The Struggle with Procrastination in Hamlet by William...

The Struggle with Procrastination in Hamlet by William Shakespeare In William Shakespeare’s tragic play Hamlet, the main character, Hamlet, struggles with procrastination throughout the play. As Samuel Taylor Coleridge said, No brilliant intellect can be considered valuable if one withdraws from action. It is this tragic flaw of inaction that eventually brings about Hamlet’s downfall. In the beginning of the play, Hamlet is given explicit instructions by the ghost to kill his uncle/step-father Claudius to avenge his father’s murder; yet, he fails to do so. Hamlet’s inaction and hesitation to kill Claudius is justified in his own mind and to the audience. Hamlet’s initial disbelief in the reliability of the†¦show more content†¦Hamlet says the spirit that I have seen may be a devil, and the devil hath power t’assume a pleasing shape; yea, and perhaps, out of my weakness and my melancholy, as he is very potent with such spirits, abuses me to damn me (2.2.627-632). Fearing deception, Hamlet has doubts, which initiate his inaction. His hesitation is somewhat resolved in the form of a play. In order to test the truth of the ghost, Hamlet devises a scheme to perform a play to catch the conscience of the King(2.2.634), by reenacting a scene similar to the events recounted by the ghost about King Hamlet’s murder, in order to prove Claudius’ guilt. Here, Hamlet’s inaction results not only from his distrust of his father’s apparition, but from his distrust of his own senses. Had Hamlet trusted his father in death as he had in life, Hamlet’s life would never have resulted in such a tragic end. Once Hamlet is sure of Claudius’ guilt, it is Hamlet’s belief in his religion that leads him to inaction. In Hamlet’s mind, it is now his rightful duty to avenge his father’s murder. At the end of Act 3 Scene 3, Hamlet has a perfect opportunity to kill Claudius, when he sees the King kneeling in prayer. Hamlet enters the Kings private chapel with a sword in hand, ready to kill Claudius. As Hamlet enters he observes, now he is a-praying, and now I’ll do t(3.3.77-78). But, Claudius is agonizing over his actions. He has committedShow MoreRelatedEssay on Hamlets Procrastination And Co919 Words   |  4 Pages Hamletamp;#8217;s Procrastination and Cowardicenbsp;nbsp;nbsp;nbsp;nbsp;In William Shakespeareamp;#8217;s play Hamlet, Hamlet is a loyal prince who vows to avenge his fatheramp;#8217;s murder. When Hamlet discovers the painful truth about his fatheramp;#8217;s death, he is left with feelings of hatred and resentment in his heart towards the murderer, Claudius. Although Hamlet is a very noble and sophisticated man, he struggles with the issue of avenging his fatheramp;#8217;s death. HeRead More Soliloquy and Revenge in Hamlet Essay662 Words   |  3 PagesSoliloquy and Revenge in Hamlet      Ã‚  Ã‚   The soliloquy is a literary device that is employed to unconsciously reveal an actors thoughts to the audience. In William Shakespeares, Hamlet, Hamlets soliloquy in Act II, ii, (576-634) depicts his arrival at a state of vengeful behaviour through an internal process. Hamlet moves through states of depression and procrastination as he is caught up in the aftermath of the murder of his father and the marriage of his mother to his uncle. The soliloquyRead MoreInternal and External Conflict in Hamlet Essay516 Words   |  3 Pagesscript ‘Hamlet’, written by William Shakespeare, conflict, both internal and external, was important to the text in a variety of ways. Internal conflict enabled the character development of Hamlet to take place, showing his nature rich in procrastination as he developed from a cowardly griever to a confident man no longer fearful of the unknown. This character development illustrates the main themes of revenge, good vs. evil, a nd more. Conflict in this text provides the main protagonist (Hamlet) withRead MoreHamlet, By William Shakespeare1146 Words   |  5 PagesA character so complex, enticing and fascinating, his name is Hamlet. We are all Hamlet, and that, is the argument. Hamlet is an enigmatic character with many flaws. These flaws are the ones that prove similarities between us and him. A play so popular and significant is due to its huge relevance to us as a society. In the play Hamlet, William Shakespeare uses Hamlet’s character and metaphor to demonstrate that when one is left alone to their thoughts, these thoughts overtake reason. ConsequentlyRead MoreHamlet and His Delay in Seeking Revenge Against Claudius Essay1333 Words   |  6 PagesZikima Sawyer English 102:002 Professor Hayes November 11, 2011 Hamlets Delay In William Shakespeare, Hamlet, the ghost speaks to Hamlet, claiming to be his father’s spirit. 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Hamlet delves deep into what he believes is the reality of each of his given situations and searches for answersRead MoreScarface And Hamlet1434 Words   |  6 PagesScarface (1983) written by Oliver Stone and Hamlet (1599-1602) written by William Shakespeare share and explore the themes of what the inability to regulate emotions can cause in a person and their surrounding environments, even if they differ dramatically. Although Tony Montana’s and Hamlet’s desires and backgrounds serve as different purposes in their journeys, they both encounter and exhibit the use of deceiving behaviours, have trust issues with the woman they love and both question the point

Case Study - 817 Words

†I’d recommend some more talk therapy with Dr. Marquez, other than that, Im sorry to say but this situation is out of my reach.† â€Å"Wha- what,† replied Mark, â€Å"what do you mean this is out of your reach?!† â€Å"Your DID has progressed further than we thought, there was a third personality recently identified during a session somewhere last week.† It took a couple more therapy sessions for the doctor to make sure it wasn’t just a phase, and he was correct, it wasn’t. Dr. Shepherd was not fazed by Mark’s reaction, many of his patients would’ve reacted much worse; it was the thing Mr. Rodriguez said next that unnerved him. â€Å"You call yourself a doctor! You don’t deserve that title! If you really were a doctor you would be able to†¦show more content†¦Ã¢â‚¬Å"I assume you’re looking for Elise? She’s downstairs getting some snacks with Jenny, they should be back any second now.â⠂¬  Mer was waiting for an â€Å"okay† or perhaps a slight nod, but all she got was a blank stare. She was unable to read his face, unable to detect an emotion. â€Å"Are you okay, sir?† she asked for the second time. Again, no response. Silence filled the room, she was in an awkward situation, and it seemed to be no way out. Then, out of nowhere, a breeze rushed past her. Meredith was sure she closed the window, why was it wide open? Turning her body and reaching for the window, she caught a glimpse of Mr. Rodriguez continuous blank stare. She pushed the window back down, yet it wouldn’t seem to budge. â€Å"Do you need some help?† replied Mark, with a deep raspy voice. His slim figure slowly walked towards her; Meredith couldn’t describe what she felt at the time, it was a sick feeling, that churns your stomach. He reached out with his slender arms and grabbed her shoulders. â€Å"What are you doing?† She asked confusedly. â€Å"Eliminat ing something unnecessary,† he replied with a straight face. â€Å"What do you me-† she asked, a bit too late. THUMP!! â€Å"Did you hear that?† â€Å"It’s probably just Mer closing the window,† replied Elise, as she shuts the fridge. â€Å"Come on, let’s go upstairs.† â€Å"Sure,† Jennifer said hesitantly. She felt this strange aura roaming around the house, something dark and mysterious. Yet, she ignored it. This decision wouldShow MoreRelatedCase Studies : A Case Study Approach Essay1157 Words   |  5 PagesA case study is a specific instance that is frequently designed to illustrate a more general principle (Nisbet and Watt, 1984). Hitchock and Hughes (1995) further suggest that the case study approach is particularly valuable when the researcher has little control over evens. Case studies strives to portray ‘what it like’ to be a particular situation, to catch up reality and ‘thick description’ ( Geertz, 1973) of participants’ lives experiences of, thoughts about and feelings for a situation. 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A Study about The Impact of Parental Separation Free Essays

