects. Brightness depends on light wave amplitude, the height of light waves. Brightness is also somewhat influenced by wavelength. Yellow light tends to look brighter than reds or blues. * Saturation or colorfulness depends on light complexity, the range of wavelengths in light. The color of a single wavelength is pure spectral color. Such lights are called fully saturated. Outside a laboratory, light is rarely pure or of a single wavelength. Light is usually a mixture of several different wavelengths. The greater number of spectral colors in a light, the lower the saturation.

How water uptake of a plant is affected by the number of leaves Essay Example

How water uptake of a plant is affected by the number of leaves Essay I will investigate how the water uptake of a plant is affected by the number of leaves using a potometer. To make it a fair test I will ensure that all factors remain constant except for the one that is manipulated. Same: Piece of plant, air pressure, light intensity/wavelength, wind speed and temperature, all done in the same lesson. Different: Leaf area/stomatal density. This is the easiest and most independent variable. We will write a custom essay sample on How water uptake of a plant is affected by the number of leaves specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on How water uptake of a plant is affected by the number of leaves specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on How water uptake of a plant is affected by the number of leaves specifically for you FOR ONLY $16.38 $13.9/page Hire Writer For accuracy I will use Vaseline to seal the cuts where I have cut off leaves to stop water from escaping and complete the experiment in one lesson so other factors do not change too much e.g. temperature etc. Safety * Laurel is poisonous so hands should be washed thoroughly afterwards. * Glass is breakable. It should be pulled from the holder, not levered. * Glass should be put on the desk somewhere where it cant roll off. * Secateurs are sharp so care should be taken not to cut fingers. Equipment I will use a potometer. This will be connected to a plant at the top and a beaker of water at the bottom. The removal of the leaves will be done with secateurs and cut will be sealed with Vaseline. N.B. I am measuring the uptake of water not actual transpiration (water loss) because it is much easier. Measuring water loss is very difficult and requires specialist equipment. Water is lost through stomata on the underside of the leaves. Diagram of Equipment Factors that affect transpiration: There are many factors that I can change: * Temperature * Relative humidity * Light intensity * Light wavelength * Leaf area/ stomatal density* * Air pressure * Wind speed *This is the one we will change because it is the easiest most independent variable and there is a big enough change to measure as leaves are cut off. Hypothesis-leaf area affects transpiration. Predictions- 1. The plant will take up most H2O with all the leaves on. 2. When the plant has half the leaves it started with it will take up half the H2O. 3. Even with all the leaves off there will still be 10% water loss (from research*). RESEARCH: Quote from Green, Stout and Taylor biology book: Stomata: by evaporation of water from cells and diffusion of the water vapour through stomata, the pores found in the epidermis of leaves and green stems (about 90 %*). *90% of water is lost through the leaves (through stomata (pores on the underside of the leaves)). The other 10% is through lenticels. The rest of the plant (not the leaves) is not 100% waterproof. This justifies my prediction. As leaves are taken off there will be fewer stomata for water to escape through so I would expect there to be less water loss and therefore less water take-up. So leaf area is a good choice because of the stomata. Through preliminary work (below) I found there to be 75 stomata per mm2. This is a large area for water to escape through so cutting leaves off should have a large effect on the readings. I measured this by painting nail varnish on the leaves taking it off and counting the stomata under a microscope. This is described in greater detail in the preliminary work below. Accuracy * I will take a plant with enough leaves on so I can get 6 -10 different readings i.e. six leaves or sets of leaves removed. * I will take the readings for each number of leaves 5 -10 times and take a mean from the readings which will increase reliability and accuracy. * When taking readings I will wait for three consecutive readings that are similar/the same i.e. +/- 1mm from each other. * The readings will be taken at eye-level with the meniscus to ensure accuracy by reducing parallax error. * I will do one minute trials i.e. measure how far the meniscus travels in one minute. * The equipment is reliable to +/- 1mm. PRELIMINARY WORK Stomatal Densities A thin layer of clear nail varnish (about 1 cm2 area) is painted on the upper and lower surfaces of a leaf. This leaf is left to dry. Using a pair of fine forceps the film of varnish is peeled off. This is placed onto a drop of water on a clean slide, covered with a cover slip and examined under a microscope on high power. The number of stomata that can be seen is counted. Results Upper surface= 0 stomata Lower surface= 15 stomata You can then work out the number of stomata in 1mm2. The actual diameter of the field of view can be read from the foot of the microscope-0.5mm, so the radius is 0.25mm. From this you can calculate the area you are looking at (?r2). (1/the area of your field of view x number of stomata) Radius of microscope ?x0.252=0.196 area of microscope 0.196 goes into 1mm 5 times 155=75 stomata per 1mm2 This is a large area for water to be lost through, so I would expect that cutting leaves off will have a dramatic effect on water uptake as the leaf area will be greatly affected. GCSE BIOLOGY COURSEWORK: Obtaining Safety I took into consideration many safety points when obtaining the evidence: * The glassware can be broken easily glass should be pulled from the holder not levered. * Laurel is poisonous hands should be washed after handling it. * Secateurs are sharp you should be careful not to cut yourself, especially when cutting the plant underwater. I also made sure I took accurate readings by: * Labelling plastic bags before leaves were put in so they did not get mixed up. * Squeezed the air out of the bags to stop the leaves changing shape. * Looking from the level of the meniscus to reduce parallax error readings were taken from the top of the meniscus. * I also waited for three consecutive near-identical readings (+/- 1mm) before recording them to increase accuracy. GCSE BIOLOGY COURSEWORK: Analysis The evidence shows that the fewer leaves the plant has, the less water it takes up. The graph shows strong negative correlation. The less leaf area left, the less water taken up. Conclusion Water is lost through the stomata on the underside of the leaves. There are about 75 stomata per mm2. Quote from Green, Stout and Taylor biology book: Stomata: by evaporation of water from cells and diffusion of the water vapour through stomata, the pores found in the epidermis of leaves and green stems (about 90 %*). *90% of water is lost through the leaves. The other 10% is through lenticels. The rest of the plant (not the leaves) is not 100% waterproof. 