The Cause of Macbeths Destruction in William...

The Cause of Macbeths Destruction in William Shakespeares Macbeth In William Shakespeares Macbeth, Macbeth was a well-respected man of noble birth, but his fortune was reversed after he turned to darkness. He plummeted endlessly into a chasm of evil until his corrupt life was ended on the edge of Macduffs blade. Whose actions opened up the path of darkness to Macbeth? Whose actions led to Macbeths demise? The answer is threefold. The weird sisters set Macbeths fate into motion. Lady Macbeth goaded her husband towards the acts of evil that doomed him. Macbeth himself made the choices that cemented his dreadful end. The weird sisters, Lady Macbeth, and Macbeth himself all served to bring about Macbeths downfall.†¦show more content†¦If the prophecies of the witches had not inspired a false sense of invincibility, Macbeth may have been able to keep his head. The weird sisters played a role in the downfall of Macbeth, but they were not the only ones to blame. Lady Macbeth had a hand in the demise of her husband. Aptly described as fiendlike by Prince Malcolm, Lady Macbeth was a major participant in the ruin of Macbeth. She was a woman virtually devoid of human emotions and general scruples. Her lack of principles and mindless ambition made her a proponent of seizing the throne. She goaded her husband into the act of vile murder with the words, Yet do I fear thy nature. / It is too full o the milk of human kindness (Shakespeare 189). Lady Macbeth later said, When you durst do it [kill Duncan], then you were a man (Shakespeare 189). Lady Macbeth called Macbeth weak and made light of his manhood in order to influence him towards the murder of Duncan. Without the influence of his wife, Macbeth may have lacked the single minded resolve to go through with the murder of good King Duncan. In addition to pushing Macbeth to commit the murders, Lady Macbeth acted as accomplice that made his succession to the throne possible. Lady Macbeth came up with the plan to frame two innocent guards fo r the murder of Duncan. ...his two chamberlains [the ones she planned to frame for the murder] / Will I with wine and wassail soShow MoreRelatedMacbeth And Macbeth1274 Words   |  6 Pagesthe two contrasting literary works of Twilight saga: eclipse by Stephenie Meyer and Macbeth by William Shakespeare are alike. The theme of destruction being inevitable in both literary pieces are the same through the element of symbolism used to connect and foreshadow events in each piece. Although the plot for each novel differs, the twin methods of symbolism they utilize evidently leads to inevitable destruction and deserve further examination. Throughout this essay the specific symbols examinedRead MoreThe Effect of Guilt and Evil in Macbeth764 Words   |  4 Pages‘The play, Macbeth, explores the effects of guilt and evil.’ Discuss. William Shakespeare’s tragedy, Macbeth, explores many different themes including loyalty, betrayal, ambition but is it the powerful theme of evil and the consequent guilt that have the most devastating effects on the play’s protagonist, Macbeth and his loyal wife. Shakespeare’s language and imagery constantly reinforce the theme of evil. The opening scene introduces the themes of evil and disorder as the three powerful hagsRead More The Transformation of Macbeth in William Shakespeares Play Essay823 Words   |  4 PagesTransformation of Macbeth in William Shakespeares Play Macbeth, once a noble and courageous warrior is transformed into an egotistical and ruthless tyrant. In the play Macbeth, by William Shakespeare, Macbeth encounters a transformation which brings him the crown, as well as his death. However, this transformation reached the point it did because three motivational factors. Throughout the tragedy the Three Witches (along with the prophecy), Macbeths himself, and Lady Macbeth were motivationalRead MoreGreed In Macbeth1034 Words   |  5 Pages In William shakespeares play, Macbeth, there is a constant struggle for power that is displayed by Macbeth. The play demonstrates one of human’s strongest nature which seems to be the desire for power. This play is entirely based on Macbeth’s greed for power. As Macbeth gained more power, his behavior shifts from being a loyal and noble warrior to a power hungry man. He is a prime example of a character that is struggling to free himself from powers of others or seeks to gain powe r over othersRead MoreMacbeth: The Tragic Hero Essay1026 Words   |  5 Pages In William Shakespeare’s Macbeth, Macbeth is a classic example of a tragic hero who is constantly struggling with his fate. In the opening scene of the play Macbeth receives a prophecy from three witches. They proclaim that he will be the thane of Cawdor. He responds by saying, â€Å"By Sinel’s death I know that I am thane of Glamis/ but how of Cawdor†(I, iii, 70-73)? At first, he does not realize to earn this title what he must do, but when he realizes he is taken aback. His bewilderment prefiguresRead MoreDefining a Hero in Shakespeares Macbeth1308 Words   |  5 Pagesultimate death through their tragic flaw. Their downfall not only causes infliction on oneself, but also inflicts the society. This can be seen and heavily stressed through William Shakespeare’s tragedy, Macbeth. In his play, the reader comes across Macbeth, a noble and honorable hero, who ranks highly among his peers. Nonetheless, as the play unfolds, it clearly depicts how power can c orrupt even the most honorable. The noble Macbeth usurps his higher sovereignty, King Duncan of Scotland, in orderRead MoreMacbeth, By William Shakespeare2081 Words   |  9 Pagesntroduction Macbeth is a tragedy written by William Shakespeare which was first performed in 1606. It discusses the effects that political ambition has on those who seek power. The play begins with the presentation of three witches. Macbeth and Banquo would meet these witches that would then give them their prophecies. Following the witches’ prophecies, Macbeth becomes overly ambitious for power and takes part in the killing of King Duncan, Banquo, and Macduff’s wife and children. The play comesRead MoreDeception and Betrayal in William Shakespeares Macbeth639 Words   |  3 PagesDeception and Betrayal in William Shakespeares Macbeth The play ‘Macbeth† written by William Shakespeare† not only shows us how betrayal and deception undermines society but how it restores the moral law and society back to the way it was before the Thane of Cawdor and the tyrant Macbeth brought about the destruction in the first place. the play Macbeth also featured two changes to the throne of Scotland, both as a result of betrayal, deception, the aid of the weirdRead MoreIrrationality in Dostoevskys Crime and Punishment and Shakespeares Macbeth1378 Words   |  6 PagesShakespeares Macbeth and Dostoevskys Crime and Punishment both explore the significant psychological damage caused by their protagonist’s crimes. They both explore varies forms of existential beliefs in tragedies. The existentialist theory explains the idea that man can satisfy his own needs if he has the power to act on his desires, although its against the social ruling. Raskolnikov and Macbeth both have the power to act, but they both face an internally struggle of action and inaction. BothRead MoreFate Vs. Free Will988 Words   |  4 Pagesthe scottish tragedy Macbeth, William Shakespeare plays with the concept of fate versus free will in the the title character, Macbeth. This internal conflict is sparked and continued by the presence of the witches; three old hags whose primary purpose is presumably to serve evil. The three witches are in control of Macb eth throughout the play by incanting prophecies that ultimately remove Macbeth’s free will. Shakespeare chooses the witches to serve as the stimulant for Macbeth’s unethical downfall

Aesthetic Quality in The Design by Robert Frost Essay

Aesthetic quality is the most important characteristic of a poem. Poetry is an art form, and as painters use colours and techniques to define their works, a poet uses language. Symbolism, metaphors, and knowledge of past works, are the ingredients in which all forms of art are comprised. No matter what form art chooses it will leave a lasting impression on those considering it. In the case of the poet, the author must paint a picture in our minds, with the intention that we may question, remember, and appreciate, the beauty of what the poem is trying to say. An excellent example of aesthetic quality in a poem would be that of Robert Frosts Design. This Poem encompasses various forms of aesthetic dimensions, from the selection of†¦show more content†¦The chances of a white spider, sitting on a white flower, carrying a white moth is very unique. This is perhaps the first indication of coincidence, or fate, which is interwoven throughout the poem. Frost also chose the colour white to signify purity, and innocence. By accepting innocence, we are able to forgive the spider for its station in life as a killer, and view the moth as a victim of life`s design (fate). White can also signify death. When a person is deceased, the colour of their skin is a pale white. The dead moth is held up like a white piece of rigid satin cloth(Design, ln.3) Forcing the reader to look past the innocence of nature, and think of the rigid lining of a coffin. At first this line made me think of a wedding dress, being made of satin cloth, but the use of the word rigid, made me reconsider, Due to the fact that a corpse is rigid. This connotation of death brings to light yet another possible use for the colour white. After introducing the situation of the spider and the moth, Frost proceeds to use the word death twice: death and blight(4), dead wings(8), as well as witches broth(6), night (12), and darkness(13). These words are in contrast with the snowdrop spider (7) and flower like a froth(7) compelling the reader to think of the colour black, evenShow MoreRelatedComparision Between Rigid and Flexible Pavement7537 Words   |  31 Pagesexcessive deformation or cracking. 2. Smoothness: Pavement material can be placed and maintained much smoother than in situ material.   This helps improve ride comfort and reduce vehicle operating costs. 3. Drainage: Pavement material and geometric design can effect quick and efficient drainage thus eliminating moisture problems such as mud and ponding (puddles). Types of pavements 1. Flexible pavement 2. Rigid pavement The pavements can be classified based on the structural performance intoRead MoreKubla Khan a Supernatural Poem8401 Words   |  34 Pagesessay discusses the question of the transforming creative self and the aesthetics of becoming in Samuel Taylor Coleridge s Kubla Khan and Dejection: An Ode , by reassessing certain strands of Romantic visionary criticism and Deconstruction, which are two major critical positions in the reading and interpreting of Romantic poetry. The poetics of becoming and the creative process place the self in Coleridge s aesthetic and spiritual idealism in what I have called a constructive deferral, sinceRead MoreIwc1 Literature, Arts and Humanities Essay10028 Words   |  41 Pageshumans b) Because architecture is often decorated with art forms c) Because architects use perspective in their work d) Because architecture is concerned with the aesthetic effect of structures in their environment Feedback: The correct answer is d. 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CBLT is an applicationRead MoreAmerican Literature11652 Words   |  47 Pagesnovel and short stories are important prefers objective narrator dialogue includes many voices from around the country does not tell the reader how to interpret the story Effect: ï‚ · ï‚ · social realism: aims to change a specific social problem aesthetic realism: art that insists on detailing the world as one sees it Historical Context: ï‚ · Civil War brings demand for a truer type of literature that does not idealize people or places Naturalism period of American Literature - 1880-1900 Read MoreOrganisational Theory230255 Words   |  922 PagesWide Web at: www.pearsoned.co.uk First published 2007  © Pearson Education Limited 2007 The rights of Joanne Duberley, Phil Johnson and John McAuley to be identified as authors of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without either the priorRead MoreProject Managment Case Studies214937 Words   |  860 PagesCorporation 37 Goshe Corporation 43 Acorn Industries 49 MIS Project Management at First National Bank Cordova Research Group 70 Cortez Plastics 71 L. P. Manning Corporation 72 Project Firecracker 74 56 CONTENTS Phillip Condit and Boeing 777: From Design and Development to Production and Sales 81 AMP of Canada (A) 105 AMP of Canada (B) (see handout provided by instructor) AMP of Canada (C) (see handout provided by instructor) Lipton Canada 118 Riverview Children s Hospital 124 The Evolution of ProjectRead MoreStrategic Marketing Management337596 Words   |  1351 Pagesof this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988 No part of this publication may be reproduced in any material form (including photocopying or storing in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright holder except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by theRead MoreDeveloping Management Skills404131 Words   |  1617 PagesManager: Kelly Warsak Senior Operations Supervisor: Arnold V ila Operations Specialist: Ilene Kahn Senior Art Director: Janet Slowik Interior Design: Suzanne Duda and Michael Fruhbeis Permissions Project Manager: Shannon Barbe Manager, Cover Visual Research Permissions: Karen Sanatar Manager Central Design: Jayne Conte Cover Art: Getty Images, Inc. Cover Design: Suzanne Duda Lead Media Project Manager: Denise Vaughn Full-Service Project Management: Sharon Anderson/BookMasters, Inc. Composition: Integra