string(107) " and also to ensure that a full rich picture of the teacher’s opinions and experiences are gathered\." This study explores the impact of parental separation/divorce can have on a child’s learning and development in the primary school classroom. The broad aim of the study was to explore teachers’ classroom experiences of parental separation/divorce and its effect on teaching learning and development. The researcher aimed to gather an in depth and rich account of these experiences in the primary school classroom. We will write a custom essay sample on A Study about The Impact of Parental Separation or any similar topic only for you Order Now This current chapter critically explores the most appropriate methods and tools that were used to gather data for this study. The researcher evaluates and outlines the design method undertaken, the participants that were involved and the materials that were used to gather the information and data relating to this study. Ethical considerations are also outlined in this chapter.3.2 Aims of the studyHaving reviewed the literature on the topic of ‘the effect parental separation/divorce can have on a child’s learning and development’ it is evident that there is a lack of Irish research conducted on the area. A breakdown in a family structure is becoming more common with 1 in every 10 marriages in Ireland ending in separation/divorce (Rainbow, 2018) with the figure of marriage separation rising from 116,194 in 2011 to 118,178 in 2016 (CSO, 2016). For this reason this study aims to provide an insight into the effect this breakdown in family structure is having on a child’s learning and development. This study aims to investigate to what extent does parental/separation divorce has on a child’s learning and development and if it has an effect on a child’s emotions, behaviour, capacity to learn and concentration in the classroom and whether teacher’s feel they have the adequate training to aid and help children during this change in their lives.3.3 Research DesignIn deciding on a research design for the study, the researcher considered both quantitative and qualitative approaches. According to (Patton ; Cochran, 2002) qualitative research ‘is characterised by its aims, which relate to understanding some aspect of social life, and its methods which (in general) generate words, rather than numbers, as data for analysis and seeks to build a holistic and narrative description of a social or cultural phenomenon (Gall, Borg Gall, 1996). Qualitative approaches to research involve emerging questions and procedures, typically collecting data in the participants’ setting, and analysing data inductively (Creswell, 2014). However, quantitative research ‘generally produces objective numerical data that are generated without influence on behalf of the researcher’ (Denscombe, 2010). It emphasises precision and sets out to explain phenomena by collecting numerical data that are analysed using mathematically based methods, and seeks to minimise bias and maximise objectivity (Rubin ; Babbie, 2010). Therefore taking both methodologies into account the researcher decided on a mixed- methods methodology approach for the purpose of this research. The qualitative data provided an insight into the various ways children may be impacted by parental separation/divorce and the teachers own experiences and views in this area. On the other hand the quantitative data provided a numerical data insight into the extent of the way a child may be impacted by parental separation/divorce and the teachers own views and opinion’s on the key area it can have an impact on and how prepared they feel they are to help a child through this change in their lives. In conclusion a mixed method approach enabled the researcher to gain rich and valuable information for the research and facilitated the research to achieve a full picture of the impact parental separation/divorce may be having on a child’s learning and development in the primary school classroom.3.4 Data collectionIn order to collect the data the researcher interviewed 3 teachers who each taught different levels in the school; junior, middle and senior ends of the school. The interviews were face to face and semi-structured using open ended questions and all 3 interviews were voice recorded. In order for the research to be fully representative of the sample the researcher conducted the interviews on teachers who taught in 3 different schools incorporating both town and country schools. One participant was a teacher in a country school in 5th and 6th class, another participant was a teacher in a populated town school in 3rd and 4th class and the final participant was a junior and senior infant teacher in a small country school. The class sizes varied from 21 pupils to 32 pupils with each participant stating they had a variety of ethnicities and learning support needs in the class. The aim of the interviews was to focus on the participants’ own experiences of the impact of parental separation in the classroom, and the researcher decided on an unstructured interview approach. The intention of the researcher was to build a rapport with the participants create a narrative about their subjective experiences of this area. During the interviews, many of the questions were spontaneous and built on the experiences of the teachers and their own opinions surrounding the area of parental separation/divorce and its effects it can have on a child’s learning and development and the questions came as part of the natural interaction between researcher and participants. The unstructured approach allowed the researcher to ask questions as and when they were appropriate, and to further explore particular themes of interest the participant had. In order for the researcher to encourage a degree of consistency during the interview process among the 3 participants the researcher employed the use of an aide memoire to help guide the focus of the interview without disrupting the natural course of the discussion. The interviews were recorded and were later transcribed for analysis. The recording of the interviews enabled the researcher to interact fully with the participant through the full interview and also permitted the researcher to provide a full textual account of the entire interview and everything that was said and highlighted. In the same context the survey’s created employed a non bias approach, using a broad array of questions in order to not direct or lead the participant and also to ensure that a full rich picture of the teacher’s opinions and experiences are gathered. You read "A Study about The Impact of Parental Separation" in category "Papers" The survey was created online and included 8 questions. These 8 questions ensured to not be misleading and aimed to reflect a teacher’s own views understanding and knowledge around the area of parental separation/divorce and the impact it can have on a child’s learning and development.3.5 Data analysisThemati c analysis was used in this study to analyse and interpret the data. This section provides an overview of the thematic analytical method and outlines its procedural application to the data collected in this study. Thematic analysis is a comprehensive process where researchers are enabled to identify numerous cross references between the data and the research’s evolving themes (Hayes, 1997). An inductive approach was therefore used to identify the themes. Similarly, (Marshall and Rossman, 2006) recommended that immersion in and familiarity with the research is an essential stage. Following this recommendation, the researcher transcribed each interview, thus familiarising herself with the data. Inductive analysis involved the process of discovering patterns and codes in the data (Patton, 2002). The researcher developed patterns by keeping notes on the transcripts that related to a fascinating and relevant point and used highlighters to link these codes together. It was important for the researcher to not have pre conceptions when conducting the interviews and analysing the surveys, consequently the researcher â€Å"has to explore and understand the social world through the participants’ and their own perspectives; and explanations can only be offered at the level of meaning rather than cause† (Snape and Spencer as cited in Ritchie and Lewis, 2003, p. 23). As a result the researcher ensured that all the data collected was reliable and dependable to provide clear, concise and meaningful conclusions from the data.3.6 Ethical considerationsPrior to undertaking this study, ethical approval was sought and granted by the HiberniaCollege Ethics Committee. This study was therefore conducted to the highest ethical standards in line with the Ethical Guidelines for Educational Research (BERA, 2011). When considering the ethical considerations, data protection guidelines were taken into account by the researcher. The researcher ensured that all data will be stored safely and securely in encrypted data files and hard copies of transcripts will be kept in a locked filing cabinet and all other identifiable data such as the names, phone numbers, and email addresses of participants will be stored separate from other data collected in order to ensure anonymity and confidentiality is upheld. The participants were also informed in their consent letter that they had access to the data. Keeping in line with the guidelines the researcher ensured that each participant received a clear information letter about the research area and their role. It stated that anonymity and confidentiality will be ascertained at all times. Before each interview, the participants signed a consent form and also informed that they were permitted to end the interview process at any time they wished. The prospective participants were then given time to consider their participation, without any duress, and were later contacted by the researcher for their decision. Throughout the data collection process, all interactions were carried out in a respectful and considerate manner. Interviews were conducted in the spirit of partnership, without manipulation. The names participants were not used on interview recordings and transcripts, and any identifiable information was stored separate from this data. Throughout the data collection and data analysis the researcher ensured complete commitment, reliability and integrity. In accordance to Hibernia College Dublin the data will be kept for three years after the completion of the dissertation. The researcher will ensure that the data collected is only used for the purpose for which it was gathered and will not be shared with a third person.3.7 LimitationsFirstly, the lack of experience the researcher had on conducting interviews arose as a possible limitation for conducting the research and collecting the data. In order for the researcher to gain experience and confidence in conducting interviews the researcher performed mock interviews with 3 student teachers. The mock interviews ensured that the researcher would not highlight opinions or response through facial expression and also show no bias towards the interview questions and topic (Bryman, 2004; Cohen et al., 2005 ; Reynolds, 1979). This aided the researcher when conducting the interviews with the 3 teachers to collect the data. Secondly, the interviews were semi-structured and conducted with teachers from 3 different schools. This took up a lot of time and had additional drawback on travel costs. Finally the online surveys also had its disadvantages. As the surveys were online a lot of people (teachers) tend not to take the time to complete them in comparison to a hardcopy. As a result it took longer than expected for the researcher to get back the quota of answers that was needed to give an accurate representation of the data.3.8 ConclusionIn conclusion, this chapter provided an analysis on how the researcher collected the data, taking into consideration the most appropriate methodology for this study. The researcher chose to use a mixed methods approach to collect and analysis the data collect during this research as it gives a layer of depth and validity to the research. The data collection methods complimented each other and provided valuable findings which will be presented in the next chapter. The interview process and survey analysis will allow the researcher to gain an insight into the opinions and experiences of teachers from different backgrounds, various areas and different class levels. Following the chosen appropriate methodology, the researcher took into consideration the participants, materials, method design, ethical considerations and data analysis. The participants in the study gave their informed consent to the research, their anonymity and confidentiality maintained, and they will have access to the data and findings if desired. The participants of the interview were made feel comfortable during the interview process using the appropriate interview skills. The next chapter will outline the main findings of the present research which utilised a mixed-methods approach. How to cite A Study about The Impact of Parental Separation, Papers