60072(total leaf area)/7(number of leaves=8581.714283. So the average leaf area is about 8581.7mm2. The average number of stomata per leaf was 643628.5714. This is a large area for water to be lost through. The results show us that when we remove leaves, less water is lost. This is because there is less stomata for water to be lost through. The top-side of the leaf has no stomata. Diagram of how water is lost through stomata Contours of equal concentration of water molecules; steeper potential gradient=closer contours and faster rate of diffusion. The fastest rate is at the edge of the pores. Water loss and gas exchange is more rapid through a large number of small holes than a small number of large holes with the same total area (edge effect). Water is lost very rapidly through these holes. By cutting leaves off, so there are fewer of these holes, it is bound to have a dramatic effect on the water uptake because such a large amount of water is lost through them. My results confirmed this. The graph shows strong negative correlation. The rate of water loss when leaves are removed changes evenly. I predicted: 1. Plant will take up most H2O with all leaves on. 2. When the plant has half the leaves it started with it will take up half the H2O. 3. Even with all leaves off, 10% of water will be lost /taken up (GST). The graph shows us that my first prediction was correct. The graph slopes downwards showing that as leaves were removed the water uptake was less. The graph also shows that my second prediction was correct. It did roughly have half the water loss/take-up when there were half the leaves. 6 leaves on plant = 38mm travelled by meniscus in one minute 3 leaves on plant = 18mm travelled by meniscus in one minute 38-18=2.1 This is close to 2 which would have been the result if everything was perfect. However, my third prediction did not turn out to be true. There was less than 1mm3 of water taken up with no leaves. However, this could not have worked properly (explained in more detail in evaluation). GCSE BIOLOGY COURSEWORK: Evaluation The procedure was reliable once set up. The setting up was the most difficult part. The evidence was accurate. The error bars on the graph were quite close to each other. Sometimes each reading was identical each time for the number of leaves. As long as the calculations were done correctly the final data is accurate. One problem though was air bubbles which would often become trapped by the cut part of the plants stalk. This left less area for water to be taken up so the accuracy would be affected if the bubbles were not removed. The procedure was quite good. It produced consistent results when set up properly. However, it could be improved. One problem was that there were just too many variables, e.g. air pressure, light intensity, wind speed etc. A better experiment would be one that did not have so many variables. Also, the plant is living and there would be a certain amount of shock to it when it was cut apart. A better experiment would be one where it is not cut. The experiment also needed time to get going and the plant needed time to settle down and produce consistent readings. Things that I would change are monitoring air pressure and choosing a time to do the experiment when this is constant. I would do it in a darkened room using an artificial light source which could be monitored. Temperature would also be kept constant and doors and windows would be shut to prevent air turbulence. I would cover the leaves with cling film rather than cut them off. This would reduce stress to the plant and improve t he accuracy of the readings. The evidence was reliable. The error bars were close to each other meaning the readings were (sometimes identical). The reliability though could be affected by the airlocks, other uncontrolled variables and water on the leaves. Care had to be taken to wipe off any water on the leaves. The Vaseline also had to be secure on the tips so no water could escape. You also had to make sure that your eyes were at the level of the meniscus to make accurate readings. Overall, the conclusion is sufficiently supported by the evidence. Mini-plan for second experiment If I did an experiment like this again I would do it a different way. I would measure the water loss by measuring the mass of the plant and water being taken up. Because 1g of water=1cm3 it would be easy to measure the water uptake, and therefore loss. I would take six consistent readings from the balance. This would have greater accuracy than the three readings I took in the previous experiment. Diagram of Apparatus The variables will be the same as in the last experiment but I would try to keep more of them controlled. Air pressure would be monitored. I would do the experiment in a dark room using artificial light as a light source. This would enable me to monitor the light that gets to the plant. This would improve the accuracy. The humidity could also be kept constant in the room as could temperature. Air turbulence would be kept to a minimum by closing all windows and doors and making sure that no one enters while I am doing the experiment. Another problem which I will address from the first experiment is that cutting off the leaves gave the plant shock affecting the readings. To combat this I would cover the leaves with cling film instead of cutting them off. This would cause no distress to the plant so the readings will be more accurate. The plant and apparatus would be weighed first, then I would see how the mass changes as water is sucked from the beaker. The balance would be accurate enough to detect the small weight change. I would wait for the plant to settle down and for the water uptake to become constant. I would perhaps measure the weight change in one minute and repeat six times to increase accuracy. Before I cover the leaves with cling film I will weigh the cling film first. This will stop the weight of the cling film from affecting the readings. This method would be more accurate than the last because the balance is more accurate than judging from a scale as in the last experiment. There would be no errors such as parallax with this experiment and no stress to the plant because of leaves being cut off, making this experiment much more reliable than the original.