Agile Methodology And Pmbok Definition †MyAssignmenthelp.com

Question: Discuss about the Agile Methodology And Pmbok Definition. Answer: Project Management Methodology: Definition Project management methodology is a set of steps, which helps to develop and execute the project with maintaining certain attributes. The methodology regarding theproject management can be of different types. Choosing ofproject management methodology depends on the type and requirement of the project. Methodology of project management starts from the initialization of the goals and requirement of the project and ends with the evaluation and to end the project. Guidelines regarding theproject management are described in the PMBOK. Acceptance of PMBOK is worldwide as the standard for the project management methodology. Role of project methodology in the compilation of the project: Choosing right methodology based on the type of project is important. Project management methodology helps the project managers to indentify the specific requirement; for the project (Snyder,2014). The goals and the required steps for achieving those goals can easily be determined from the project methodology. It helps the to get a clearer view of the knowledge area of the project. PMBOK: Project Management Body of Knowledge is guideline provided for the project methodology. PMBOK is accepted worldwide. It consists of several chapters. The various stages of the project methodology have been described with their certain attributes in this guideline. The first and second chapter of PMBOK discusses the basic things and terms of project management. The third chapter deals with the knowledge area of the project management scope. The detailed guideline about the compilation of the project management is described from fourth chapter to twelfth chapter. The structure of PMBOK has five group of processes. They are- Starting of the project (Initialization) Planning the tasks of the project (Planning phase) Executing the plan (Execution) Controlling of the tasks and monitoring the project Closing the project PMBOK focuses on the knowledge areas of the project scopes. There are ten knowledge based areas of the project management in PMBOK. They are management of - project integration project scope project cost project time communication in the project required human resource for project risk involving in the project Procurement management Managing the stakeholders of project Managing the quality of project Agile Methodology: Agile methodology for developing a project is considered one of the modern approaches regarding project management methodology. SDLC methodology with the iteration can be considered as Agile methodology. The main aim of agile methodology is to deliver a project in time efficient and accurate manner. There are many conventional model like waterfall model regarding the project methodology .The advancement of the technology has changed the type of requirement of the projects which leads to the modification of the methodology. Agile method is suitable for working in this kind of situations. In the agile methodology the communication between the developers and the user group is important. The main aim of this method is the progress of the project and in order to do this face to face communication between the end users and the developer are carried out so that the requirement can be clear from the both ends. Agile methodology has four elements- Product Performance Customer Team There are two types of agile method- Scrum agile Extreme programming(XP) Users stories are used in extreme programming (Abrahamsson et al.,2017).User requirements are defined as users story The users stories are then transferred into class diagram which falls under object oriented environment. The series of different versions the project are called releases. In scrum methods there are three roles defined in the project scopes- The role of Scrum master is similar to project managers in the project. Product owner ensures that the product has met all the requirements. Development team delivers the project in time The team allocates the priority of the requirements of the projects. This is known as product blockage. The time span of the iteration is known as sprint. Daily Scrum defines the daily meeting between the developer and the end users in order to deliver the project with right requirement and the quality. Advantages of Agile method: Agile method is flexible to use and it focuses on the progress of the project. The main advantage of the agile method is that the communication between the end users and the developers are being conducted on a routine basis (Tsai et al., 2016). This helps the developer about the requirement of the end users more clearly and the end users can also become a part of project development. This helps to gain customer satisfaction. The use of various advanced technologies in the agile method makes it acceptable in the scenario of technological advancement. Comparison between PMBOK and Agile methodology: Field of comparison PMBOK Agile Initial phase of project In PMBOK this is the first stage of the project, known as initialization stage. The objective of the project and the goal of the project is determined in this phase. In agile methodology, this phase is known as vision statement(Landry McDaniel, 2016). The finalization of project goals, iterations and timeline of the project is decided in this phase. Planning of the project The main requirements of the project is determined at the beginning of the project and the updating of the requirement and the plan is done during the project timespan. The release plan for a particular project is done at beginning of the project and the timeline of each iteration is done through out the project. Execution plan The execution of the plans which were made at the initial phase of the project is executed in the execution phase. This stage in agile methodology is known as team driven development (Landry McDaniel,2015). The team developers work on the project blockage and the product owner determines the priority of the requirements in the project. According to the given priority the user story is used for the development of the project. Monitoring and controlling of the project Cost, risk, time and quality of the project is controlled and monitored through out the project. In agile methodology the time and cost are the fixed factors. Other factors apart from that is monitored and controlled Closing of the project Formal closing of the project is done in PMBOK (Ghosh, 2015). No feedback is taken for the further modification. No formal closing happens in case of agile methodology. Feedback session is conducted after the release of the version for further modification. Identification of agile methodology with PLC (Project Life Cycle): Project life cycle is the set of inter-related logical phases which determines the sequence of the happenings of the functionality of the task in the project development. It has four stages- Starting the project Planning the project Executing the project Closing the project Determination for choosing the best process: PMBOK provides the framework for the development of the project, whereas agile method combines different advanced technologies under one domain and helps to develop the project in an orderly fashion (Ahimbisibwe, Cavana Daellenbach, 2015). Agile method is flexible and the end users are involved in the development of the project, which delivers the consumer satisfactions. Considering all these things it can be said that using agile method is more preferable in developing a project. References Abrahamsson, P., Salo, O., Ronkainen, J., Warsta, J. (2017). Agile software development methods: Review and analysis.arXiv preprint arXiv:1709.08439. Ahimbisibwe, A., Cavana, R. Y., Daellenbach, U. (2015). A contingency fit model of critical success factors for software development projects: A comparison of agile and traditional plan-based methodologies.Journal of Enterprise Information Management,28(1), 7-33. Ghosh, S. (2015). Systemic Comparison of the Application of EVM in Traditional and Agile Software Project.Integration,5, 3. Landry, J. P., McDaniel, R. (2015). Agile Preparation Within a Traditional Project Management Course. InProceedings of the EDSIG Conference(p. n3429). Landry, J., McDaniel, R. (2016). Agile Preparation Within a Traditional Project Management Course.Information Systems Education Journal,14(6), 27. Snyder, C. S. (2014). A guide to the project management body of knowledge: PMBOK () guide.Project Management Institute: Newtown Square, PA, USA. Sverrisdottir, H. S., Ingason, H. T., Jonasson, H. I. (2014). The role of the product owner in scrum-comparison between theory and practices.Procedia-Social and Behavioral Sciences,119, 257-267. Tsai, J., Ho, C. Y., Chang, J., Jiang, J. (2016). The Role of Agile Methodology Use and Feedback Attributes in Game Development Projects: Implications for Game Project Quality

“Should Athletes Under the Age of 18 Be Able to Compete in Professional Leagues in Sport” free essay sample

English Essay Debate topic: â€Å"Should athletes under the age of 18 be able to compete in professional leagues in sport? † In this essay I will be discussing reasons why athlete’s under the age of eighteen years old should not compete in professional leagues in sport. The reasoning revolves around three main points, one being that every child should have a chance to have a childhood as normal and uncomplicated as possible. Secondly children need to develop physically, mentally, emotionally and socially instead of being rushed into it. And thirdly is that it can also have a bad result on the child’s health. The first argument that will be looked at is that all children should have the chance to have a childhood that is as close to normal and uncomplicated as possible. Every kid deserves the chance to be a kid. To run around outside, play in the mud and get dirty or play with their favourite toys and save up every bit of their pocket money to get another doll or action figure to add to their collection. We will write a custom essay sample on â€Å"Should Athletes Under the Age of 18 Be Able to Compete in Professional Leagues in Sport?† or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Kids however should not have the need to make big decisions and have lots of responsibility like adults, because that is not what being a kid is all about. Hereby making it an issue for athlete’s under the age of eighteen competing in professional sport. The second argument that will be looked at is that athlete’s under the age of eighteen competing in professional sport should have time to become fully developed in all dimensions of health and to develop physically, mentally, emotionally and socially in all of those areas instead of being rushed into a life that could potentially harm them in the future. The amount of huge changes athlete’s go through when competing in high league professional sports is a lot for anybody to handle, let alone one that is right in the middle of their peak state of development. If this lifestyle was to be chosen for athletes under the age of eighteen, their futures wouldn’t look very promising. The third argument to be discussed is the fact that athlete’s under the age of eighteen competing in professional sports can also have a bad result on the child’s health, especially with all the added stress. It is very widely know how stress is very bad for all aspects of a person’s health, especially a child. Stress can also lead to many different types of mental and physical illnesses such as anxiety, distress, depression, physical sickness, and all very negative side effects. The excess stress that would be put on the body and the child competing would be incredibly harming, especially if the child wasn’t looked after and cared for properly for those sorts of situations. All children have the right to feel safe and cared about, and not caused to feel alone and lost, leading to the reason why athlete’s under the age of eighteen years old should not compete in professional leagues in sport. This essay has showed why it is a bad idea for athlete’s under the age of eighteen years old to compete in professional leagues in sport. Putting children in a place where their life is incredibly complicated and don’t even get to have a real childhood is something that should not happen to anyone. The developments, physically, mentally, emotionally and socially, of a child are something that shouldn’t be messed with, and added stress of the whole situation is very bad for the child’s health. The reasons are why athletes under the age of eighteen should not be allowed to complete in the professional leagues of sport. By Naomi Tomlinson