Context of Pharmacological Academic System †MyAssignmenthelp.com

Question: Discuss about the Context of Pharmacological Academic System. Answer: Introduction Professional nursing practice is guided by the objective of implementing strategies that support delivery of good quality care services. One such key strategy is an evidence-based nursing practice that has been well documented throughout a wide range of literature. The term evidence-based practice refers to the process of engaging in relevant research and applying the insights gained into nursing practice. Research questions come up from clinical scenarios that are complex and multifactoral. Such research questions might be aiming at questioning a certain practice or aiming at bringing about improvement in practice (Parahoo, 2014). The present paper is written on such a clinical scenario that aims to study the relationship between use of the stimulant drug and academic performance management of university student. The PICO question considered in this context is Do stimulants increase academic performance in university students? The paper would consider two peer-reviewed research pape rs relevant to the research questions. These papers would be critically analysed for understanding their credibility and importance. The next section of the paper would focus on highlighting the challenges that might be faced while applying the insights drawn from the research into practice. It would also consider discussing the alignment between the research studies and the research question considered. Authorship The present article has been co-authored by Elisabeth Hildt, Klaus Lieb and Andreas Gunter Franke. Hildt has expertise in Neuroethics and belongs to the Department of Philosophy, University Medical Centre Mainz, Germany. Lieb and Franke belong to the Department of Psychiatry and Psychotherapy. There is an absence of conflict of interest in this research paper. Research aims The study was undertaken with the research question of do university students use stimulant drugs for enhancing the cognitive functioning and successively better academic results as well as other reasons? The authors aimed at highlighting the connection between the use of stimulant drugs and students concern for academic results as well as other non-academic factors. The authors did not mention any hypothesis in this research. The researchers clarified the background of the present study. The gaps in existing literature throwing light on the use of stimulant drugs by university students were successfully highlighted by them. The researchers stated that no qualitative studies had been previously undertaken that was eminent for illustrating the present research topic. The lack of empirical data on the concerned topic motivated the researchers to undertake the study. Design The present study had a qualitative research methodology. The data collection management method was extensive face-to-face interviews held with the concerned participants. The interviews were held with the help of semi-structured questionnaire with questions that were close-ended. Three interviewers were appointed for the interview purpose along with one psychologist. Each interview was carried out with two interviewers. The complete process of interview was tape recorded. While one interviewer was responsible for engaging in communication with the respondent while the interview was being carried out, the other interviewer noted down the responses provided. The rationale behind this step was that the researchers did not want any loss of responses. Data analysis was done with the help of the process of generating transcriptions. An inductive category development method was considered for systematic data analysis. Based on the guidelines for research put forward by Chesnay (2015) it can be commented that the present researchs methodology was justified in light of the research question being addressed. Qualitative research methodology is suitable when one needs to highlight the views and feelings of respondents, as in the present case. Face-to-face interviews are crucial for extracting optimal information from the respondents since respondents can be communicated with and guided along the interview. As stated by Parahoo (2014) close-ended questions are of less importance than openended questions since they limit the responses of the participants. Nevertheless, inductive data analysis approach is appropriate for qualitative research since a summarised set of results can be achieved (Fain, 2017). The research had 18 students from the University of Mainz as participants who were healthy and without any psychiatric disorder. The students were to report non-medical use of illicit stimulants for enhancement of academic performances. The study highlighted six important categories for the life contexts in which university students use stimulant drugs. These were Context of stimulant use beyond academic performance enhancement, the Subjective experience of enhancement, Timing of consumption, Objective academic results, Side effects, Pressure to perform. The study inferred that students prefer using stimulant drugs for enhancing their cognitive ability that ultimately reflects their academic purposes. In addition, there are other multidimensional factors that lead to such practice. Strengths and weaknesses The study was significant for highlighting the contexts in which university students use stimulant drugs. The weaknesses of the study included participation bias due to the inclusion of only healthy individuals, spontaneous responses given and uncertainty in conclusion of the study. Authorship The concerned research article has been co-authored by four researchers Munro BA,Weyandt LL,Marraccini ME and Oster DR. The first, second and third authors of the paper belong to the University of Rhode Island, USA while the third author belong to the Bradley Hasbro Research Center, USA. However, the paper does not mention the affiliations and qualifications of the researchers. There is an abcence of conflict of interest in this research paper. Research aims The study was undertaken with the research question of is there any association between nonmedical use of prescription drugs (NMUPS), executive functioning and academic outcomes among college students? The researchers aimed at studying the relationship between these three variables among a certain cohort of student population belonging to five different areas of USA. The two hypothesis of the study were as follows- Students who have EF deficiencies, as indicated by the Barkley Deficits Executive Functioning Scale (BDEFS), present more likelihood of representing NMUPS use opposing to those having average EF skills NMUPS is responsible for having an modifying impact on the relationship between EF and academic performances. The researchers illustrated the background of the present research. As per the researchers, there was a dearth of prasiseworthy studies that was efficient in studying the relationship between NMUPS and EF considering cohort of student population. The present research aimed at bridging the gap in existing studies highlighting the relationship between the variables in cohorts of college students. The studies that were carried out prior to this research only considered the link between EF deficiency and reporting of prescription stimulants. The research under scrutiny was based on the principles of a quantitative research methodology. The data collection was done from the respective participants covering three variables, use of stimulant drugs, deficiency in executive functioning and acedmic performance. Use of stimulant drug was indicated by the Stimulant Survey Questionnaire (SSQ), while deficiency in executive functioning and acedmic performance were denoted by Barkley Deficits in Executive Functioning Scale (BDEFS for Adults) and Grade Point Average (GPA). The researchers used independent samples t-test and ANOVA test for testing the first and second hypothesis respectively. Based on the research guidelines presented by Tapppen (2015) it can be stated that use of quantitative research methodology was justified. This is in light of the fact that quantitative research is appropriate when the aim is to establish the relationship between confounding variables. The other advantage is that accurate data can be retrieved that is free from biases to a considerable extent. Nevertheless, since the study wanted to highlight the nature of relationship between the variables the use of correlational study design was not justified (Fain, 2017). The main findings of the study was that a notable section of the study population reported the use of NMUPS. Further, there was no dissimilarity between male and female population pertianing to this finding. The respondents stated that they used such drugs mainly for enhancing their academic grades. As the researchers had hypothesised that students having deficiency in executive functioning would be taking such drugs in more amount, it was proved correct by the study findings. The strength of the study was that a quantitative research design was considered. The weaknesses of the study were in regards to sampling error due to gender bias, and insufficiency to find a causal relationship existing among the considered three variables. Barriers for the application of evidence in practice- The case scenario of Wasim is the basis of the present paper. Adjudging the applicability of the inferences drawn from the two articles it can be stated that the conclusion drawn from the articles are not sufficient for coming up with a certain viewpoint regarding whether stimulant drugs are useful for academic performances. In case of Wasim, it can be recommended that he must not use stimulant drugs without further research that is accurate and trustworthy. This is more prominent since there are a number of weaknesses of these studies. These include sampling bias, inappropriate research methodology and uncertainty regarding author credentials. Alignment of research studies with the PICO question- The present paper aimed at addressing the PICO question Do stimulants increase academic performance in university students? through the two studies. However, the question could not be completely addressed in this context by the papers. Conclusion The present paper was significant in presenting an opportunity to critically analyse research articles. Nurses who promote evidence-based practice have been indicated to foster service delivery in alignment with the organisational objectives as well as personal goals. In this context, it is to be mentioned that the research has to be based on current and up-to-date information present on the topic being researched. Critical analysis of the research papers is important for extracting valuable insights from the research that can be applied in different contexts for resolving clinical questions. The papers highlighted multifaceted aspects of the use of stimulant drugs by university and college students. The findings of the papers can be considered for application to real life contexts under suitable conditions. In the present case, it might not be suitable to apply the insights drawn from the articles into practice. For coming to a conclusion on whether stimulant drugs are to be used fo r academic purposes by a college or university students further research is to be carried out. These studies must rest upon strong research methodologies and must be flawless as much as possible. References Chesnay, M. D. (2015). Nursing research using participatory action research. Qualitative designs and methods in nuring. Springer Publishing Company. New York. Fain, J. A. (2017).Reading, understanding, and applying nursing research. FA Davis. USA. Hildt, E., Lieb, K., Franke, A. G. (2014).Life context of pharmacological academic performance enhancement among university students - a qualitative approach.BMC Medical Ethics, 15(1), 23-23.doi:10.1186/1472-6939-15-23 Munro, B. A., Weyandt, L. L., Marraccini, M. E., Oster, D. R. (2017).The relationship between nonmedical use of prescription stimulants, executive functioning and academic outcomes.Addictive Behaviors, 65, 250-257. doi:https://dx.doi.org/10.1016/j.addbeh.2016.08.023 Parahoo, K. (2014).Nursing research: principles, process and issues. Palgrave Macmillan. UK. Tappen, R. M. (2015).Advanced nursing research.Jones Bartlett Publishers.USA.