Calculating a Confidence Interval for a Mean

Calculating a Confidence Interval for a Mean Inferential statistics concerns the process of beginning with a statistical sample and then arriving at the value of a population parameter that is unknown. The unknown value is not determined directly. Rather we end up with an estimate that falls into a range of values. This range is known in mathematical terms an interval of real numbers and is specifically referred to as a confidence interval. Confidence intervals are all similar to one another in a few ways. Two-sided confidence intervals all have the same form: Estimate  ± Margin of Error Similarities in confidence intervals also extend to the steps used to calculate confidence intervals. We will examine how to determine a two-sided confidence interval for a population mean when the population standard deviation is unknown. An underlying assumption is that we are sampling from a normally distributed population. Process for Confidence Interval for Mean With an Unknown Sigma We will work through a list of steps required to find our desired confidence interval. Although all of the steps are important, the first one is particularly so: Check Conditions: Begin by making sure that the conditions for our confidence interval have been met. We assume that the value of the population standard deviation, denoted by the Greek letter sigma ÏÆ', is unknown and that we are working with a normal distribution. We can relax the assumption that we have a normal distribution as long as our sample is large enough and has no outliers or extreme skewness.Calculate Estimate: We estimate our population parameter, in this case, the population mean, by use of a statistic, in this case, the sample mean. This involves forming a simple random sample from our population. Sometimes we can suppose that our sample is a simple random sample, even if it does not meet the strict definition.Critical Value: We obtain the critical value t* that correspond with our confidence level. These values are found by consulting a table of t-scores or by using the software. If we use a table, we will need to know the number of degrees of freedom. The number of degrees of freedom is one less than the number of individuals in our sample. Margin of Error: Calculate the margin of error t*s /√n, where n is the size of the simple random sample that we formed and s is the sample standard deviation, which we obtain from our statistical sample.Conclude: Finish by putting together the estimate and margin of error. This can be expressed as either Estimate  ± Margin of Error or as Estimate - Margin of Error to Estimate Margin of Error. In the statement of our confidence interval it is important to indicate the level of confidence. This is just as much a part of our confidence interval as numbers for the estimate and margin of error. Example To see how we can construct a confidence interval, we will work through an example. Suppose we know that the heights of a specific species of pea plants are normally distributed. A simple random sample of 30 pea plants has a mean height of 12 inches with a sample standard deviation of 2 inches. What is a 90% confidence interval for the mean height for the entire population of pea plants? We will work through the steps that were outlined above: Check Conditions: The conditions have been met as the population standard deviation is unknown and we are dealing with a normal distribution.Calculate Estimate: We have been told that we have a simple random sample of 30 pea plants. The mean height for this sample is 12 inches, so this is our estimate.Critical Value: Our sample has a size of 30, and so there are 29 degrees of freedom. The critical value for confidence level of 90% is given by t* 1.699.Margin of Error: Now we use the margin of error formula and obtain a margin of error of t*s /√n (1.699)(2) /√(30) 0.620.Conclude: We conclude by putting everything together. A 90% confidence interval for the population’s mean height score is 12  ± 0.62 inches. Alternatively, we could state this confidence interval as 11.38 inches to 12.62 inches. Practical Considerations Confidence intervals of the above type are more realistic than other types that can be encountered in a statistics course. It is very rare to know the population standard deviation but not know the population mean. Here we assume that we do not know either of these population parameters.