Compare and Contrast Two Approaches to Counselling Essay Example

Compare and Contrast Two Approaches to Counselling Essay Personality can be defined as a dynamic and organised set of characteristics possessed by a person that uniquely influences his or her cognitions, emotions, motivations, and behaviours in various situations. It refers to the patterns of thoughts, feelings and behaviours consistently exhibited by an individual over time that strongly influence our expectations, self-perceptions, values and attitudes, and predicts our reactions to people, problems and stress. The study of personality therefore has a broad and varied history in psychology, with an abundance of theoretical traditions. Humanistic and Psychoanalytical theory can be seen as two main dispositional perspectives derived through the field of Psychology. Psychoanalytic theory explains human behaviour in terms of the interaction of various components of personality for example the id, ego, and super-ego and believes that personality is based on the dynamic interactions of these three components. In contrast to humanistic psychology it is emphasised that people have free will and that they play an active role in determining how they behave. Accordingly, humanistic theory focuses on subjective experiences of a person as opposed to forced, definitive factors that determine behaviour. With this fundamental difference in mind this essay will therefore compare and contrast psychoanalytical and humanistic traditions in terms of their application to counselling and psychotherapy, looking categorically at the shifts and changes within both traditions and therefore how both are used within today’s society. We will write a custom essay sample on Compare and Contrast Two Approaches to Counselling specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Compare and Contrast Two Approaches to Counselling specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Compare and Contrast Two Approaches to Counselling specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Psychoanalytic theory was an extremely influential force during the first half of the twentieth century. It focused on understanding of the unconscious motivations that drive behaviour. Psychoanalytic theory originated with the work of Sigmund Freud. Through his clinical work with patients suffering from mental illness (Freud and Breuer 1955 [1893-5]) Freud came to believe that childhood experiences and unconscious desires influenced behaviour. Based on his observations, he developed a theory that described development in terms of a series of psychosexual stages. According to Freud, conflicts that occur during each of these stages can have a lifelong influence on personality and behaviour and through free associations, dreams or fantasies; clients can learn how to interpret deeply buried unconscious memories or experiences that may be causing them distress. (Freud, 1924d) He believed that neurosis stemmed from early sexual traumas and therefore his ‘hysterical’ female patients had been subjected to pre-pubescent ‘seduction’- that is, in most cases, sexual abuse by the father, reprocessed memories of such assaults later surfaced, he concluded, in otherwise baffling hysterical symptoms. Freud spent a number of years developing this theory until 1896 when he finally went public with his findings. The next year however he confessed ‘I no longer believe in my ‘neurotica’- the seduction theory. By then Freud, deep in richly autobiographical dreams and self analysis, had convinced himself that his patients’ seduction stories were fantasies, originating not in the perverse deeds of the adults but in the erotic wishes of infants. The collapse of the seduction theory therefore brought about the idea of infantile sexuality and without the abandonment of the seduction theory, psychoanalysis as a theoretical stru cture built upon unconscious desires and there repossessions would not exist today. However to explain this decisive switch remains hotly contested in the world of counselling and psychotherapy. Orthodox Freudians, notable Freud’s disciple and biographer Ernest Jones, have cast it as the ‘Eureka-moment’ in which he saw the light. Some critics allege, by contrast, a loss of nerve, and hold that it was the abandonment of the seduction theory that was his error, perhaps even a ‘betrayal’ both of psycho-sexual truth and of his patients. If they had indeed been sexually abused, their stories were now discounted, as were those of future patients on the couch. However I personally believe the Freud’s seduction theory has a lot to account for, as there are many trauma related psychosis found in today’s society that are primarily related to rape and sexual abuse (Gerald, 1998). As already mentioned Freud’s work was both controversial and inspiring to many therefore his followers and competitors went on to expand upon his ideas to develop theories of their own. Much like Sigmund Freud, Erik Erikson (also a psychoanalyst) believed that personality develops in a series of stages but with dissimilarity to Freud’s theory of psychosexual stages, Erikson’s theory describes the impact of social experience across the whole lifespan. Eriksons eight-stage theory of psychosocial development describes growth and change, focusing on social interaction and conflicts that arise during different stages of development and therefore was greatly influential to the humanistic movement (Erikson, 1997). Thus there are many threads and interconnection within these formulations of psychoanalytic thinking also known as Neo- Freudianism, which credit its roots in the work of Otto Rank and Karen Horne. It is their research amongst others that can now be categorised into three main modality of humanistic therapy; Gestalt, Transactional Analysis and Person Centred Theory. Humanistic therapy therefore began as a reaction to psychoanalytical theory and derives from ‘humanistic psychology’ a term which originally flagged up a concern about dehumanisation within the therapeutic relationship. The approach therefore claimed to be more humane, warmer and relational then psychoanalytical traditions. It was coined the ‘third wave’ movement (Maslow, 1962) and many humanistic pioneers believed that they were forming a revolutionary movement which overturned the orthodoxies of the past which dominated psychology at the time. It appeared in the USA in 1940s and 1950s becoming more defined at the Old Saybrook Conference of 1964 (Bugental, 1965) where many of the best know figures came together. They agreed that topics such as self-actualization, creativity and individuality were the central theme of this new approach and in 1961, the American Association for Humanistic Psychology was officially established. Humanist thinkers felt that psychoanalysis was preoccupied with psychology as a form of science, failing to take into consideration the role of personal choice. Alternatively, movements and waves could be seen as cultural and artistic and there is a strong link between humanistic therapy and creative expression. It was instead focused on each individuals potential and stressed the importance of growth and self-actualization. Therefore the fundamental belief of humanistic theory is that people are innately good and that psychological problems result from deviations from this natural tendency (Maslow, 1943).

ABEKA VOCABULARY, SPELLING, POETRY IV QUIZ 9A Essays

ABEKA VOCABULARY, SPELLING, POETRY IV QUIZ 9A Essays ABEKA VOCABULARY, SPELLING, POETRY IV QUIZ 9A Paper ABEKA VOCABULARY, SPELLING, POETRY IV QUIZ 9A Paper Essay Topic: Poetry censure to express disapproval or condemnation divulge to reveal a secret; to make known enamor to inflame with love; to charm, fascinate feign to put on or give a false appearance of; to fabricate abate to lessen in force or intensity to be eaten away gradually, as by chemical action corrode to kidnap or unlawfully carry a person off by force abduct to add fictitious details embellish to bring peace, often by satisfying demands appease to express sympathy with another in his affliction condole spell each spoken word completely spell each spoken word politician spell each spoken word grammar spell each spoken word specimen spell each spoken word Portuguese spell each spoken word inoculate spell each spoken word playwright spell each spoken word apparatus spell each spoken word hemorrhage spell each spoken word recommend

Class student dicussions answers Assignment Example | Topics and Well Written Essays - 500 words - 1

Class student dicussions answers - Assignment Example Good illustration for giving a protocol which operates in the network layer. I agree with you based on the explanation of the protocols. The Loki tool illustration is well explained as well the relevant examples provided. I could also add that ICMP does not support broadcast or multicast traffic. Good explanation about the ZoneAlarm firewall, in that its combination as an antivirus and a firewall makes it an ideal tool to utilize. The need for a tool like this in a business environment is of great importance especially this era of internet/information systems are prone to hacking. Kevin, the explanation you have given is too shallow in that someone cannot be able understand what you mean by the layer being contact with most people. You could have stated your argument that the application layer defines the interface for users to communicate their process and data transfer in network. Kevin, you could simplified that the application layer provided an interface for operations and acts as a virtual terminal. I agree with you on the application layer’s vulnerability. You provided a good example of its weakness and a good definition of phishing. Your argument of using firewalls and anti-virus is also justified. User training and awareness is also important as part of information systems security but it needs the hand of information systems security to implement a secure platform in order to achieve security. The explanation of Comodo Firewall is good but I suggest you could have added its advantages over other firewalls and also include its weaknesses. David H, yes, I agree with you that employees might require accessing organization data while they are away from office or from within the range of company’s LAN. You can also argue the benefits of using VPN for employees, for instance you can say that, VPN improves productivity of