DRINKING AND DRIVING OFFENCES Essays - Driving Under The Influence

1 "DRINKING AND DRIVING OFFENCES" My essay is on "Drinking and Driving Offences". In my essay I will tell you the various kinds of drinking and driving offences, the penalties, and the defences you can make if you are caught drinking and driving. Let me tell you about the different offences. There are six offences in drinking and driving. They are "driving while impaired", "Having care and control of a vehicle while impaired", "Driving while exceeding 80 m.g.", "Having care and control of a vehicle while exceeding 80 m.g.", "Refusing to give a breath sample", and "refusing to submit to a roadside screen test. These are all Criminal Code Offences. Now lets talk about the penalties of drinking and driving. The sentence for "refusing to give a breath sample" is usually higher than either of the "exceeding 80 m.g." offences. Consequently it is usually easier in the long run for you to give a breath sample if asked. If, for example you are convicted of "Refusing ato give a breath sample" for the first time, but was earlier convicted of "Driving while impaired", your conviction for "Refusing" will count as a second conviction, not a first, and will receive the stiffer penalty for second offences. For the first offence here is the penalty and the defences you can make. Driving a vehicle while your ability to drive is impaired by alcohol or drugs is one of the offences. Evidence of your condition can be used to convict you. This can include evidence of your general conduct, speech, ability to walk a straight line or pick up objects. The penalty of the first offences is a fine of $50.00 to $2000.00 and/or imprisonment of up to six months, and automatic suspension of licence for 3 months. The second offence penalty is imprisonment for 14 days to 1 year and automatic suspen- sion of licence for 6 months. The third offence penalty is imprisonment 2 for 3 months to 2 years (or more) and automatic suspension of licence for six months. These penalties are the same for the following offences. "Having Care and Control of a Motor Vehicle while Impaired" is another offence. Having care and control of a vehicle does not require that you be driving it. Occupying the driver's seat, even if you did not have the keys, is sufficient. Walking towards the car with the keys could be suffi- cient. Some defences are you were not impaired, or you did not have care and control because you were not in the driver's seat, did not have the keys, etc. It is not a defence that you registered below 80 m.g. on the breath- ayzer test. Having care and control depends on all circumstances. "Driving While Exceeding 80 m.g. is the next offence. Driving a vehicle, having consumed alcohol in such a quantity that the proportion of alcohol in your blood exceeds 80 miligrams of alcohol in 100 mililitres of blood. Some defences are the test was administered improperly, or the breathalyzer machine was not functioning properly. "Having Care and control of a Motor Vehicle while Exceeding 80 m.g." is the next offence I will talk about. This offence means having care and control of a vehicle whether it is in motion or not, having consumed alcohol in such a quantity that the proportion of alcohol in your blood exceeds 80 miligrams of alcohol in 100 mililitres of blood. The defences are the test was administered improperly, or the breathalyzer machine was not functioning properly. To defend against breathalyzer evidence you must understand how the test should be administered. The proper procedure for a breathalyzer test is as follows. Warming up the machine until the thermometer registers 50 degrees centigrade. This should take at least 10 minutes. The machine should then be turned to zero (by using the "adjust zero control") and a comparison ampoulel (of normal air) inserted. if the metre remains at zero, the test can proceed. An ampoule with a standard solution is then inserted. 3 If the metre reads high or low by more than .02% on two successive tests, the machine should not be used. If the trial is valid, the machine should be flushed with room air and the pointer set at start. You will then be asked to provide two breath samples, about fifteen minutes apart. Normally they will take the result of the lowest result and use it as evidence against you. "Refusing to Give a

Biography of Louis Pasteur, Health Sciences Pioneer

Biography of Louis Pasteur, Health Sciences Pioneer Louis Pasteur (December 27, 1822–September 28, 1895) was a French biologist and chemist whose breakthrough discoveries into the causes and prevention of disease ushered in the modern era of medicine. Fast Facts: Louis Pasteur Known For: Discovered pasteurization, studies of anthrax, rabies, improved medical techniquesBorn: December 27, 1822 in Dole, FranceParents: Jean-Joseph Pasteur and Jeanne-Etiennette RoquiDied: September 28, 1895 in Paris, FranceEducation: Collà ¨ge Royal at Besancon (BA, 1842; BSc 1842), Ecole Normale Supà ©rieure (MSc, 1845; Ph.D. 1847)Spouse: Marie Laurent (1826–1910, m. May 29, 1849)Children: Jeanne (1850–1859), Jean Baptiste (1851–1908), Cà ©cile (1853–1866), Marie Louise (1858–1934),  Camille (1863–1865) Early Life Louis Pasteur was born December 27, 1822 in Dole, France, into a Catholic family. He was the third child and only son of  poorly educated tanner Jean-Joseph Pasteur and his wife Jeanne-Etiennette Roqui. He attended primary school when he was 9 years old, and at that time he didnt show any particular interest in the sciences. He was, however, quite a good artist. In 1839, he was accepted to the  Collà ¨ge Royal at Besancon, from which he graduated with both a BA and a BSc in 1842 with honors in physics, mathematics, Latin, and drawing, gaining. He later attended the prestigious Ecole Normale Supà ©rieure  to study physics and chemistry, specializing in crystals, and obtaining the French equivalents of an MSc (1845) and a Ph.D. (1847). He served briefly as a professor of physics at the Lycee in Dijon, and later became a professor of chemistry at the University of Strasbourg. Marriage and Family It was at the University of Strasbourg that Pasteur met Marie Laurent, the daughter of the universitys rector; she would become Louis secretary and writing assistant. The couple married on  May 29, 1849,  and had  five children: Jeanne (1850–1859), Jean Baptiste (1851–1908), Cà ©cile (1853–1866), Marie Louise (1858–1934), and Camille (1863–1865). Only two of his children survived to  adulthood: the other three  died of typhoid fever, perhaps leading to Pasteurs drive to save people from disease.   Accomplishments Over the course of his career, Pasteur conducted research that ushered in the modern era of medicine and science. Thanks to his discoveries, people could now live  longer and healthier lives. His early work  with the wine growers of France, in which he developed a way to pasteurize and kill germs as part of the fermentation process, meant that all kinds of liquids could now be safely brought to market- wine, milk, and even beer. He was even granted U.S. patent 135,245 for Improvement in Brewing Beer and Ale Pasteurization.   Additional accomplishments included his discovery of a cure for a certain disease that affected silkworms, which was a tremendous boon to the textile industry. He also found cures for chicken cholera, anthrax in sheep, and rabies in humans. The Pasteur Institute In 1857, Pasteur moved to Paris, where he took up a series of professorships. Personally, Pasteur lost three of his own children to typhoid during this period, and in 1868, he suffered a debilitating stroke, which left him partially paralyzed for the rest of his life. He opened the Pasteur Institute in 1888, with the stated purpose of the treatment of rabies and the study of virulent and contagious diseases. The Institute pioneered studies in microbiology, and held  the  first-ever class in the new discipline in 1889. Starting in 1891, Pasteur began to open other Institutes throughout Europe to advance his ideas. Today, there are  32 Pasteur institutes or hospitals in 29 countries throughout the world. The Germ Theory of Disease During Louis Pasteurs lifetime it was not easy for him to convince others of his ideas, which were controversial in their time but are considered absolutely correct today. Pasteur fought to convince surgeons that germs existed and that they were the cause of disease, not bad air, the prevailing theory up to that point. Furthermore, he insisted that germs could be spread via human contact and even medical instruments, and that killing germs through pasteurization and sterilization was imperative to preventing the spread of disease. In addition, Pasteur advanced the study of virology. His  work with rabies led him to realize that weak forms of disease  could be used as an immunization against stronger forms.   Famous Quotes Did you ever observe to whom the accidents happen? Chance favors only the prepared mind. Science knows no country, because knowledge belongs to humanity, and is the torch which illuminates the world. Controversy   A few historians disagree with the accepted wisdom regarding Pasteurs discoveries. At the centennial of the biologists death in 1995, a historian specializing in science, Gerald L. Geison  (1943–2001), published a book analyzing Pasteurs private notebooks, which had only been made public about a decade earlier. In The Private Science of Louis Pasteur, Geison asserted that Pasteur had given misleading accounts about many of his important discoveries. Still, other critics labeled him a fraud. Death Louis Pasteur continued to work at the Pasteur Institute until June 1895, when he retired because of his increasing illness. He died on September 28, 1895, after suffering multiple strokes. Legacy Pasteur was complicated: inconsistencies and misrepresentations identified by Geison in Pasteurs notebooks show that he was not just an experimenter, but a powerful combatant, orator, and writer, who did distort facts to sway opinions and promote himself and his causes. Nevertheless, his accomplishments were tremendous- in particular his anthrax and rabies studies, the importance of handwashing and sterilization in surgery, and most importantly, ushering in the era of the vaccine. These accomplishments continue to inspire and cure millions of people. Sources Berche, P. Louis Pasteur, from Crystals of Life to Vaccination. Clinical Microbiology and Infection 18 (2012): 1–6.Debrà ©, Patrice. Louis Pasteur. Trans. Forster, Elborg. Baltimore, Maryland: Johns Hopkins University Press, 1998.Geison, Gerald L. The Private Science of Louis Pasteur. Princeton, New Jersey: Princeton University Press, 1995.  Lanska, D. J. Pasteur, Louis. Encyclopedia of the Neurological Sciences (Second Edition). Eds. Aminoff, Michael J. and Robert B. Daroff. Oxford: Academic Press, 2014. 841–45.Ligon, B. Lee. Biography: Louis Pasteur: A Controversial Figure in a Debate on Scientific Ethics. Seminars in Pediatric Infectious Diseases 13.2 (2002): 134–41.Martinez-Palomo, Adolfo. The Science of Louis Pasteur: A Reconsideration. The Quarterly Review of Biology 76.1 (2001): 37–45.Tulchinsky, Theodore H. Chapter 6: Pasteur on Microbes and Infectious Diseases. Case Studies in Public Health. Ed. Tulchinsky, Theodore H.: Academic Press, 2018. 10 1–16.