Marketing Mix for U.S.A car market Chery Cars China Essay - 6

Marketing Mix for U.S.A car market Chery Cars China - Essay Example The Isdera Company should also go for standardization of its operations. It can be concluded that all the seven elements of the marketing mix are imperative to a successful international business. Founded in 1997, Chery Company is in the automotive industry in China, specializing in manufacture of minivans, and passenger cars (CheryInternational, 2014). Records indicate that this company is the largest exporter of passenger cars in China, a record that it has held since 2003 (AsiaTimes, 2014). The operations of this company are mainly based in China, but it has also extended its operations to other countries such as Argentina, Egypt, and Iran among others. The company’s most recent developments include the joint ventures with Qoror and Tata motors, a move which has led to the increased production of Chey Jaguar and Chery Land rover (CheryInternational, 2014). The USA car buyers and users are a unique lot. While buyers in other countries prefer big and huge vehicles, the USA consumers prefer the smaller sized vehicles (Luxury Daily, 2013). They also prefer vehicles with the latest technology. One rule under which the USA consumers operate is the â€Å"value for money†. They are not afraid to spend large sums of money so long as the product is worth it (Arguea, Hsiao and Taylor, 2006). They also consider their status when buying a car as they are a populace that values elegant appearances. Marketing mix refers to the strategies and activities that an organisation considers to ensure that the needs of its customers are adequately and sufficiently met (Bowman and Gatignon, 2010). There seven elements in this mix include product, place, price, promotions, physical environment, people and process. Each element is a great determinate of the success of a business, especially one that has grown global as Wendooth (2009) notes. In a bid to achieve homogenization, manufacturers have opted to embrace globalization and see the world as one

Criminal Law Essay Example | Topics and Well Written Essays - 250 words - 9

Criminal Law - Essay Example For criminal law to be effective there is the need for proof for some of the social ills that take place in society. It is these justifications that enable criminal law to make some of the rules that society prescribes to on a regular basis (Samaha, 2013). For criminal law to be successful there must the presence of a relationship between all agents of the criminal justice system. This means that all branches responsible for the upholding of the law must share some common ground if the law is to be upheld and/or maintained. One of the common things that they share includes the responsibility by all branches. Law enforcement agencies are all responsible for the protection of people in society. Correctional facilities and the courts are there to ensure that offenders do not escape or get away with going against the law. Furthermore, all these branches share a commonality that involves punishment (Samaha, 2013). Law enforcement agencies are there to arrest offenders; correctional facilities are there to ensure that they are penalized and properly rehabilitated; while the court systems are there to ensure that the appropriate course of punishment for the offender is provided. These relationships all aid in the protection of the laws in so ciety and the protection of the rights and privileges of all free