Are Viruses Considered To Be Living Organisms Essay

Are Viruses Considered To Be Living Organisms - Essay Example In 1876, even though the nature of virus was not recognized at the time, yet, it was anticipated that the number of species of virus are greater than that of all other living things put together. Viruses are parasites as they can’t nurture themselves and require a host cell for nutrition, growth and reproduction. All viruses are harmful; in fact their capability to operate as ‘mobile genes’ is considered to have inclined the hereditary make-up and development of higher living beings. Indeed their similarity to the genetic material of higher organisms that can move from one genetic material to another can be considered to be as evidence of their beginning. Nowadays, many experts consider that viruses have been descended from bacterial plasmids (small package of genes residing on the outer side of the chromosomes of bacteria and have the ability to transfer from one bacterium to another). Viruses are not similar to human or bacterial cells. They are tiny creatures t hat can’t be seen with a normal light microscope. Their size is said to be of only one-millionth part of an inch. Viruses may even infect bacteria to reproduce themselves; the Bacteriophage virus for example requires bacteria for the completion of its life cycle. Once infected, the host cell stops its functioning rather starts serving the viral requirements resulting in the onset of infection to the host (Holzenburg and Bogner, 2002). Viral Structure A virus mainly consists of three parts. 1. Capsid – It is a protein coat that environs the nucleic acid to protect it. 2. Nucleic acid – It is the basic genetic material; either RNA or DNA that grasps all the data for the virus and contrast each virus from another. 3. Envelope – It is a lipid membrane that envelops the capsid (protein coat). However, it is not present in all viruses. Those viruses that possess envelop are said to be enveloped viruses while those that lack it are called naked viruses. Fig1. Ch aracteristic Viral Structure Lytic cycle The lytic cycle which represents the life cycle of virus involves six basic steps 1. Adsorption as the virus gets attached to the host cell. 2. Entry: The attached virus then penetrates the cell by injecting its genetic instructions (RNA or DNA) into the cytoplasm of the host cell. 3. Transcription: The injected viral genetic material takes control of the host cell’s nucleus and starts directing the enzymes of the host. 4. Replication: Fragments of new viruses are made using particular enzymes. 5. Assembly: The fragments formed are then assembled to form new viruses. 6. Release: The novel viruses destroy the host cell and burst out to attack new host cells and continue this cycle. Virus Non Living or Living? Viruses are usually kept on the borderline between living and non living beings. Some features of viruses make them considered as living beings while other lead to the development of opinion of considering them as non living. Virus es are regarded as living on the basis of their proposed evolution via natural selection and ability to reproduce themselves. Viruses can be regarded non living as they are acellular and require a host to perform its metabolic and reproductive activities. Viruses are convoluted assemblage of molecules, including nucleic acids, proteins, carbohydrates and lipids, but unable to do anything on their own until they penetrate the host cell. The

The dinosaur ridge in colorado Assignment Example | Topics and Well Written Essays - 500 words

The dinosaur ridge in colorado - Assignment Example useum where a road slices through a mountain where dinosaur footprints, bones and fossils of pre historic plants and insects are etched by nature into the scraped rock walls. There were a lot of foreign visitors and local families drawn by the amazing sites, with kids hugging the giant footprints as if feeling the spirit of the pre historic beast. The guide is keen to educate the visitors. According to him, some of the best known dinosaurs, diplodocus, stegosaurus, allosaurus, and Apatosaurus were discovered here in the late 1800s. The main entrance of the museum has the fake models of these dinosaurs, which are just thrilling to observe. Though the museum is not as large as one expects after reading about it on the internet, the experience of having to ride on the old rickety mini-bus, the well-versed tour guides and the touching of the bones and the dinosaur tracks on display makes the tour amazing. The place has a great history as the guides made us discover. There is a mountain on the side whose surface looks like the surface of mars, which according to the guides is what the earth looked like back in the dinosaur days. It is gray, hard and crusty and surrounded by the treasures of fossils that made the geologists and paleontologists to have the site designated as a natural landmark in order to preserve the fossils in 1989. The guides refer to the tracks as the dinosaur freeway. Though they do not reveal the details of the dinosaurs, they are the most popular and spectacular parts of the ridge. The mysterious faint prints, massive and three toes announce the earthly presence of the dinosaurs. In most cases, one will find children staring at the mother and baby footprints perhaps wondering how big the dinosaur young ones could have been. According to the guides, the ridge also has interpretive signs at the trail locations, which explain local geology, trace fossils, paleo-ecology, a volcanic ash bed and how economically, coal, oil and clay have developed