Genetics and hybrid animal technology Essay Example | Topics and Well Written Essays - 2000 words

Genetics and hybrid animal technology - Essay Example Genetic and hybrid animal technology describes a group of techniques that are applied to modify or manipulate the genetic make-up of organisms using recombinant DNA. According to Montaldo (2006), the technique allows for identification, replication, modification and the transfer of cells or tissues and, in some cases the complete organism. On a wider perspective, the technology, which entails the incorporation of DNA markers for selection, aims at improving the quality of breeding and the subsequent offspring. The technology relies on genetic information of animals in order to effect the improvement. Animal selection is usually done by understanding the effect the genes to be transferred will have the same. According to Montaldo (2006), the transfer of a particular gene depends on the expected advantages it is likely to proffer to the animal. The following techniques are used in genetic and hybrid animal technology. Transgenics: This is the most common technique applied in hybrid animal technology. Also referred to as recombinant DNA, the technique involves the transfer of a particular trait from one organism to the other (Bioscience, 2015). In transgenic, the gene splicing method facilitates the introduction of a gene for a required trait from one organism to the other. Upon the successful transfer, new DNA is integrated into the second animal’s genetic material, and this leads to the creation of a transgenic animal (Montaldo, 2006). The transgenic animal acquires new characteristics following the alteration of its protein makeup. Cloning: In this technique, nucleus of differentiated adult cells is moved to an oocyte without of nucleus (Bioscience, 2015). The result is the production of several copies of almost the same animals (Bioscience, 2015). According to Bioscience (2015), this technique is used in producing copies of animals with superior traits such as high milk production and wool

A Murder to Report Essay Example | Topics and Well Written Essays - 1500 words

A Murder to Report - Essay Example He is short and stout but he is greatly feared for his accusing tongue and fierce looks. The play opens with the main cast of the movie series â€Å"A Murder to Report† namely, Karen Lam and James Hunter, seated on a couch at the center of the stage. The talk show host, Herman Fox on the other hand is seated on a fancy settee angled ninety degrees from the couch. The stage is set so that Lam, Hunter and Fox can easily adjust themselves to look at each other and look at the audience at the same time. Behind them is a big screen where cuts from the movie are being shown. The three people on the stage are facing the screen while the shots are being run. After the last picture, Lam, Hunter and Fox all turn toward the audience. Herman Fox: (Smiles at the audience and with an obviously well-practiced professional voice, he greets the audience) Good evening everyone! I am glad to present to you the stars of the new movie series entitled â€Å"A Murder to Report†. This is an interesting movie because it portrays the lives of reporters like me. Unfortunately, we do not have our main host tonight, Stanley Peters. For some reason, Peters cannot be contacted through his mobile phone. On the other hand, the male protagonist, Charlie Sterns was unable to make it as well. The two are known to be buddies so perhaps they have met each other somewhere instead of here (Fox smirks). Anyway, I hope their absence will not be too obvious after we give you a good talk show tonight. So, let us start with Karen Lam, the protagonist. How does it feel to play the main role considering that you are new in the industry? Karen Lam: Well, honestly, I am quite honored that I have been given the chance to have the main role of a good movie series. Obviously, I am also nervous about the whole thing because I do not know how the people will react to my character and acting. Fox: Oh, yes.

Ethic and Social Impacts on Crime Assignment Example | Topics and Well Written Essays - 250 words

Ethic and Social Impacts on Crime - Assignment Example This has led the tribe people to lose livestock, livelihood, and lifestyle.    Mbuba (2011) reported that this apparent situation relies heavily on the legislation of these East African countries, on how will they be able to handle the problem of crime of rural areas where police patrols are not available and the authority of tribal elders are more dynamic. Mbuba identified another factor on why crime reporting is unpopular among tribe people. These communities are described as transitional communities at which there is a â€Å"somewhat inevitable developmental stage of society that intervenes between fully functional social relations characterized by the rule of law, on one hand, and the informal traditional arrangements†¦Ã¢â‚¬  It was also reported that there is tranquillity in policing transitional societies. Apparently there is â€Å"law enforcement monopoly whereby the police administration is routinely reluctant to embrace any mechanisms for sharing with the rest of the community members the responsibility for ensuring safety for all† (Mark s, Shearing, & Wood, 2009). The authority of Chief and Sub-Chiefs in crime prevention is so crucial that a separate law was made in order to specify, elaborate, and clarify the limit of power of the two tribe officers. Mbuba, J. (2011). Approaches to crime control and order Maintenance in Transitional Societies: The Role of Village Headmen, Chiefs, Sub-Chiefs and Administration Police in Rural Kenya. African Journal of Criminology and Justice Studies. Retrieved from http://www.faqs.org/periodicals/201104/2367231161.html Tribal Elders Agree to End Years of Conflict. (2005). United States Agency for International Development (USAID). Retrieved from

Mass Object Affect Falling Speed Liquid Environmental Sciences Essay

Mass Object Affect Falling Speed Liquid Environmental Sciences Essay The purpose of this experiment was to determine how a mass of an object would affect its speed when sinking through glycerin or water. I became interested in this idea when watching a movie on submarines which are designed to be able to travel through water at high speeds. I knew before I started my investigation that glycerin is heavier than water, thus glycerin will slow down the speed of a falling object. I also knew that the heaviest object falls faster than the light objects due to my knowledge and observation of a falling stone which is obviously faster than a falling bird feather. Why the investigation is important? The problem was important to investigate because when I was watching a movie about submarine, I wondered about submarine as being a heavy object and how it travels through water so smoothly with very high speed. I was trying to see if objects mass affects the speed it travels through water. The speed of falling weights through water and glycerin is tested in this research. I think that the heaviest weight will be the first to fall. The materials used in my experiment are cylinder, 3 different weights, stopwatch, water and glycerin. The results turned out to be that the heaviest weight reached the bottom of the cylinder first, while the second was the middle weight and the lightest weight was the last. Thus my hypothesis turned out to be correct as the heaviest weight fell in the shortest time. I have also observed that it is really difficult to maintain the same amount of force on each weight, as a workaround the same dropper dropped the 3 weights from the same distance. For further research enhancement, I suggest that weight should have been hanged on U shape wood board freely and use scissors to release the weights to ensure that no external force was added to the weight. Also tested weights need to be of the same shape and size to eliminate any additional variables. I have really gained lots of information about gravity, weights and fluid friction. Background Information Aristotle theorized that heavy objects accelerate faster than lighter ones. Galileo observed the dropping of varies masses from the Leaning Tower of Pisa. He noticed that the acceleration is independent of their mass which leads him to a conclusion that a falling or rolling objects appeared to accelerate at the same rate independently of their mass. Aristotles theory was based on the philosophy of logic in that it seemed obvious that heavier objects would fall faster than light objects, while Galileos theory was based on actual observation and experimentation. Galileo Italian physicist, mathematician and philosopher Aristotle Greek philosopher (384 BC 322 BC) (15 February 1564Â   8 January 1642) Summarizing Aristotles View and Galileos experiment Aristotle held that there are two kinds of motion for objects, natural and unnatural. Unnatural (or violent) motion is when something is being pushed, and in this case the speed of motion is proportional to the force of the push. Natural motion is when something is seeking its natural place in the universe, such as a stone fall. For the natural motion of heavy objects falling to earth, Aristotle stated that the speed of fall was directly proportional to the weight, and indirectly proportional to the density of the medium the body was falling through. Galileo has done multiple experiments to answer the question that heavy objects fall at practically the same rate. Observation wont only answer this question as all objects fall too fast. To make any kind of measurement of the speed, the motion must somehow be slowed down. Thats why I have selected Glycerin instead of water to slow down the speed of a falling object!!!!! Mass and Weight The mass of an object is measure of the amount of matter in the object. While the weight of an object is defined as the force of gravity on the object and may be considered as the mass times the acceleration of gravity, w= mg. While the real weight of a human is determined by his mass and the acceleration of gravity. Falling objects holds a force thats much high than its weight. Weightlessness While the real weight of a human is determined by his mass and the acceleration of gravity, ones real or effective weight comes from the fact that he is supported by other objects like floor, chair and table. If all the supported objects are removed all of a sudden the person will begin to fall freely and he feels weightless Thus weightlessness refers to a state of being in free fall. The state of weightlessness can be reached in quite a lot of ways, all of which involve significant physical principles as seen in below figures. What is Friction? A friction is the wicked force of all motions. Regardless if you throw an object to the right the friction switches the direction of the falling object so we call it the opposite wicked force. Friction is actually a force that appears whenever two things are rubbed against each other. Although two objects might look smooth, microscopically, theyre very rough and jagged, as seen in below picture: As objects slide against each other, a crush and drag force against each other is produced. This is where friction comes from. Friction is useful as it has a lot to do with our daily life. Without it, we wouldnt be able to walk, sit in a chair, climb stairs, or use a mouse to surf the web. Everything would just keep slipping and falling all over the place. Fluid friction Fluid friction is what happens with liquids and gases (In Physics, liquids and gases are both called fluids) Fluid friction depends on how thick the fluid is (its viscosity), objects shape and objects speed. Aircraft and car designers want to reduce drag, so that they can go fast without having to waste too much fuel. To reduce friction, we need a shape that the fluid can flow past easily and smoothly. This tends to mean using long, pointed, streamlined shapes. Speed, Acceleration and Forces Speed is how fast an objects position changes with time at any given moment. A car traveling 70 KM per hour is traveling faster than a car with a speed of 40 KM per hour. Average Speed is the total distance traveled by the amount of time. The description of both speed and direction of a moving object is its velocity. Two objects can have the same speed but different velocities if they are moving in different directions. When a moving objects velocity increases with time, the object is accelerating. The acceleration of an object falling freely near Earths surface due to gravity is called a G. A force is a push or pull exerted by one object on another. Forces change the motion of objects. Friction is a force that opposes the motion of an object sliding over another. Friction acts any time the surfaces of objects are in contact. When an object moves through a gas, such as air, or any liquid, there is forces that resist motion. This force is called drag force. As an object moves through the air, the air molecules hit into it (a drag force) and cause the object to slow down. Drag force depends on speed. The faster the speed, the greater the drag force. Gravity is a force of attraction that exists between all objects with mass. The force of gravity between two objects depends on the masses of the two objects and the distance between the objects. The closer the objects are to each other, the stronger the force of gravity exerted on each other. The force of gravity between Earth and any other object is called the weight of the object. Sources of Error: The sources of error in this project were mainly human error; the dropper can not exactly maintain the same external force on dropping the weight, the stopwatch holder could waste some seconds before stopping the watch. I have encountered and taken care of another error by changing the research topic slightly as I wanted to test the speed of falling balls with different weights (ping pong, Squash and Golf) in glycerin, but the ping pong and the squash ball float in the glycerin. That is why I used 3 different weights instead of the 3 balls. Applications of investigations: I think that engineers creating submarines or any under water traveling objects will greatly benefit from my research. Further Research: Next time I will try to be more accurate in my experiment by using different weights with same size and shape and try to get rid of human error as much as possible.