Before Sunset Essay Example | Topics and Well Written Essays - 1000 words

Before Sunset - Essay Example The movie has rightfully earned great critical acclaim for portraying the lives of two individuals, who love each other dearly but are always pulled apart because of their circumstances. Moreover, it was not just the plot of the story that was laudable but the premise of the film further entails several themes regarding the geographical and urban design of the contemporary society that has greatly isolated people and restricted interaction on a daily basis. Even in the past, films were tools that were used vastly as a means to promote a particular city or culture. The entire filming before sunrise was done in Paris, providing insight into how urban structure seems to have affected the lives of the masses. The film depicts the life of both the protagonists and the degree to which their lives had changed over the period of their separation. Both Jesse and Celine portray contemporary individuals, who experience the rising problems of an urban society; loneliness being one of the primary issues. This concept is called urban isolation, which arises as a result of the layout of our society that prevents social encounters and interactions. From architecture to the overall communication network, modern civilization has been developed in such a way to protect the privacy of individuals that besides making things easier for people often results in people becoming more and more distant from each other. As a matter of fact, from residential buildings to everyday travel, privacy and seclusion are marketed as an asset and this feature is being made more attractive that makes people want to achieve it. This aspect is ostensible in the movie through the segregation that is believed to have been prolonged because of this aspect of the society. From the first movie, both of them had been heading towards opposite directions, although their circumstances kept them from reaching out to each other, but the period of their separation was further

