3 researches Research Paper Example | Topics and Well Written Essays - 750 words

3 researches - Research Paper Example paper though is the solid inter-relationship between two components that complete each other for their existence like matter and antimatter; black and white photography and genes and inheritance. Matter and antimatter forge a particular chemistry in asymmetry and bonding because one hardly exists without the other, because they both share similar masses. A positron that is positively charged is an antiparticle to the electron that is negatively charged. They are always produced as a pair. Genes and inheritance is also a working pair because a chromosome pair contains characteristics from both parents hence these traits are passed to the children as inheritance. Black and white photography tops it all because it is the most beautiful chemistry in basic visual arts or photography because where one color is involved there can never be any photography the two contrasting color element of black and white have to co-exist in a similar setting to capture the aspect of photography. Perhaps the best hero myth to explain the Joseph Campbell hero’s journey model of delving into the special or imaginary world from the ordinary world and back to the ordinary world in history of myths with famous heroes is one Hercules (BBC). Hercules or Heracles as the Greeks call him is a Greek hero as a son of Zeus, a god and Alcmene the granddaughter of Perseus. Hercules grows up to become a warrior hero. Hercules or Heracles hero starts in the ordinary world when Hera the jealous wife of Zeus made him temporarily insane so that Hercules killed his very own wife and children. As a punishment by the king Eurystheus of Tiryns he was sent to travel for twelve years and perform twelve different gruesome tasks. These tasks seem to capture the special world context because one of the tasks which is killing an evil character by the name of Lernean Hydra who has snake like hydra and nine separate heads shows the difficult tests Hercules had to undergo in dealing with the creatures from the

Smart Phones Essay Example | Topics and Well Written Essays - 2500 words

Smart Phones - Essay Example Smartphones are increasingly important in the modern consumer world, and reports have shown that up to 31% of young people in the UK have a smartphone (Agger, 2011), as well as nearly a quarter of all subscribers in the US. The market is projected to grow over 19% between 2009 and the end of 2011 (Fung, 2010). As well as a growing demand for smartphones in general, the technology that the smartphone boasts has become increasingly important, with many people desiring the best and latest technology (Agger, 2011). Many phones continually upgrade both their hardware and operating system, with larger screen size and better processors being two of the most important aspects of the modern smartphone (Fung, 2010). Smartphones typically have touchscreens, as seen in the very first smartphone (the IBM Simon) as well as the most popular Android and iOS (iPhone) models (Agger, 2011), although Blackberry and other manufacturers do continue to use the standard QWERTY keyboard (Wong, 2010). One of the most important emerging technologies in the smartphone market is the availability of GPS and related applications. The main difference between a smartphone and a computer is portability, and the benefits of this are reaped through GPS technology. GPS, or Global Positioning System, allows a user to very precisely pinpoint their location, allowing many smartphone users to double-up their phone as a satellite navigation system for their car. Another important aspect of this GPS technology is the increasing use of check-in applications such as FourSquare, which can be used to record ones location and broadcast it to friends and local users (Agger, 2011). This technology is widely open to abuse, but is increasingly popular, with around a fifth of smartphone users noting that they have checked in using this software in the past (Wong, 2011). Another important part of smartphone ownership is the use of Twitter, which broadcasts short ‘blogs’, sometimes with a location usin g GPS technology, using the same amount of characters as a standard SMS message. This is true integration of phone and internet technology. Each of the available operating systems have their own benefits and each of them varies in popularity internationally (Agger, 2011). Probably the most famous is Apple’s iOS, which runs on the various iPhones available on the market. Apple is considered to be a particularly groundbreaking and innovative company, and this is reflected in the technology displayed in their mobile phones. Google, one of the largest multinational companies in the world, is one of the more recent evolutions in software and is far more open-source than the competition (Wong, 2011). Open-source operating systems have been growing in demand in recent years (Kennedy, 2010), and Android offers software developers ample chance to develop and market applications for their phones. This is considered one of the main reasons why the Android OS is now the most popular in t he smartphone market in many countries (Wong, 2011). Symbian is the OS found on Nokia handsets, and was the market leader for some time, although it is currently