Annabel Lee Essay -- Literary Analysis, Edgar Allan Poe

A great poem shocks us into another order of perception. It points beyond language to something still more essential. It ushers us into an experience so moving and true that we feel at ease. In bad or indifferent poetry, words are all there is. Edgar Allan Poe’s poem â€Å"Annabel Lee† is a great poem, not because it is popular or it is classic, but because of its underlining message. â€Å"Annabel Lee† is a poem of death, love, and beauty. It captures the narrator’s interpretation of these three ideas through his feelings and thoughts for one woman. The narrator, Edgar Allan Poe, becomes infatuated at a young age with the character in the poem, Annabel Lee. Even after she passes away, his love for her only increases and only becomes stronger, revealing that they were meant to last forever. So, it is clear that in â€Å"Annabel Lee† Edgar Allan Poe depicts the death of a lovely woman, his lovely woman in words of eternal love. It all started â€Å"many and many a year ago, in a kingdom by the sea† (Poe 1-2). They fell in love when they were just little children in the kingdom by the sea, which portrays a fantasy setting. It makes it seem like a fairy tale, like a paradise on Earth, not very real, not very true, but Poe shows otherwise. The fantasy setting intensifies their relationship and also indicates that both Annabel Lee and Poe came from two different worlds, but through love, it became easy to see each other as a union of both places. They â€Å"loved with a love that was more than love† (Poe 9), a love so strong and powerful that nothing could come in between. In fact, the emotion they shared amongst each other was more than just love. â€Å"But our love it was stronger by far than the love† (Poe 27). That emotion was far greater than ... ... eternal and alive. â€Å"Annabel Lee†, by Edgar Allan Poe, is a work of art portraying loss, love, and beauty. The narrator, Poe, grieves over the loss of his one true love, his lovely woman. Every thought, every feeling, and every dream that he encountered, had so much to do with the love he shared with his darling. She was the dearest to him, so dear that she was his entire life. Without her, there was nothing in his life; his life was left empty, blank, and hollow. For this, he could not see himself separated by her and therefore, he kept her by his side through everything. The highest of angels, known as â€Å"winged seraphs of Heaven† (Poe 11), couldn’t even come between them. They had something special, something that was ignorant to all bad, and something that was just innocent and pure. They had the emotions, feelings, and experience of everlasting love.