Determination of Stomatal Index

Determination of Stomatal Index The Plant material of Viscum capitellatum Smith. parasitism on Dendrophthoe falcata which is itself parasitic on M. indica was collected from Amba Ghat, Kolhapur, Western Ghat region of Maharashtra from India in November 2009. The collection are lies [Latitude 16o 58 0.59N and Longitude 73 ° 48 36.61E at altitude 1100m]. The plant specimen (Voucher no. 550) was authenticated by Dr. Vinay Raole, Reader, Department of Botany, M.S. University, Baroda, India. Pharmacognostical Study Macroscopical Study[68] It includes the shape, size, colour, texture, surface and odour of the drug in crude or powered form and often sufficient to enable to identify the whole drugs. Microscopical Study Histochemistry It gives the idea about the colour reaction of specific chemical reagent towards plant tissues [68]. Microscopical images are given in Figure no. 2. Quantitative Microscopy [66-69] Transverse sections of scale and stems were obtained by means of a microtome and stained with different staining reagents as per standard procedures [66, 70-71]. All observations were performed using Motic Digital Photomicroscope. Histological study of leaves and stem were performed by reported method [69]. Leaves were boiled in a 5% aqueous solution of NaOH for 5 min while stems were boiled with 10% aqueous solution of NaOH for 10 min. After cooling and washing with water, pieces were treated with a 25% aqueous solution of chromic acid for 30 min at room temperature. Washed pieces of both leaf and stem were pressed in between two slides and slides coves. Determination of Stomatal Number The average number of stomata per square millimeter of epidermis is termed the stomatal number. Determination of Stomatal Index The percentage proportional to the ultimate divisions of the epidermis of a leaf, which has been converted into stomata, is termed the stomatal index. SI = S ÃÆ'- 100 E + S Where SI = Stomatal index, S = number of stomata per unit area and E = number of ordinary epidermal cells in the same unit area. Procedure [68] Pieces of leaf between margin or midrib was cleared and mounted, and the lower surface examined by means of a microscope with a 4mm objective and an eyepiece containing a 5mm square micrometer disc. Counts were made of the numbers of the epidermal cells and of stomata within a square grid, a cell being counted if at least half of its area lies within the grid. The stomata index was determined for both leaf surfaces. Results pertaining to quantitative microscopical study are given in table no. 8. Analytical Study Ash Value 1.1 Total ash Total ash gives the idea about the residue obtained after ignition. It consist of physiological ash obtain by ignition of plant tissues and non physiological ash obtain by ignition of extraneous matter adhering to the surface of Plant. 2 gm of accurately weighed air dried powdered drug was taken in silica crucible. This silica crucible with drug material was kept in muffle furnace and ignited at temperature 4500C. The material was heated till the white coloured ash and constant weight is obtained. The procedure was performed in triplicate. Result is given in table No. 9. The total ash was calculated by subtracting the weight of crucible with ash of drug after ignition from weight of crucible with drug powder before ignition. Percentage of total ash was calculated with reference to air-dried drug. Acid insoluble ash Acid insoluble ash gives the idea about the presence of inorganic material such as calcium oxalate present in plant material. The ash obtained in the total ash method was boiled with 25 ml of 2N hydrochloric acid for 5 min. Insoluble matter was collected on ash less filter paper (Whatman paper) and washed with hot water. The material retained on filter paper and along with filter paper, was further ignited and weighed. Percentage of acid insoluble ash was calculated with reference to air dried material. Result is given in table No. 9. Water soluble ash The ash obtained from total ash was boiled with 25 ml water for 5 min. All insoluble matter was collected on ash less filter paper, washed with hot water and ignited for 15 min at the temperature not exceeding 4500C. The percentage of water soluble ash was calculated by subtracting weight of insoluble matter from weight of total ash. The difference between weights represents water soluble ash. Percentage of water soluble ash was calculated with reference to air dried drug. Result is given in table No. 9. Extractive Value Extraction by cold maceration It is the process of extraction of crude drugs with solvents with several daily shakings or stirring at room temperature.1 kg of powdered plant was extracted with 5 lit of methanol by cold maceration method. The extract was concentrated on rotary vacuum evaporator (Roteva Equitron, Mumbai) and further dried in vacuum dryer [73]. Successive extraction by using Soxhlet apparatus Weighed accurately 200gm of dried, powered crude drug and kept in a filter paper cover which was already placed in thimble. Then the solvent was slowly poured onto it. The solvent from thimble goes to lower round bottom flask via siphon tube due to the siphoning or syphon cycle. Such 2-3 cycles of solvent were performed and then drug powder was kept for 12 hours with solvent for imbibitions. After 12 hours imbibitions, solvent from flask heated to form vapors. Due to heat the solvent from RBF gets converted into its vapors, and then these vapors pass via side tube into the condenser where it gets condensed. This solvent dripped again on to drug material, which was placed in thimble. This process was continued till thimble gets filled with solvent and when level of solvent reaches to syphon tube, pulling of whole solvent into the flask is taken place. All this events repeated several times and drug material gets extracted continuously with fresh solvent. This process was performed for 3 days and when syphon solution showed negative test for phytoconstituents, extraction was completed. Then the heating was stopped and the mixture was collected and cooled. Then this mixture was filtered and concentrated by using rotary flash vacuum evaporator. The extract was dried in vacuum dryer and was stored in freeze. Then this marc obtained after pet ether extraction and subjected again to extraction by following solvents (Table 10) [73]. Moisture content by Loss on Drying 2 g of air powdered drug was placed in a silica crucible. Before that, crucible was cleaned and dried and weight of empty crucible was taken. The powder was spread in a thin uniform layer. The crucible was then placed in the oven at 1050C. The powder was dried for 4 h and cooled in a desiccator to room temperature and weight of the cooled crucible plus powder was noted. Result is given in table no. 9. Analysis of inorganic constituents (Elemental analysis) Ash of drug material was prepared and adds 50% v/v HCl or 50% v/v HNO3 to ash. Keep it for 1 hour. Filtered and with the filtrate performed the test as per method reported [74]. The results of analysis of inorganic constituents are given in (Table 11). Test for calcium a) Add dil. NH4OH and saturated ammonium oxalate solution to filtrate. White ppt of calcium oxalate forms which is soluble in HCl. Calcium present. b) Add ammonium carbonate to filtrate. White ppt which is insoluble in NH4Cl. Calcium present. Tests for iron a) Add 2% potassium ferricyanide to filtrate. Dark blue coloration. Iron present. b) To filtrate, add 5% ammonium thiocyanate. Blood red color. Iron present. c) To filtrate, add dil. HCl and sol. of KMnO4. Pink color. Iron present. Tests for magnesium a) To filtrate add NaOH. White ppt. Magnesium present. b) To filtrate add (NH4)2CO3. White ppt, redissolve in NH4Cl. Magnesium present. Tests for potassium a) Add sodium cobalt nitrite to filtrate. Yellow ppt. Potassium present. b) Flame test. Violet color to flame. Potassium present. Tests for sodium a) Add uranyl zinc acetate to filtrate, shake well. Yellow crystalline ppt. Sodium present. Tests for carbonate a) Add HgCl2 to filtrate. Brownish red ppt. Carbonate present. b) Add dil. Acid to the filtrate. Effervescence of CO2 Carbonate present. c) Add MgSO4 to filtrate. White ppt. Carbonate present. Tests for Sulphate a) Add BaCl2 to filtrate. White crystalline ppt Sulphate present. b) Add filtrate to lead acetate sol. White ppt. Sulphate present. Tests for phosphate a) Add HNO3 and ammonium molybdate to filtrate, heat 10 min. cool. b) Add silver ammonium- nitrate to filtrate Yellow crystalline ppt. Light yellow ppt Phosphate present. Phosphate present. Tests for chloride a) Add AgNO3 to filtrate. b) To filtrate, add manganese dioxide and H2SO4 White curd ppt, soluble in dil. NH3. Odour of chlorine Chloride present. Chloride present. Tests for nitrate a) Add water to filtrate, add H2SO4 from side of test tube. b) Add H2SO4 and copper to filtrate, warm Brown color at junction of two liquid Liberation of red fumes Nitrate present. Nitrate present. Determination of Type of Starch Grains The shape of starch grains present was determined according to the reported method [68]. Size of starch grains were measured with the help of calibrated Photomicroscope using Motic software. Starch grains were identified by staining with Iodine solution. The Motic digital Photomicroscope was calibrated with images obtained with various magnifications (10x, 40x and 100x) by using standard slide in 1.3 software. The images obtained in triplicate and average figures calculated from 20 readings in each parameter (Table no. 12). Crude Fiber Content Pre-weighed dried powder material was extracted with Petroleum ether (b.p. 40- 600C) using soxhlet apparatus for 8 h. The marc obtained after extraction was utilized for determination of Crude Fiber Content. Crude fiber was investigated by acid-base digestion with H2SO4 (1.25%) and of NaOH (1.25%) solution. The marc after extraction was taken into a 500ml beaker and 200ml of boiling H2SO4 added. The content was boiled for 30 minutes, cooled, filtered and the residue washed three times with 50ml of boiling water. The washed residue was further boiled in 200ml of NaOH for 30 minutes. The digest was filtered to obtain residue. This was washed three times with 50ml of boiling water and lastly with 25ml of ethanol. The washed residue was dried in an oven at 1250C to constant weight and cooled in dessicator. The residue was scraped into a pre-weighed porcelain crucible, weighed, ashed at 5500C for 2 hours, cooled in a dessicator and weighed. Crude fiber content was expressed as percentage loss in weight on ignition. Result is given in table No. 13. Phyto-chemical Analysis Extracts Petroleum ether, benzene, chloroform, acetone and methanol extract obtained by successive extraction method and aqueous extract by maceration method [68, 95]. Qualitative analysis All the extracts were subjected to proximate chemical analysis and its result is given in table no. 14. Tests for Acidic compounds: a) To the test solution add sodium bi-carbonate b) Test solution treated with warm water and filter. Test the filtrate with litmus paper. Tests for Alkaloids: a) Dragendorffs Test: Test solution treated with Dragendorffs reagent (potassium bismuth iodide) b) Mayers Test: Test solution treated with Mayers reagent (Potassium mercuric iodide). c) Wagners Test: Test solution treated with Wagners reagent (Iodine in potassium iodide). d) Hagers Test: To the test solution add gives with Hagers reagent (Saturated picric acid solution). e) Tannic acid test: Test solution treated with Tannic acid solution. f) Picrolonic acid test: Test solution treated with Picrolonic acid. Test for amino acids: a) Millions Test: Test solution treated with Millions reagent and heated on a water bath. b) Ninhydrin Test: Test solution boiled with Ninhydrin reagent. Test for Carbohydrates: a) Molischs Test: To the test solution add with few drops of Molischs reagent (Alcoholicà ¯Ã‚ Ã‚ ¡-naphthol) and 2ml of conc. sulphuric acid is added slowly from the sides of the test tube. b) Barfords Test: Test solution heated with Barfords reagent on water bath. c) Selivanoffs test (Test for Ketones): To the test solution add crystals of resorcinol and equal volumes of concentrated hydrochloric acid and heat on a water bath. d) Test for pentose: To the test solution add equal volumes of hydrochloric acid containing small amount of Phloroglucinol and heat. e) Osazone formation test: Heat the test solution with the solution of phenyl hydrazine hydrochloride, sodium acetate, and acetic acid. Test for Flavonoids: a) Shinoda Test: Test solution treated with fragments of magnesium ribbon and conc. Hydrochloric acid. b) Alkaline Reagent Test: Test solution treated with sodium hydroxide solution c) Zinc-Hydrochloride test: Treat test solution with zinc dust and few drops of HCL Test for glycosides: General test: Extract 200 mg of drug with 5 ml of dilute sulphuric acid by warming on a water bath, filter it, and neutralize the acid extract with 5 % solution of sodium hydroxide. Add 0.1 ml of Fehlings solution A and B until it becomes alkaline (test with pH paper) and heat on water bath for 2 minutes. Test B: Repeat Test A procedure by using 5 ml of water instead of dilute sulphuric acid. Note the quantity of red precipitate formed. Chemical tests for specific glycosides: Tests for Anthraquinone glycosides: a) Borntragers test: Boil the test material with 1ml of sulphuric acid for 5minutes. Filter while hot. Cool the filtrate; shake with equal volume of dichloromethane or chloroform. Separate the lower layer of dichloromethane or chloroform; shake it with half of its volume of dilute ammonia. b) Modified Borntragers test: Boil 200 mg of test material with 2ml of sulphuric acid. Treat with 2 ml of 5 % aqueous ferric chloride solution (freshly prepared) for 5 minutes, shake it with equal volume of chloroform and continue the test as above. c) Test for hydroxy anthraquinones: treat the sample with potassium hydroxide solution. Tests for cardiac glycosides: a) Keddes test: Extract the drug with chloroform, evaporate to dryness. Add one drop of 90 % alcohol and 2 drops of 2 % sodium hydroxide solution. b) Keller-Killiani Test: (Test for deoxy sugars) Extract the drug with chloroform and evaporate it to dryness. Add 0.4 ml of glacial acetic acid containing ferric chloride, add carefully 0.5 ml of conc. sulphuric acid by the side of test tube. c) Raymonds number: treat the test solution with hot methanolic alkali. d) Baljets Test: The test solution treated with sodium picrate or picric acid. e) Legals Test: Test solution treated with pyridine [made alkaline by adding sodium nitroprusside solution]. f) Tests for coumarins glycosides: Place small amount of sample in test tube and covered it with a filter paper, moistened with dilute sodium hydroxide solution. Placed the covered test tube on water bath for several minutes. Remove the paper and expose it to ultraviolet (UV) light. Cynogentic glycosides: Place 200 mg of drug in conical flask and moisten with few drops of water.( Flask should be completely dry because hydrogen cyanide produced will dissolve in the water rather than come off as gas to react with paper) moisten a piece of picric acid paper with 5% aqueous sodium carbonate solution and suspended in neck of flask. Warm gently at about 37oC. Observe the change in color. Saponin glycosides: Froth test: Place 2 ml solution of drug in water in a test tube, shake well. Tests for steroids and triterpenoids: a) Liebermann Burchard Test: Treat the extract with few drops of acetic anhydride, boil and cool, add conc. sulphuric acid from the sides of test tube. b) Salkowski test: Treat the extract with few drops of conc. sulphuric acid. c) Sulfur powder test: Add small amount of sulfur powder to the test solution. d) Tests for inulin: To the test solution add the solution of à ¯Ã‚ Ã‚ ¡-naphthol and sulphuric acid. e) Tests for Lignin: Treat the sample with hydrochloric acid and Phloroglucinol. Tests for Mucilage: Treat the sample with thionine solution. After 15 min wash with alcohol Tests for tannins: a) Ferric-Chloride Test: Treat test solution with few drops of ferric chloride solution. b) Gelatin test: To the test solution add 1 % gelatin solution containing 10 % sodium chloride. Tests for proteins: a) Heat test: Heat the test solution in boiling water bath. b) Biuret Test: Test solution treated with Biuret reagent (40% sodium hydroxide and dilute copper sulfate solution). c) Xanthoproteic test: To the test solution, add 1 ml of conc. nitric acid and boil yellow precipitate is formed. After cooling it, add 40 % sodium hydroxide solution. d) Test for starch: To the test solution, add weak aqueous iodine solution. Blue color indicates presence of starch, which disappears on heating and reappears on cooling. Effervescence produces Litmus paper turns blue Gives reddish brown colored precipitate Gives cream colored precipitate Gives reddish brown colored precipitate Gives yellow colored precipitate Gives buff colored precipitate Gives yellow colored precipitate White colored precipitate Gives violet color Purple to violet ring appears at the junction of two liquids If red cupric oxide is formed Rose color is produced Red color produced. Yellow crystals formed. Observe under microscope. Shows pink scarlet, crimson red or occasionally green to blue color after few minutes. Shows increase in the intensity of yellow color on addition of few drops of dilute acid. Shows red color after few minutes. Red Precipitate formed compared with precipitate of test A A rose pink to red color is produced in ammonical layer. A rose pink to red color is produced in ammonical layer. Red color produced Purple color is produced. Acetic acid layer shows blue colour. Violet colour produced Gives yellow to orange color Gives blood red color Paper shows green fluorescence. Reddish purple color Stable froth (foam) formed Brown ring is formed at the junction of two layers, If upper layer turns green If upper layer turns deep red Red color at lower layer Yellow color at lower layer It sinks at the bottom Brownish red color formed Pink color formed Mucilage turns violet red. Gives dark blue color Green color appears Precipitate formed Proteins gets coagulated Gives violet color Orange color formed Blue color, which disappears on heating and reappears on cooling Acidic compounds present Acidic compounds present Alkaloids present Alkaloids present Alkaloids present Alkaloids present Alkaloids present Alkaloids present Amino acids present Amino acids present Carbohydrates present Monosaccharides are present. Carbohydrates present Carbohydrates present Carbohydrates present Flavonoids present Flavonoids present Flavonoids present If the precipitate in Test A is greater than in Test B then glycoside may be present. Anthraquinone glycosides present Anthraquinone glycosides present Hydroxy anthraquinones present Cardiac glycosides present Cardiac glycosides present Cardiac glycosides present Cardiac glycosides present Cardiac glycosides present Coumarins glycosides present Cynogentic glycosides present Saponin glycosides Present Steroids present Triterpenoids present Steroids present Triterpenoids present Steroids present Inulin Present Lignin Present Mucilage present Hydrolysable tannins Condensed tannins Tannins present Proteins present Proteins present Proteins present Starch present Floroscence Analysis of various extracts Petroleum ether, Benzene, Chloroform, Acetone, Methanol and Aqueous extracts were screened for fluorescence characteristic. The observation pertaining to their colour in day light and under ultra-violet light were noticed and represented in table. Many substances for example quinine in solution in dilute sulphuric acid when suitably illuminated emit light of a different wavelength or colour from that which falls on them. This emitted light (fluorescence) ceases when the exciting light is removed [68].Results given in Table No. 15. HPLC Analysis of sample drug The chromatographic pattern of plant was obtained as per report with some modifications for which the HPLC conditions are as follows. Extract: The methanol extract diluted with HPLC grade methanol and filtered through whatman filter paper and used for analysis Instrument: Shimadzu LC-20AT with UV/visible detector Stationary Phase: Bonda- pack C-18 column with 250ÃÆ'-4mm Mobile Phase: Methanol (80): Water (20) Detection wave length: 350 nm Flow Rate: 2 ml/min. HPLC Chromatogram is given in Fig. 3 and its retention time is given in Table no. 16 HPTLC Analysis of sample drug The chromatographic pattern of plant was obtained as per report with some modifications for which the HPTLC conditions are as follows. Extract: Methanolic Extract Instrument: HPTLC (Camag, Switzerland) Stationary Phase: pre-coated silica gel plates Mobile Phase: Ethyl acetate: Formic acid: Glacial acetic acid: water (100:05:10:20) Spraying Reagent: Natural Product Reagent (NP reagent) Detection: 365 nm. HPTLC Chromatogram is given in Fig. 4 and its retention time is given in Table no. 17. Isolation and characterization of chemical principle Compound I The methanol extract was dissolved in water and partitioned with ethyl acetate and n- butanol. The ethyl acetate fraction was subjected to column chromatography for isolation of compounds. Column chromatography: The separation of extract constituents was done by column chromatography. The clean and dried glass column was used. The silica gel for column chromatography (#60-120) was activated at 1100c.The column was filled with silica gel and mobile phase without formation of any air bubbles. The silica gel was then allowed to stabilize in the column. Mixture of two or three compounds was isolated from the ethyl acetate fraction of methanol extract of the plant with following experimental conditions [73]. Height of column: 20 cm Diameter of column: 3.5 cm. Stationary phase: Silica gel (#60-120). Mobile phase: Benzene† Ã¢â‚¬â„¢ Chloroform † Ã¢â‚¬â„¢ Ethyl acetate† Ã¢â‚¬â„¢ Methanol with variant Proportions Elution: Gradient elution. Fraction quantity: 25 ml Preparative TLC: 20 X 20 glass plates were coated with the thick layer of silica gel or any other adsorbent material. The plates were then activated at 1100c.The sample-containing mixture of two or more compounds were applied in the form of thin band on the plate. The plate was then developed. The different bands separated on the plate were scratched and recovered with methanol. Purity of dried sample was checked by TLC method. One single compound was isolated with the help of preparative chromatography from fractions 54- 58. The compound is given for spectral analysis. FTIR spectra, Mass spectra and 1HNMR are given in fig. no. 5, 6 and 7 respectively. The spectral data of FTIR and 1HNMR are given in Table no. 18 and 19 respectively. The assumed structure of the compound (Quercetin) is given in Fig. No. 8. Compound II Petroleum ether extract obtained is processed for separation of the unsaponifiable and saponifiable matter. Extract is allowed to saponify using alcoholic KOH with reflux and then it is extracted with solvent ether for separation of unsaponifiable matter. The aqueous phase is acidified with concentrated H2SO4 and then again extracted with the solvent ether for separation of the saponifiable matter [73]. Fractionation of unsaponifiable matter Experimental: Height of column: 25 cm Diameter of column: 3.5 cm. Stationary phase: Silica gel for column chromatography (#60-120). Mobile phase: Benzene† Ã¢â‚¬â„¢ Ethyl acetate Elution: Gradient elution. Fraction quantity: 30 ml Fractions No. 24-27 were subjected for thin layer chromatography with following experimental conditions. Stationary phase: Silica gel H Mobile phase: Ethyl acetate: Benzene (1: 9) Detection: Vanilin-sulphuric acid reagent Identification: Whitish Purple colour Fraction was concentrated and single band was applied. After plate development; developed band was scraped (Rf. 0.62). After separation of single compound from the silica, it is dried. This sample was further given for spectroscopic analysis. FTIR spectra, Mass spectra and 1HNMR are given in fig. no. 9, 10 and 11 respectively. The spectral data of FTIR and 1HNMR are given in Table no. 20 and 21 respectively. The assumed structure of the compound (Quercetin) is given in Fig. No. 12. Biochemical Estimations a) Estimation of Total carbohydrate content The estimation of carbohydrate was done using the method acid base digestion. Principle: In hot acidic media glucose is converted to hydroxy methyl furfural by dehydration. This forms a green colour product with phenol. Procedure: 100mg of the aqueous extract was taken and it was hydrolyzed by keeping it on water bath for 3 hours with 5 ml of HCl (2.5N) and cooled at room temperature. Neutralized it with sodium carbonate and volume was made up to 100 ml and from this centrifuge 10 ml of the solution. Then 0.2, 0.4, 0.6, 0.8 and 1ml of working standard was pipetted out into a series of test tube and in separate test tubes 0.1 and 0.2 ml of sample solution was pipetted out and the volume was make up to 1ml with water. The blank was prepared with 1 ml distilled water. Then 1ml phenol solution and 5ml of sulphuric acid (96%) was added to each test tube and shaken well. After 10 min the test tube was placed in water bath at 25-30à ¯Ã¢â‚¬Å¡Ã‚ °C for 20 min. The absorbance was read at 490 nm. And the amount of total carbohydrate present was calculated in the sample using standard graph. Result pertaining to Total carbohydrate content is given in Table no. 22 and Calibration curve of standard glucose dilutions are gi ven in Fig. No. 13. Estimation of Bitterness value The bitterness value of plant material was compared with diluted solution of Quinine hydrochloride. Preparation of Solutions Preparation of Quinine hydrochloride solution The stock solution of 100 µg/ml was prepared from which a series of dilutions 42, 44, 46, 48, 50, 52, 54, 56 and 58  µg/ml were prepared. Preparation of Sample Preparation Form the stack solution of 1000  µg/ml, 100, 200, 300 and 400 µg/ml dilutions were prepared. Method Tasted all the dilutions of sample and Quinine sulphate by taking the solution in mouth and swirled it for 30 secs in mouth mainly near to the tongue. After tasting each dilution the mouth wash rinsed thoroughly with drinking water and taken the interval of 10 mins. Until the bitter sensation of previous dilution was no more remain. Then compared the dilution of sample which produced the same bitterness equivalent to the dilution of Quinine sulphate. Then bitterness value was calculated according to following formula. Bitterness value in units per gram = 2000 ÃÆ'- A B ÃÆ'- C Where A= quantity of Quinine sulphate (mg) having higher bitterness B= the concentration of stock solution (mg/ml) C= Volume of sample in ml having higher bitterness Result pertaining to estimation of bitterness value is given in Table no. 22 Total Phenolic content The total phenolic content of methanol extract of V. capitellatum Smith. (VCM) was estimated using Folin-Ciocalteu reagent. In this method, the blue colour formed due to the polyphenol was measured at 760 nm using UV spectrophotometer. Chemicals Folin- Ciocalteu reagent (Merck Co.) Gallic acid (Sigma Ltd., USA) Sodium carbonate (SISCO Research Laboratory Pvt. Ltd., Mumbai, India) Reagent preparation Folin-Ciocalteu (phenol) reagent The reagent was prepared by diluting 1ml with 5ml of distilled water. Sodium carbonate 15% solution was prepared in distilled water. Gallic acid solution The stock solution was prepared by dissolving 1mg gallic acid in 10ml of water from which different concentrations (20-100 µg/ml) were prepared. Sample preparation Sample solution was prepared by dissolving 10 mg of the extract in 100 ml of methanol to give (100  µg/ml) solution. Procedure 0.1ml of extract was mixed with the 0.2ml of Folin-Ciocalteu reagent, 2 ml water and 1 ml of sodium carbonate solution, and absorbance was measured at 760 nm after 10 min incubation at 50 0C. The total phenolic was expressed as  µg gallic acid equivalent. Result pertaining to Total phenolic content is given in Table no. 22 and Calibration curve of standard gallic acid dilutions are given in Fig. No. 14. Total Flavonoid Content Total flavonoid content of VCM was determined using method reported [79].