An Introduction To Counselling Psychology Essay

An Introduction To Counselling Psychology Essay Within this essay, the key concepts and principles of the person centred approach to counselling will be evaluated and discussed on how they inform and influence a person centred approach to counselling. Person centred theory or person centred counselling is the theory of counselling which originated from Carl Rogers. Originally this type of counselling was also known as a nondirective approach to therapy or client centred therapy (Gladding, 2011). Zimring and Raskin (1992, cited in Tudor et al, 2004)) did a review on the history of the person centred approach and divided the first fifty years of counselling into four main periods of the approach. However, this essay will consider the first two periods of the history within the Rogers theory of counselling. Zimring and Raskin (1992, cited in Tudor et al, 2004) claim that the first period begins in 1940 with Rogers presenting to a University his thoughts on newer concepts to psychotherapy; this was subsequently published two years later. The two characteristics of the first phase to the approach is the therapists role which would be the responses towards the client and the clients feelings which are distinct from the content, and secondly, the acceptance, recognition and the clarification of feelings whether they were positive, negative or ambivalent (Tudor et al, 2004, p. 21). This would explain and possible influence one of the three core conditions of unconditional positive regard that Rogers developed within the therapeutic relationship, which will be discussed in more depth further on within this piece of work. The second phase began in 1950 where Rogers outlines the framework and structure of the client centred approach and his hypothesis for therapy and therapeutic change. More significant within this decade was Rogers hypothesis of the six necessary and sufficient conditions of a clients personality change and personal growth. Although until recently it was believed that, only the core conditions needed to be present for positive change to occur (reference). However, before this essay discusses the six necessary and sufficient conditions for change to occur, the three key concepts that are the underpinning to the person centred approach need to be addressed in depth. The first of which is the organisms. Although Rogers was a careful writer, he took the idea of the organism for granted that within his written work it is suggested that he saw no need to define the organism when writing about the key theoretical concepts or constructs to the person centred approach (Tudor et al, 2004). Rogers believed that the inner core of a mans personality is the organism itself, which is essentially both self-preserving and social (Tudor et al, 2004, p.25). Rogers also asserted that the characteristic of the organism has a basic tendency and strives to actualise, maintain, and enhance the experience of the organism (Rogers, 2003). According to Tudor et al (2004) the actualising tendency or AT is at times conceptualised as something solid and separate to the organism, therefore, to prevent any misconceptions within this essay it shall refer to the actualising tendency as the organisms tendency to actualise which is perceived as a characteristic of the organism. Rogers has associated the organisms tendency to actualise Incongruence between self-concept and the experience of self is denied and distorted Through the Rogers definition of the organism as mentioned previously, the description of the organism is the individual person or client and is not to be confused with the self. The self is believed to be the personality of the said organism and holds the feelings, opinions and the values of the individual (Tudor et al, 2004) person. These are two completely different aspects of the person centred approach, however, they can arguably be perceived for exactly the same entity, and not two separate entities as Rogers intended. Rogers understood this and described the self as taking shape when the organism or individual acknowledges and accepts that they are who they are and this is their personality. This process according to Rogers clearly observed within the first two years of an infants life, (Tudor et al, 2004) and the conditions of worth that are created at this point in development would be shaped by the parental influence and carried on further into the individuals adult life as a concept of self or the self-concept. Conditions of worth are manifested from the positive regard or conditional regard received by the infant from either a parental influence or significant other, thus the conditions of worth within the self becomes embedded in the child. When referring to a significant other it is meant as someone other than the parent whom providers care for the infant within this time of development (reference). In the event of the self receiving conditions of worth, it embodies the external or internal locus of evaluation. The individuals external or internal locus of evaluation. Frame of reference However, the clients frame of reference can also connote the moment-by-moment awareness that the client experiences (Worsley, 2001). It is apparent that the person centred counsellor does not have a model for child development as the simple phrase conditions of worth which Rogers termed, encompass the entirety of the developing child (McLeod, 2009). The process of counselling has positives, just as equally as every other profession does. The function of counselling is aimed at overcoming any negative qualities, which the client may have, and highlights all the positive qualities a client has. Rogers believed that all people were good and every person has the right to be psychological well-being. Also counselling whatever theoretical approach is used as a basis is to increase a clients responsibility and for them to make positive choices that assist them to feel, think and act effectively within todays society (Colledge, 2002). The counsellors role within the client relationship is to provide emotional warmth where the client can experience a feeling of safety and can see oneself objectively without any emotional complications. The counsellor provides a genuine alter ego that accepts the clients self as he / she has known it to be, and accepts the distorted and denied self with the same depth of warmth and respect, thus, the client can equally accept both aspects of the self (Rogers, 2003). The counsellor provides the client with an empathetic understanding, unconditional positive regard, and congruence. Congruence within the therapeutic relationship is highly important and beneficial to the therapeutic relationship, however, Colledge (2002) argued, that if counsellors congruence within themselves is at a low level the counsellor could not trust their own intuition during the counselling session. However, it is suggested that a therapeutic relationship thats characterised by the core conditions (congruence, empathy and unconditional positive regard) help strengthen the clients self and encourage clients to talk openly about feelings as the counsellor is the active listener and values them and their opinions. Although, very few studies have been conducted to support this, Bachelor (1988 cited in Bozarth Wilkins, 2001, 3rd Edition) conducted a study that supported this hypothesis. The study showed that the clients who felt understood, accepted, non-judged and valued from the counsellor, experienced more self-validation and found it safer to self disclosure and would explore deeper levels of emotions and perceptions within themselves. Within the client counsellor relationship, it is suggested that the counsellors role is to provide amongst various things, for example, a safe environment and unconditional positive regard. This is one of the three core conditions required to provide a positive change within the client, furthermore, unconditional positive regard directly disrupts any conditions of worth by the positive regard of parental or significant others: the counsellor values the client irrespective of the clients conforming to any conditions of worth (Mearns Thorne, 2010) the client may have. The core conditions of unconditional positive regard, empathy, congruence and the six necessary and sufficient conditions the client experiences within the therapeutic relationship between the client and counsellor has proved invaluable and aids the seven stage process to therapeutic movement (Rogers, 2003) within the organism or the organismic self. Furthermore, Rogers emphasised that the six necessary and sufficient conditions are the key to establish the counselling relationship and for therapeutic growth to occur successfully. Rogers published these in 1957 which are that two people need to be in psychological contact, which means that the people would need to be on the same journey together, the second condition would be that the client would be in the state of incongruence between self and the self-concept, and be vulnerable and anxious. Naturally, this would be the case as a person only seeks counselling if they are in any form of conflict. The third condition stated that the therapist has or for a better choice of word, counsellor, is congruent and united within the therapeutic relationship. The fourth and fifth necessary and sufficient condition is the core conditions of unconditional positive regard and an empathic understanding of the clients frame of reference. Lastly the sixth condition Rogers stated that the therapists empathic understanding, unconditional positive regard would be the minimal to be communicated to the client. Although the sixth condition could be argued as it is in conflict with Rogers first statement, that the following six fundamental conditions, which he (Rogers) regarded as both necessary and sufficient à ¢Ã¢â€š ¬Ã‚ ¦ in which therapeutic growth and personality change could occur (Rogers, 1957, cited in Casemore, 2011). However, it can be said that the first condition plays a pivotal role, as the other five conditions revolve around psychological contact meaning that the counselling journey is a relationship and not two people being in the same room together. Thus to reiterate, counselling will not be effective if the client does not experience the counsellors empathy or the unconditional positive regard for them. Although the process of therapeutic growth and change seems meek when written down the process is perhaps a painful and courageous journey the client takes and cannot be fully understood. However, Rogers wanted to gain some understanding and developed his theory of the seven stages of process. The seven stages of process Rogers saw as a flowing continuum and not rigid or fixed but rather a process which will develop but can at any stage be relapsed upon. A brief outline of this process is as follows, the first stage the client would go into counselling extremely resistant to change and defensive, which at this stage, and the client would be highly unlikely to enter into counselling. Stage two, the client is perceived as less rigid and would talk about the external events or other people surrounding their lives. Within stage three, the most likely time the client would seek counselling; they would express themselves as an object and avoid any discussions relating to present events. Within stage four, the client will develop a rapport with the counsellor and talk deeply about emotions. Stage five the client expresses present emotions, begins to rely upon their decision-making, and lives their life in the existential way of being. In other words, increasingly accepts more responsibility for their own actions. Stage six the client growth towards congruence is rapid and they begin to develop unconditional positive regard for others. This stage could also be the signal that formal therapy is ending, as there is no need for it to continue. Finally stage seven according to Rogers the client is self-actualising, shows empathy, unconditional positive regard, and is now living phenomenological. As mentioned above, existential and phenomenological is linked to the person centred approach as it could be suggested that this is the root to what Rogers was implying when expressing the development of the client in person centred therapy and to how they would live life (Casemore, 2011). To conclude this piece of work has explained how Rogers theory informs and influences the counselling practice within todays society. It has discussed in detail the organism and the self and referred to the six necessary and sufficient conditions for therapeutic change and where the link is between existential and the phenomenological principles to the person centred approach to counselling. Words 2000 / 2800