Philosophy †Conscience (90/90) Essay

Discuss critically the view that we should always follow our conscience when making ethical decisions It has traditionally been proposed that the conscience is an established body of authority, essentially justifying the view that it should be ‘followed’. Many notable figures throughout history – Aquinas, Butler, Plato, Freud – have structurally placed it in a potent rà ¯Ã‚ ¿Ã‚ ½le. Whether this is by means of tripartite analogies, hierarchical standing or even religious eminence, the conscience serves a theoretical, and indeed practical, function as the human and societal arbiter. But then, there is also a possible disparity between the states of individual and collective conscience, contributing to the difficulties in determining which conscience is more suited to enacting ‘ethical decisions’. This predicates an interesting dichotomy: the conscience either does not maintain this degree of control or, conversely, the conscience’s increased social standing grants it an even greater level of authority. It can similarly be questioned whet her or not the conscience’s proposed supremacy necessitates an individual’s reliance on it, or even, whether it is needed at all. Ideas in connection with the conscience are far-reaching. The notion of ‘ethical decisions’ being governed by the conscience implies that there is a principal rà ¯Ã‚ ¿Ã‚ ½le the conscience must play in enacting them. But, as addressed above, there are solid questions over its reliability: its seemingly potent position and even its existence. My argument follows an objective line, paying close attention to that factor in which man is of sole importance. The human being is the entity the conscience must work alongside, and vice versa. There is a clear discrepancy between common definitions of ‘consciousness’, in turn emphasising the inconsistency of thought on the matter. The Collins Dictionary, for example, defines ‘consciousness’ as being â€Å"aware of one’s surroundings†1; in contrast with the Concise Oxford Dictionary which classifies it as being â€Å"aware of and responding to one’s surroundings†2. Herein, at the outset, lies an issue. ‘Surroundings’ and conditions are clearly noted by both definitions, yet the human acknowledgement and ‘response’ to them are not so. This irregularity is highly relevant when trying to determine the conscience’s rà ¯Ã‚ ¿Ã‚ ½le in the individual’s ‘decision’-making. The mind’s influence on the individual, the individual’s place in society, and, indeed, individuals themselves, are key to this matter. ***************** â€Å"May God himself, the God of peace, sanctify you through and through. May your whole spirit, soul and body be kept blameless at the coming of our Lord Jesus Christ† 3 Presented above is the Biblical proposition most considered to be supportive of the tripartite theory of the Godhead. Theologically, ‘three’ has been a consistent Biblical presence, â€Å"It should be noted at the outset that the Biblical authors’ use of the number three is abundantly attested†4 – The Holy Trinity, Noah’s three sons and Job’s three daughters being notable cases of this. Accordingly, the human being consists of ‘three’ separate elements; either ‘body’, ‘soul’ and ‘spirit’, as is noted above, or, most applicable to the question of conscience: i) appetites ii) affections, and iii) reason – the latter having familiar associations with the conscience. But where does this come into the idea of ‘following’ one’s conscience? Simply put, it is the idea that the conscience is dominant in its essence; that theologians, philosophers and psychologists throughout times past have placed it above appetites and affections. Noted examples of this are Aquinas’ ‘Hierarchy of Being’, Plato’s ‘Allegory of the Chariot’, Freud’s idea of the id, ego and superego, and others; all leading to one literally presented conclusion – conscience is ‘boss’, and ergo, should be ‘followed’. Thomistic philosophy places the conscience in a divine rank; alongside the Bible, the Church and Mankind as a whole. It is divine and institutional law; guided through human mechanisms by the Synderesis Rule: â€Å"the innate principle in the moral consciousness of every person which directs the agent to good and restrains him from evil†5. This can be seen to relate directly to the idea of a benevolent conscience making ‘ethical decisions’ – ‘good’ being the ultimate goal. Butler takes a similar position – â€Å"man is born to virtue†6 – ‘self love’ and ‘benevolence’ being the individual’s guide. But, one might ask whether the apparent requirement to do ‘good’ is really an objective balance. Can one really make an ‘ethical decision’ without knowing the evil? 7 Aquinas asserted five primary precepts which the conscience formulates in an ‘ethical’ judgement – self preservation and preservation of the innocent, continuation of the species, education of children, living in a society and worshipping God. Despite the need for these to be followed, and, of course, definitive of how we make ‘ethical decisions’, it is the fifth that one finds enticing for this particular study. ‘Worshipping God’, the church – a state of authority – or, indeed, perceived authority, guiding our actions. It conforms to the hierarchy of being (an apt link with the tripartite theory) and is a premise for God’s ‘benign tyranny’. God is the pure form of Reason, and is so at the top of the hierarchy, subordinated by mankind – affections – and animals – pure appetite. By this we can see that this hierarchical method is multi-levelled – the human being comprises these attributes just as a collective hierarchy does. They are simply metaphors for the conscience’s divine authority on a bodily and societal level. This is further supported by Plato’s ‘Allegory of the Chariot’; the charioteer representing Intellect/Reason/Conscience, the white horse signifying the aforementioned morals and affections, and the black horse symbolising appetites. One might be too facetious in making this interpretation but the use of a horse somewhat indicates that human beings are majorly of beastly appetites, other than reason – are we God’s ‘beasts’ as it were? Plato himself judged that: â€Å"man†¦is a tame or civilized animal; nevertheless, he requires proper instruction and a fortunate nature, and then of all animals he becomes the most divine and most civilized; but if he be insufficiently or ill-educated he is the most savage of earthly creatures.†8 Yet, he conversely gives the analogous horse human traits: â€Å"he is a lover of honour and modesty and temperance, and the follower of true glory; he needs no touch of the whip, but is guided by word and admonition only.†9 Even more interesting is Plato’s use of a human being in God’s rà ¯Ã‚ ¿Ã‚ ½le. This gives two ideas; God is either being anthropomorphised (putting him in inferior standing) or, alternatively, human conscience is God-ly10 – maybe God is our conscience. Maybe He is mankind. Newman supports the former idea; â€Å"an echo implies a voice; a voice, a speaker. That speaker I love and revere†11, by the literal hearing of voices. The ‘speaker’ is the indwelling voice – the conscience – and the reverberation of God’s direct message. Here, on the surface, we can clearly see, due to the divine cloud hanging over this matter (‘God is good’), that the conscience should be ‘followed’ when making ‘ethical decisions’. Yet, one might ask the fundamental question of whether the conscience is worthy of its place above appetites and affections. The empiricist, David Hume, makes his opinion on the matter quite clear: â€Å"reason is, and ought only to be the slave of the passions, and can never pretend to any other office than to serve and obey them†12. He provides a clear argument against ‘always’ ‘following’ our conscience when making ‘ethical decisions’, in favour of our appetites. One might take the view that our primitive nature, without the influence of our conscience and an interventionist (or determinant) society is more equipped to make ‘ethical decisions’. Indeed, the Reformation encouraged the break-away from the Church of Rome and set the individual conscience, not ecclesiastical authority, at the centre of religious life. As will be addressed in further detail later, if our conscience is distorted by society the individual may not be in full control of his own ‘ethical decisions’. One could conversely argue, however, that, as Plato seemingly hinted at above, Hume degrades humanity to the level of animals; that we have no power to reason and therefore cannot achieve ‘God-liness’ or make ‘ethical decisions’ at all. Plato supplemented the ideas purveyed by his ‘Allegory of the Chariot’ through another work The Republic, which, for this essay, provides the basis for examination of the relationship between individual and societal conscience. As with Aquinas, it is a question of hierarchy. The workers – appetite followers – and the soldiers – protectors of the state and morals – are both subservient to the philosopher-kings – the embodiment of reason. Plato’s view was that of an elitist society with the core conscience in charge; â€Å"knowledge is power†13 (â€Å"Conscience is king†14) or, as I might conversely argue, ‘power is knowledge’ (‘King is conscience’). One can draw parallels with Orwell’s dystopian novel Nineteen Eighty-Four, which, for me, offers an even more appropriate portrayal of this idea: the lowly ‘proles’ comprising the vast majority of society – governed by appetites – the Outer Party – controlled by state values and propaganda, morals, affections – and the Inner Party and Big Brother, the core of the state; the quintessence of the conscience, â€Å"it is impossible to see reality except by looking through the eyes of the Party†15. These two examples demonstrate the conscience of the individual being mirrored in society. It raises issues as to whether the conscience of the collective should be ‘followed’ when making ‘ethical decisions’ as opposed to that of the limited individual; â€Å"only in the mind of the party, which is collective and immortal†16 – drawing distinctly Marxist parallels, and, perhaps more relevantly, conforming to the Thomistic precept of ‘living in a society’. One can link this to the thoughts of Soloveychik; that â€Å"conscience can’t be someone’s own. Conscience is both personal and universal†17. The pluralism, ‘we’, established in the initial proposition is markedly addressed with these connections to societal conscience. One extremity that may arise from this elitist, authoritarian ideal, however, is the issue of mind-control (â€Å"Big Brother Is Watching You†). A conscientious hierarchical society controlling the psyche of the masses may fulfil the rà ¯Ã‚ ¿Ã‚ ½le of the individual in a more oblique, inflated manner. Appetites, affection and reason being governed by class structure; bringing about a socially solidified conscience. One might apply this to F.H. Bradley’s personification: â€Å"our function [is] as an organ† in a â€Å"social organism†. Thus, if conscience is uniform among individuals, why might ‘ethical decisions’ not be carried out similarly? Baruch Spinoza believed that God’s knowledge is distilled through humanity: â€Å"an idea is adequate and perfect insofar as it represents knowledge of the eternal and infinite essence of God†18. Giving further substance to the idea of an individual’s morals (their ‘ethical’ make-up) being reflected on a collective level. Hume, however, argues against this, â€Å"nothing is more surprising than the easiness with which the many are governed by the few†19, pondering the dominance of a reasoned minority – the collective’s core conscience – in turn eradicating the starting point for this theory. An answer to the issue in the proposition, however, is still not possible at this point. One cannot yet determine whether the conscience should be ‘followed’ when making ‘ethical decisions’ because of the sheer amount of subjectivity over the ethics of elitism. Still, the plausibility of a societal conscience maintaining this degree of authority is questionable. Despite the seemingly loose connections mentioned above, the conscience of the collective is undoubtedly dissimilar to that of the individual. The juxtaposed issues of freedom and conflicting individual mentality are enough in themselves to maintain this viewpoint. Obviously, this makes us question whether making references to literal states of authority is actually worthwhile. The individual has a conscience which both conflicts and complements the state/collective consciousness. Linking to the above issue, are governments/collectives always an objective balance? Seemingly, there are corrupt governments; history has shown there to be corruption in the Church and other elements of society that control the individual’s mindset. Yet it is indubitably the case that the mind (and conscience) is always influenced by the society in which it operates. This presents a mind-blowing paradox. Society is not only determined by a central conscience but the conscience of the individual is conversely determined by society. This might then suggest that whatever the case, the sole function that drives societal conditions, indirectly assumes its authority over the individual. J.B Watson – the ‘Father of Behaviourism’ – proposed: â€Å"give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select† 20 He places himself – a core being with societal influence – in an authoritative position over specified individuals. This can be compared with the Freudian idea that the superego develops throughout childhood by external influences. The human being is born with the id; the basis for appetites, eros (sex) and thanatos (death) drives – these drives could interestingly be seen in a belligerently potent rà ¯Ã‚ ¿Ã‚ ½le, supporting the idea of appetital authority à ¯Ã‚ ¿Ã‚ ½ la Hume. Subsequently, the ego develops; the presentable faà ¯Ã‚ ¿Ã‚ ½ade that we apply to the world; our affections. Then the superego, our reason and conscience; the irrefutable censor of the human mind. It develops throughout childhood. In tandem with the environmental development, or determinism, mentioned above, â€Å"children are completely egoistic; they feel their needs intensely and strive ruthlessly to satisfy them†21. So by this then, we can see that the tripartite, ‘three’; is a consistent literal basis for the presentation of the conscience. I would, however, question whether this is a valuable method by which to present its authority. There are obvious differences between the theories presented by each of these figures; Freud – socio-psychological; Aquinas – religious; Plato – the soul. These differences mean something. For one, each has specific rà ¯Ã‚ ¿Ã‚ ½les. Some may apply strictly to societal conscience (Plato’s Republic and Orwell’s Nineteen Eighty-Four), others may apply merely to the individual (Freud and Plato’s ‘Allegory of the Chariot’). It is nonetheless interesting that the tripartite is consistent throughout different periods and cultures. Ultimately, it comes to the point where one must consult Freud’s verdict to prove what these give us, â€Å"analogies, it is true, decide nothing, but they can make on e feel more at home†22. How else, then, can the conscience be interpreted authoritatively and conclusive of how we make ‘ethical decisions’? Put simply, the conscience is an alarm: it is disturbing; it forces the individual to put themselves in uncomfortable situations and concurrently feel the effects of these. Although there are religious sides to this, for example, the threat, â€Å"he who acts against his conscience loses his soul†23, the principal factor here is indeed guilt. Of course, guilt is the one thing that the layman will consider alongside the conscience. Conscience is guilt to many. The objective conscience works by putting the individual at a discomfort, Freud believing that guilt is the consequence of not obeying it. Dostoyevsky provides a fine example of this in his notorious work Crime and Punishment, where the protagonist, Rodion Raskolnikov, experiences continual mental anguish following his homicidal actions. The novel gives the idea of mental demons – â€Å"If he has a conscience he will suffer for his mistake. That will be punishment as well as the prison.†24 Rodion’s shame ultimately forces him to confess. He ‘follows’ his guilty conscience to make an ‘ethical decision’. This issue is also given great attention in Shakespeare’s tragedy, Hamlet, in which the king, Claudius, comes to realise, in retrospect, the implications of his fratricide; â€Å"my stronger guilt defeats my strong intent†25. He is, however, prone to continuing his murderous tendencies. Although this is a literary construction, one might suggest that Claudius reverts to his thanatos drive, the superego not taking precedence. Another interpretation is that he adheres to the belief that you â€Å"perform a sin twice and it will cease to be a crime†26, providing a distinctly self-centred stance. Above all, however, this notion of guilt leads us to question whether the conscience’s precedence actually does entail our reliance on it. If the conscience can be seen to be malicious one might assume it is not all good or a worthy mechanism by which to make ‘ethical decisions’. Should we ‘always’ ‘follow’ our conscience if it occasionally encourages us to impart malevolence towards others? Yet, admittedly, I have placed the conscience, somewhat clumsily, in a potent rà ¯Ã‚ ¿Ã‚ ½le by inappropriately treating it as an inanimate transcendent ‘object’. ‘The conscience’ is a misleading phrase – it can not be addressed in literal terms as the above-mentioned figures and I have done so. It is an ambiguous concept; a culmination of ideas, not a figurehead or core being that people must obey. In doing this I have partially neglected the fundamental points initially outlined; those of human response to the conscience, as well as the issue of ‘ethical decisions’. The point is that the human being is its conscience – they work in tandem – yet the individual conscience is contingent on the social conscience and vice versa. It is an eternal cog of human reasoning, working jointly to maintain relations and prevent wrongdoing. There is a deterministic problem associated with this question: if the conscience is a necessary mechanism then seemingly we cannot escape it – ‘always’ following our conscience places it in a more authoritative rà ¯Ã‚ ¿Ã‚ ½le than a judicial one. Aquinas, for one, believed that ‘following’ our conscience is ‘always’ right despite it not necessarily entailing good – is this really the kind of mindset we want when making ‘ethical decisions’? If one is to take Hume’s view of appetital dominance, the human essence being the guidance of our nature, we can, to an extent, countermand this. One might argue that the conscience is just a constraint on our essential urges. A constraint on the collective’s blossoming; Sartre asserting that â€Å"we must act out passion before we can feel it†27. Even today in such a complex, interlaced world there is a question over whether our primitive essence would beget greater happiness. Not at all am I suggesting that humans should revert to being primal, nor that happiness should be the human race’s ultimate goal, but, in terms of making ‘ethical decisions’, must one rely on the conscience? Indeed, there is a danger that reliance on appetites would encourage societal and individual regression. Hence, a viable alternative must be suggested. For me, this comes in the form of Social Darwinism (‘survival of the fittest’); that mankind evolves by means of competition, â€Å"the very essence of instinct is that it’s followed independently of reason†28. Darwin appeared to prioritise appetites; using them as a means for societal progression. One might assert that this ideal comes closest to loosening the fetters of both individual conscience and societal restraint, whilst not jeopardising our future. In answering the question, the various examples presented in this essay – of the conscience being dominant in its essence – suggest to me that in any case the conscience deters our ‘decision’-making. Indeed, if we feel by any means constrained we are unable to make pure, objective ‘ethical decisions’, ergo, we should not be subservient to the conscience when making them. 1 Collins Dictionary & Thesaurus: Two books in one, 2004 2 Concise Oxford Dictionary: Tenth Edition, 1999 3 1 Thessalonians 5:23 4 Richard D. Patterson, The Third Day Motif, The Use Of Three In The Bible 5 The Internet Encyclopaedia of Philosophy 6 Joseph Butler. Class notes. 7 This is addressed further with the issue of guilt later on. 8 Plato, The Republic 9 Plato, Phaedrus 10 This is intended to mean the essence of God, rather than merely ‘god-like’ attributes. 11 Pope’s Letter On Newman 12 David Hume 13 Sir Francis Bacon 14 Joseph Butler 15 Nineteen Eighty-Four, Part 2, Chapter 2 16 Nineteen Eighty-Four, Part 2, Chapter 2 17 Simon Soloveychik, Free Man 18 Spinoza’s Ethics 19 David Hume 20 John B. Watson 21 Sigmund Freud 22 Sigmund Freud 23 Fourth Lateran Council 24 Fyodor Dostoyevsky, Crime and Punishment, Chapter 19 25 Hamlet, Act 3 Scene 3, l. 40 26 Jewish commentary 27 Jean-Paul Sartre 28 Charles Darwin