Musimundo Case Study :: Business Strategy Analysis

1. DESCRIBE THE STRATEGIC CONTEXT IN WHICH QUINTANA SHOULD JUDGE MUSIMUNDO’S PERFORMANCE. WHAT ARE THE CHARACTERISTICS OF THE ENVIRONMENT THAT MUSIMUNDO COMPETES IN? WHAT ARE PEGASUS’ STRATEGIC OBJECTIVES FOR MUSIMUNDO? HOW DO THESE FACTORS AFFECT THE BUDGETING PROCESS? Strategic Context Quintana wants to strategically reward the managers of the Musimundo stores for meeting their budgetary goals; however, some managers were completely unable to do this and other managers were guaranteed their sales quota. Quintana can rectify this situation by modifying the Musimundo incentive system. Quintana can use multiple performance measures to reward his managers. These performance measures can be sales based on a flexible budget that looks at historical sales and measures them against current sales. The manager could be rewarded for the percentage of increase. Quintana can also use a balanced scorecard approach for each store. A store’s success can be based on a number of factors aside from sales. These factors could be customer satisfaction surveys, growth within the store, and management of employees and human resources. Additionally for the next year, Quintana should implement and/or refine an Activity Based Budgeting system. Quintana can first assign overhead costs to cost pools that represent the largest activities for Musimundo. These costs would be related to the purchase, location, and stocking of Music (Music represented 41% of the Musimundo business in 2004). After these overhead costs are assigned, the costs can be allocated to the various retail stores based on their consumption of the good (e.g. the number of musical works they stock and sell). The Musimundo Environment The Musimundo environment is jaded and disproportionately profitable in various regions of Argentina. As Argentina was exiting its economic crisis, various regions were â€Å"catching up† in the realm of consumption; however, other regions were either not â€Å"catching up† or lacked the activity to generate the proper sales. Managers in the more profitable regions were achieving/surpassing their sales goals, while managers in the less active regions were unable to achieve their sales goals. These underperforming managers were penalized by a system that they neither fostered nor developed. In all likelihood, the underperforming managers were disincentivized by unrealistic budgetary goals for their region, needing further assurances from corporate that their vision could be achieved. All retail stores suffered from a lack of product, destroying the potential sales that they could have gained. The stores in less popular/populated regions may have garnered a reputation for being unreliable and continually out of stock.