Pericles Uplifting Speech -- Cultures Athens Public Speaking Soldiers

Pericles Uplifting Speech Works Cited Not Included To stand in front of thousands; to speak the words aimed at persuading a crowd; to believe, and have them as well, a seemingly just cause - this is what a leader must do. Every era has its trouble, its own conflict, and along with it, its own leader who will do what he can to unite his followers. In 431 BC, Athens was in the midst of a war, and from that war came a speech, said by Pericles, that to this day, remains the model for any leader seeking to persuade his citizens and have them believe and act in favor of their land. Throughout United States' history, various leaders have used the format of his speech in efforts to reach their citizens. Many of the values and personal responsibilities that Pericles spoke of remain important in today's American society. Pericles stood in front of hundreds of Athenians the day he made his speech. He initially felt he was not worthy, that "the worth which had displayed itself in deeds would be sufficiently rewarded by honors also by deeds" (28). However, he spoke that day, discussing first the nation's ancestors, paying homage to the forefather's of Athens. Pericles then moved on to speak of the fallen soldiers of the Peloponnesian War. He paid tribute to them, proclaiming their deaths were both purposeful and appreciated by Athens. Pericles finished by discussing the duties a citizen has to his land. This is the general outline of the "Funeral Speech." "I shall begin with our ancestors: it is both just and proper that they have the honor of the first mention on an occasion like the present" (28). Pericles gave the founding fathers of Athens the honor of being mentioned before all in his speech. He spoke of Athens' fa... ...to motivate his people to take an active role in society. Many of the thoughts and ideas stated in this piece have been used by other leaders throughout the world to stimulate interest within their societies as well. The Ancient Greek society, which Pericles was a part of, has had a large impact in the development of the United States. America's values are very similar to that of the Ancient Greece. They believe that freedom is an essential part of society and that the military can be a proper way to enforce this freedom. However, due to advancements within daily life, Americans are less politically active. Pericles would refer to these Americans as "useless," they obviously would not be rewarded in his society. Despite some differences, many of the values and personal responsibilities possessed in Ancient Greek society are similar to those in the US today.