Describing Locations Essays

Describing Locations Essays Describing Locations Essay Describing Locations Essay Name: Instructor: Course: Date: Describing Locations The first location is part of a garden during the middle of the day. The garden is probably cultivated by a gardener and has the characteristics of an individual’s backyard. Next to the garden is a white steel railing. The railing implies that there could be steps next to the garden which serves to reinforce the theory that the garden was planted and tended by human beings and eliminates the idea that it was natural. The choice of scenery was also simple and interesting. Next to the railing from the staircase to the garden and the railing is painted white and leads to the flat terrace at the start of the garden. There are light green shrubs with little yellow flowers and a few odd red ones. The landscaping as one goes towards the pond is minimal with a medium-sized stone and a small-leafed shrub that was trimmed in a circular fashion. The uneven and patchy surface that precedes the garden gives an earthy feeling if one looks at the patches in the terracing. Apart from that, the mosaic artwork on the floor portrays continuity and tranquility. The aesthetic beauty of the garden can easily be noticeable from the bright green shrubs and the individual yellow flowers. The individual flowers, the water pool, flat slabs in the garden and the trees towards the edge make the garden seem small but beautiful as well. The rocks placed next to the pond bring out the beauty of the garden instead of simply acting as natural objects. The garden has been properly maintained, weeded and organized which adds to its attractiveness. The garden looks like it has been used by the owners for either sunbathing, relaxing or some other activity, as there is a swimming pool chair with different items probably belonging to the owner of the garden. People have also been using the garden because there are some well-made path marks on the stone floor. There are flowers in brown earthen vases beside a pond filled with brackish water. The pond is bordered by the shadow from a hedge. At the end of the hedge behind the pond, there is a large bush with bright red and lilac flowers. There are shrouds of trees that are interwoven by tendrils. Behind the trees, there is a partially visible grass field. Beyond, the grass field, the roof and walls of a white storied building are visible. The colors of the vases and the terrace to the shrubs that are green but less vibrant fuse into each other with the pond at the middle. Second Location (Picture two) A different garden having flowers that are more vibrant and a clearer scene. The area focuses on just a portion of the garden. This location shows vibrant colors that represent the true nature of the garden and this shows the effort that was taken in tending the garden, choosing the most beautiful flowers and the general landscaping. The major theme in this location is that of nature and has been depicted by the garden being the focus. The environment portrays a calm environment that sets the viewer at ease and comfortable. Part of a building to the left and a pile of planks to the bottom right are also within the same location bringing out an idea that the garden might be next to a residential area. The foreground is by far the most active area in the photograph. The foreground is cluttered with yellow tulips and purple bellflowers and blazing stars. Toward the right of the foreground, the stretch of green grass brings out a natural feeling. The Kentucky bluegrass to the right displays contrast with the yellow and purple flowers. The yellow tulips capture the attention of the viewer because of their bright colors and therefore, they form the focus of the whole picture. The tulips are arranged in a row and they blend into the purple bellflowers forming a beautiful line. The central area acts as the meting point between the edge of tulips, bellflowers and the beginning of the clump of trees. The trees seem deciduous as they have small leaves and the sky is visible from between the branches. The clump of trees also seems to be of mixed species as the clump is uneven, has different colors and heights. The trees cover the whole width of the location making the central area seem cluttered. The central area also has the roofs of vehicles as the zoom past the house. This implies that the house and the garden are situated in front of a busy road. The left side of the center has part of a building. From the garden and the vehicles passing, one can conclude that the building might be someone’s residence, a hotel or even a guesthouse. The background shows the sky. It is a sunny and clear sky with the sun being at an angle that can be estimated to be around twelve to one o’clock during the daytime. The clear blue sky fuses perfectly with the rest of the elements within the location because of its calm feeling. The weather conditions also help in bringing a warm feeling, as there are few clouds in the far background. The background is clear and plain and this aspect of clarity serves to add to the overall quality of the picture. A bigger part of the location is dominated by the clear, plain sky and the first impression is that of a tranquil environment. The volume of traffic indicates that the house is set in a very busy neighborhood that would be near a town or a city. The garden looks like it has grown naturally and has experienced minimum human interference from gardeners. The reason why the whole location seems serene and welcoming is mainly because of the clear, sunny sky and the rich colors that blend i nto each other well.