Culturally Resposive Teaching Essay

In this essay I will use the given scenario to analyse and critique the teaching practice it outlines, drawing on the learning theories and themes outlined in the Professional Practice paper to explain and validate my ideas and thinking. I will consider the approaches in the scenario and offer alternatives, justifying my opinions with reference to theory, literature and my own emerging philosophy. Throughout my essay I will give consideration to the use of culturally responsive and inclusive pedagogy, demonstrating an understanding of the role Treaty of Waitangi within this practice. Throughout the scenario the theory of behaviourism is reflected in the teachers practice. Behaviourism sees learning as the establishing of connections between two events, and theorists view environmental factors as influential to behaviour. This sort of associative learning is called classical conditioning (Papalia, Olds & Feldman, 2009). This theory is reflected in the teacher’s classroom management practice when the students all move outside to begin their day with a jump-jam session immediately after the bell rings, with no verbal instruction given by the teacher. It is also evident when they move back into class and sit and wait for the teacher, again with no verbal instruction issued. Another example of behaviourism theory is shown when the teacher uses reinforcement and punishment, known, as operant conditioning when she comments on Mark and Cathy’s jump jam prowess as a form of motivation. Behaviourism theory is also evident when the teacher is issuing instructions and displaying the timetable on the whiteboard as the directions are teacher lead. Within the realms of classroom management the strengths of behaviourism are obvious; the children know the sequence of events and can move from one activity to the next with little disruption and classroom management is, as described by Wong, Wong, Rogers & Brooks (2012), ‘a set of procedures that structure the classroom so the students know what to do, how to do it, and when to do it†¦Ã¢â‚¬â„¢ (p. 61). This could, I believe be disconcerting for new or diverse students and to act in a more culturally responsive manner I would advocate a pictorial display to aid understanding (Davis, 2012). I feel whilst using the reward/punishment technique during the jump jam may have motivated Cathy, who received positive reinforcement, the negative comments issued by the teacher certainly demotivated Mark. This criticism clearly affect Mark’s self-efficacy and as a result his motivation was lessened (Le Francois, 2000). I would have been inclined to direct my motivational techniques towards the class as a whole and perhaps let Mark and Cathy motivate the class by allowing them to take joint responsibility for the running of the ‘Jump Jam’ programme for that day (Hill & Hawke, 2000), using the constructivism theory, this, I believe would have been more motivating as the learner is actually involved in the learning process. I also believe the teacher missed an opportunity to incorporate the MÄ ori learning theory of Ako, reciprocal learning. Instead of leading the ‘Jump Jam’ herself she could have facilitated this by allowing Cathy and Mark to lead the session (Bishop, 2008). The humanist approach to learning is also evident in many areas of the teachers practice presented in the scenario. The Humanist approach to learning focuses on the child’s whole self, looking after the social and emotional needs of the learner as well as their cognitive abilities. For example children’s basic needs of safety, shelter, food, love and respect must be met before their academic needs can be addressed (Krause, et al, 2012). During the scenario the teacher is chatting to the students before school, in doing this she is showing she is interested in them as people thus creating a supportive relationship between herself and her learners. This relationship, the humanist theory suggests, will motivate her students and is ‘the key to effective education’ (Krause, et al, 2012, p. 233). Within the theme of classroom management the humanist theory is applied as the teacher allows the students to discuss the roles and responsibilities and the tasks that w ill need to be outlined to make camp go smoothly. She is inviting the students to be part of the process and taking a non-directive role, listening to the students’ ideas and involving them in the learning process, and in turn boosting their self-esteem. I believe that the teacher applied the humanist theory to her classroom management skills when she used the rhetorical question to redirect Clark. However, in my opinion this would have been an ideal opportunity to allow the MÄ ori boys to have a voice and encourage them to share their knowledge and learning style with the class, regarding the cooking of eels, showing respect for their culture (Le Francois, 2000). She would also have shown cultural responsiveness and demonstrated her understanding of the Treaty principle of partnerships as outlined by the Ministry of Education (2012). In critique, I also feel that the teacher could have used the humanist approach in her classroom management skills to ensure that the Somali girls have a better understanding of what a recreat ional camp entails. The girls emotional needs have not been met as they clearly have no understanding of what a New Zealand school camp is like thus are frightened and unsure so they are not engaged in the pre-camp tasks (Le Francois, 2000). Personally, I would have made sure I knew about the girls backgrounds before they came to school. This would have enabled me to develop a supportive relationship, perhaps giving the girls the confidence to approach me with their concerns and allowed me to alleviate their fears concerning camp. The social constructivist learning theory is defined as being learner centred with the learner actively involved in the process and underpinned by social interaction. Different learners will learn in different ways to suit their individual needs. Language is also an important aspect of this theory, as it is through language that the learner will construct their new ideas (Krause et al., 2000). In the scenario the teacher uses the social constructivist approach to classroom management when she invites the children to brainstorm the safety rules for the cookout. In allowing them to co-construct the rules by discussion and social interaction she is actively encouraging the use of a collaborative approach. In using this approach the teacher is allowing the students to ‘brainstorm for prior knowledge’ (Cobb, Forbes & Lee, 2012). This theory is also evident in the teacher’s instructions for the camp diaries as she allows the students time to reflect on what they would like to include in their journals and also how they would like to present them. In encouraging the use of pictures and diagrams she has allowed those who may not be able to contribute by writing an opportunity to contribute. This is an example of ‘learning for all’ (Barker, 2008) and is facilitated by the teacher in incorporating the diverse learning styles of her students (p. 31). This approach shows that she has an understanding of the participation principle outlined in the Treaty of Waitangi, which states that all students be given equal opportunity to contribute (M.O.E, 2012). Social constructivism is also apparent during pair and group activities where the students are participating in peer assisted learning and assessment when testing each other on their vocabulary. The teacher further applies this theory when she collaborates with the students by calling them to her desk and scaffolding their learning. This approach gives students self-governance over their learning and can be beneficial as it allows students to choose a style that suits their particular needs. However, in the scenario it was apparent that some students were off task and I feel that the students may have benefited from a more humanist approach to classroom management and would have moved around the classroom and offered help and looking to scaffold students where necessary. Cultural responsiveness is evident at various points throughout the scenario and the teacher demonstrates this when she attempts to include all cultural groups in the camp concert. I would critique this by pointing out that, although this may show she is culturally aware, it does not imply that she has any cultural understanding as the Somali girls are ill informed about the concept of ‘camp’ and can only draw on their own experience of what a camp means to them. When the Somali girls displayed concern for what camp meant a suggestion would be for the teacher to facilitate sharing of prior knowledge and understandings early on in the lesson. This would have potentially allowed for the Somali girls fears and concerns to be alleviated , thus addressing their emotional needs and allowing them to move on with their learning. Doing so would have aligned with a humanistic approach by considering their interconnected needs as a whole person. Cultural responsive pedagogy also requires the teacher to reflect on their practice (Gay, 2000). This practice is observed when the teacher contemplates ringing the Somali girls’ parents to offer them support and explanations regarding the school camp. If practicing culturally relevant pedagogy the teacher would, Fraser & Paraha (2002) point out ‘take the personal concerns of students seriously and examine social issues with them that were drawn on the students’ cultural positionings†¦Ã¢â‚¬â„¢ (p. 57). Furthermore, I believe a behaviourist approach to classroom management when allowing the girls to research on the computer, perhaps giving them some pre viewed websites to explore, may have enabled Aaheli to feel that her culture was valued. The outcome in the scenario could well have made her feel ostracised and even made the other girls become culturally biased. Throughout the scenario reference is made to the ethnicity of groups of students who seem to stay in these cultural groups within the classroom. The teacher doesn’t appear to interact with the Somali girls at all and the MÄ ori boys only receive a negative response when they show enthusiasm for aspects of camp. Although the students can learn cross-cultural understanding from personal experience I would advocate using the social constructivist approach to cultural responsiveness and model good practice to my students by using inclusive and cultural responsive pedagogy inviting the MÄ ori boys to demonstrate their cooking skills and perhaps going a step further than the teacher in the scenario and actively encouraging the parents of the Somali girls to attend camp meetings (Whyte, 2008). The teacher did, however, collaborate with a parent and invited them in to help with the preparation of the camp concert, promoting the concept of Whanaungatanga (M.O.E, 2011). Furthermore, I believe this pedagogy would encompass the principles of the Treaty of Waitangi as outlined by the M.O.E. (2012) as partnership, protection and participation. This essay has used the scenario and analysed and critiqued the teaching practices it outlines by drawing on the learning theories and themes outlined in the professional practice paper using them to validate ideas and thinking. It has considered the approaches in the scenario and offered alternatives, justifying these opinions with reference to theories, literature an emerging philosophy of my own. Throughout the essay I have given consideration to the use of culturally responsive and inclusive pedagogy and demonstrated an understanding of the Treaty of Waitangi. References Barker, M. (2008). How do people learn?: Understanding the learning process. In C. McGee & D. Fraser (Eds.), The professional practice of teaching (3rd ed.) (pp. 17-43). Melbourne, Australia: Cengage. Bishop, R. (2010). A culturally responsive pedagogy of relations. In C. McGee & D. Fraser (Eds.). The professional practice of teaching (3rd ed.) (pp. 154-172). Victoria, Australia: Cengage Learning Australia Pty Ltd. Cobb, D., Forbes, D., & Lee, P. (2012). Lecture 1: TEPS222-12C (NET) [PowerPoint slides]. Hamilton, New Zealand: University of Waikato. Davis, B., M. (2012). How to teach students who don’t look like you: Culturally responsive teaching strategies (2nd Ed.). California, U.S.A: Corwin. Fraser, D., & Paraha, H. (2002). Curriculum integration as treaty praxis. Waikato Journal of Education, 8, 57-70. Gay, G. (2000) Culturally responsive teaching: Theory, research and practice. New York, U.S.A: Teachers College Press. Hill, J., & Hawk, K. (2000, November). Four conceptual clues to motivating students: Learning from practice of effective teachers in low decile, multicultural schools. A paper presented to the NZARE Conference, Waikato, New Zealand. Krause, K., Bochner, S., Duchesne, S., & McMaugh, A. (2010). Educational psychology for learning and teaching (3rd Ed.). Melbourne, Australia: Cengage Learning Australia Limited. Le Francois, G. (2000). Psychology for teaching (10th Ed.). Calfornia, U.S.A: Wadsworth. Ministry of Education. (2011). TÄ taiako: Cultural competencies for teachers of MÄ ori learners. Wellington, New Zealand: Ministry of Education. Ministry of Education. (2012). The New Zealand curriculum update 16. [Professional practice and inquiry 2: Strategies for effective teaching, course resource]. Hamilton, New Zealand: University of Waikato. Online reference TEPS222-12C (NET). Papalia, D., Olds, S., & Feldman, R. (2009 ). Human Development (11th ed.). New York, U.S.A: McGraw Hill. Whyte, B. (2010). Culturally diverse classrooms and communities. In C. McGee & D. Fraser (Eds.). The professional practice of teaching (3rd ed.) (pp. 173-186). Melbourne, Australia: Cengage. Wong, H., Wong, R., Rogers, K., & Brooks, A. (2012). Managing Your Classroom for Success. Science & Children, 49(9), 60-64.

Niggerdom - 1984 essays

Niggerdom - 1984 essays If ignorance is bliss, then our public school system should be doing a back flip while singing God Bless America. Education is the second largest expenditure in the US, yet we rank below many nations who dont even come close to equaling our budgeted allowance. For some reason I am not a fan of the public schools of today. Its not that there isnt enough funding or that the class sizes are too small. There is an overall lack of other more important issues. Were going to briefly look over the ways that KIDS are losing accountability, how education is proctored to standardized testing, and how scapegoats are taking the blame for substandard learning platforms. Standardized testing is common everywhere. Our system is based on tests that are given to students. That is the only way that we, as a nation, can tabulate how our educational system is working. Some concerns have been about the racially biasness of these tests. Many strongly disbelieve this to be true. A more serious, and overlooked, concern should be the reliability of the scores. Just as in voting, fraud is always present. Often teachers cater to the tests in order to increase their own standing, as seen in the Texas educational system and with SAT/ACT tests. Lets get into the second issue, shall we? Scapegoats are constantly being blamed for the poor performance of students. If there is ever a downfall in the standardized tests scores, there follows an ever-present need for blame. Its our classes. Its our funding. Its the fact that people in Afghanistan are growing poppy for heroine. The newspapers are full of excuses that are being shoveled to the American people. The populations as a whole looks at the previously mentioned tests and is outraged that we could be beaten by, gasp, the French?! Who should the blame rest on? The next section will answer that. If there is any blame to distribute, to who ...

Cell Phones Cause Damage to Brain and Society

Cell Phones Cause Damage to Brain and Society Free Online Research Papers Cell phones are widely-used devices in society today. The cell phone is a useful resource, and thats a fact. Cell phones today are used for many more purposes than simply making a phone call. Cell phones can now record videos, take pictures, surf the web, and provide endless hours of entertainment in various other ways. Unfortunately, cell phones do not only bring good news. Most cell phone users are not concerned with the bad influences, health issues, and other problems that cell phones can cause. An MIT study showed that the cell phone was voted as the, top invention that people hate the most, but cant live without. Cell phones in most cases are good to have, but are they as harmless as they seem? Although cell phones are a useful and valuable tool, they can cause brain damage, impair the body, and influence societal issues. Over time, more and more reports of brain tumors and brain damage have appeared in recent studies. Brain cancer rates in USA have increased by 25% since 1975 (Amy Worthington). This is because cell phones are microwave transmitters. Microwaves are a form of electromagnetic wave used to transmit information from one place to another. Frequencies created by these electromagnetic waves can, cause cancer and other diseases by in interfering with cellular DNA (The Journal of Cellular Biochemistry). DNA There are arguments that people have been using cell phones for years without troubles, but that is because negative effects of cell phone use are only beginning to turn up. Scientists are unsure why incidence of the disease is growing so exponentially (Cell Phones Shrink Brain Cells). Scientists from Italy have proven that in some cases, radiation can assist in the growing of cancerous cells. By testing on rats, scientists have found that EMF (electromagnetic field) radiation can destroy b rain cells by rapid cell aging. Cell phones are handy, but are they not a shot in the dark as well? How can this seemingly innocent item of technology damage ones body? Many kinds of diseases have been linked to cell phones. Recent studies confirm that the cell and cordless phone can damage nerves in the scalp, create joint pain, and muscle spasms and tremors† (You Dont Deserve Brain Cancer You Deserve the Facts). Radiation can alter the brain electrical activity during sleep, especially to young children. Young people are especially warned to stay away from EMF radiation. In London, underage cell phone use may be prohibited in the near future. This is in the interest of Adolescent minds. (They are normally still in the developing phase.) Although it is unknown whether children are more susceptible to RF exposure, they may be at increased risk because of their developing organ and tissue systems (National Research Council). â€Å"When compared to subjects with restricted use of cell phones, young people with excessive use of cell phones have increased restlessness with more careless lifestyles† (Science Daily). Lack of sleep and increased cell phone use can be a recipe for disaster. Sleep-wake patterns can be altered, along with â€Å"serious health risks as well as attention and cognitive problems† (Dr. Badre- â€Å"Science News†). Problems have arisen, because of people multitasking, or using their cell phones while trying to accomplish everyday activities. Danger of using phones on planes, in movie theaters, grocery stores, and cars increase everyday. A report from 2003 states, â€Å"Cell phone distraction results in 2,600 deaths, 330,000 injuries, and 1.5 million instances of property damage in the United States each year.† Cell phones evoke many disturbances, as well. Phone etiquette does not have a finely drawn line, and is hard to judge, so sometimes people are unsure whether using a cell phone in a certain place is rude or not. This universal, trendy device creates habitual tendencies in this world. Some feel like they can go no where without them. â€Å"Ninety percent of cell phone owners say they use the phone while driving† (Human Factors and Ergonomics Society). People become attached to these devices, because they have grown to need it. Texting is popular with many people, not only te ens. Cell phones are not just a helpful tool, either. They are a money maker, and companies have spent millions of dollars, researching to find results of cell phone safety. The findings were not good, so they don’t spread around those facts. â€Å"In 1993, the telecom industry committed $25 million dollars for a series of research projects designed to prove that cell phones are safe†¦they proved that federal microwave exposure standards are dangerously inadequate..† (Amy Worthington). Just because cell phones have the ability to damage, does not imply that they are always harmful. Still, the fact remains that cell phone users know the positive facts about cellular telephones far better than the unpleasant details that also subsist. Two Hundred and Sixty-Six million people have subscribed to wireless communication thanks to publicizing of this resources strengths, not frailties. There are ways to be smart about cell phone use, such as using a headset, or a landline, and limiting use of the accessory. Cell phones are trendy, universal, and valuable, but are they worth risking ourselves, our brains, and our way of life? 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Analysis of Claude Levi Strauss's Books Essay Example | Topics and Well Written Essays - 750 words

Analysis of Claude Levi Strauss's Books - Essay Example According to Levi-Strauss, â€Å"Heterogeneous beliefs and customs have been arbitrarily collected together under the heading of totemism.† There were many scholars who became supporters of totemism when they tried to decode the secrets of evolution. Levi-Strauss supported the anti-totemic school together with other anthropologists such as Goldenweiser and Boas. They believed that totemism was just a social historical reality. He concluded that totemism is just an exercise in logic of the savage mind. It is not the start of vast accomplishment of savage ancestors to form the first unit of social organization. In the book, Levi-Strauss also compared the Bricoleur and Engineer.. Bricoleur comes from the French verb bricoler which originally meant extraneous movements in ball games, hunting, gun firing, but now referred to repairing things by one’s self. The Engineer was referred by Levi-Strauss as the proper craftsman. According to Levi-Strauss, there is a difference betw een the two. Engineer sees things in its entirety and gathers all things needed in building or creating its masterpiece. On the other hand, a Bricoleur utilizes what materials are existing and finds new ways to create a masterpiece. The engineer uses a â€Å"scientific mind† while a bricoleur exercises a â€Å"savage mind†. ... Bricoleur, is closed to whatever is imposed by the state of civilization. Thus, according to Levi-Strauss, engineers works by concept while bricoleur works with signs. Signs incorporate certain amount of culture into reality while concepts tries to be transparent to reality. This view shows how Levi-Strauss discussed the world between technology and metaphysics. Thus talking about the engineer being able to utilize the available practical knowledge exhibited by the bricoleur, technology therefore was a tangible expression of metaphysics. The two don’t have a big difference but is interconnected. The Savage Mind focused on the division of world during the 1960s. It showed how the scholars had a hard time deciphering a specific formula of how the world works. With what the book has discussed, the world is torn between technology and metaphysics. Scholars also have different views such that others support in totemism while other are support the anti-totemic school such as the aut hor Levi-Strauss. The Tristes Tropiques Claude Levi-Strauss The Tristes Tropiques book by Levi-Strauss provided a very wide exploration of the relationship of human beings and the environment. This book focused in Levi-Strauss’ research in Brazil which discussed sociology, religion, education, as well as urban development. Being an anthropologist, he has shown his feelings, fears and the possible criticisms in this book. On the first part of his book, he showed his talent in writing and him being a good social scientist. He also discussed urban development in Part Three of his book that can be of great reference and influence to architects and urban planners. Being an anthropologist, Levi-Strauss has the responsibility to write his views and opinions. Writing about the