Bystander Effect Essay Example for Free

Bystander Effect Essay Introduction – This study researched the implications of the bystander effect when both gaze and no gaze methods were used. It tested this with woman to woman interaction only. The belief was that when gaze was held between the subject needing assistance and a random subject the expressed desire to help would raise. Methods Participants – For participants the study used one hundred and ten adult American women waiting alone at a bus stop in Staten Island, New York. Apparatus/Materials – two women dressed in plain clothes, a pocket full of change, and conducted at a bus stop. Procedures – Two women dressed in plain clothes or one woman alone approached a bus stop where a solitary other woman already was(the subject) one of the women had a cast on her dominant hand. The woman with the impairment reached into her pocket on the side of her casted hand with the opposite hand and attempted to draw coins from the pocket. Upon doing this she dropped the coins over the sidewalk. After the coins had fallen she either made eye contact with the subject or just proceeded to pick up the coins. If the subject assisted in picking up the coins or helped identify where the coins were she was considered helpful. IV – the woman dropping the coins DV – whether or not the subject assisted in picking up or finding the coins. Results – In the gaze versus no gaze condition with a companion 70% of the subjects assisted rather than 30% that assisted when no gaze was used. When no- gaze was used and tested alone versus with companion a significant difference was seen. 33% helped when the person in need of help was alone as opposed to 11% when with a companion. Discussion – this research shows that a subject can feel increased responsibility when someone else is in the vicinity and gaze is held rather than when the subject is alone and gaze is held versus gaze not being held. A possible answer for his is that when two or more people are around and someone in distress makes eye contact they are showing a distinct desire for that person rather than the other people around who they could ask for assistance. This makes a subject feel more responsible to help rather than if they would have not made eye contact because the distressee is asking indirectly for help. The difference in between look and non- look while alone was less significant because the bystander already seemingly had a sole responsibility to help and not expect someone else to and so looking at them wasn’t as much asking them specifically rather than a plea for help. Limitations – the person in need of help could be asking for different amount of help with just there facial expressions. Certain females may prefer other females more than others and be more inclined to help. Future Research – this study can be held again but rather than having solely female to female interaction, male to female and female to male interaction can be had.

Effect of the 19th Century on Children

Effect of the 19th Century on Children How did the lives of children change during the 19th century? Until the start of the industrial revolution, children were seen as small adults with few rights of their own. By the end of the nineteenth century childhood was a very different experience. The following essay will explore how this change came about. Children of the poorer classes had been part of the labour force for centuries, but with the rise of the factories, their work conditions changed. Children made up ‘two-thirds of the workforce on powered equipment in 143 water mills in England and Scotland’ [1] Conditions in factories were harsh, discipline strict and sometimes cruel, and hours were long. A mill worker is quoted in the Parliamentary Committee of 1832: I worked from five in the morning till nine at night. I lived two miles from the mill. We had no clock. If I had been†¦a quarter of an hour too late, a half an hour would have been taken off. I only got a penny an hour, and they would have taken a halfpenny.[2] In 1833 the Royal Commission on the Employment of Children reported many instances of children being strapped or hit, often because a child had fallen asleep towards the end of a fourteen hour day.[3] The Government tried to enforce some age restrictions in the early 1800s, but they were mainly ineffective because of the difficulty in proving children’s ages.[4] In the 1830s factory owners argued that the reduction of hours would result in higher prices, but in 1833 the Althorp’s Factory Act reduced working hours further, and by 1847 the ten-hour day was in place. In 1842 the Royal Commission carried out a Mines Report that revealed horrific conditions: I’m a trapper in the Gawber pit. It does not tire me, but I have to trap without a light and I’m scared. I go at four and sometimes half past three in the morning and come out at five and half past. I never go to sleep. Sometimes I sing when I’ve light, but not in the dark; I dare not sing then. I don’t like being in the pit. Sarah Gooder, aged 8[5] Lord Ashley (later Shaftesbury) pointed out that in Wales ‘it is not unusual to take them into the pits at 4 years’[6] The use of ‘climbing boys’ for cleaning chimney flues was also horrifying. There were reports of horrendous burning or suffocation accidents, sometimes fatal. Campaigners against this practice included Charles Dickens, and Charles Kingsley’s The Water Babies created further awareness, and it was a year after its serialised publication that the use of children for chimney cleaning was banned.[7] However, census returns show that child labour did not reduce significantly until at least the 1880s. The figures for boys working in mines show that there was no decline in figures until 1881 when the figures decreased from 36,000 in 1871 to 26,000.[8] The reason why so many families put their children to work was due to poverty. Henry Mayhew was told in 1851: ‘My little girl began about six†¦She never goes to school. We can’t spare her.’[9] The growth of the population in the cities and towns, plus the immigration of the Irish during the potato famine, and further immigration from Africa and Asia, had led to massive overcrowding and hardship, and the existing Poor Law legislation was no longer effective. Children growing up in urban slums were surrounded by dirt and disease, and infant mortality rates were high. Reports from people such as Edwin Chadwick and Henry Mayhew illustrated the squalor of living conditions for the working classes in the cities. The evangelical reformer, Lord Shaftesbury, witnessed the conditions when he visited London’s slums in 1846 and was struck by: †¦the children, whom he described as a race of beings apparently unknown to the outside world: nondescript, unknown, uncared for, begging on street corners, squatting on doorsteps, wading in the gutters. Some had no home. Some had no name.’[10] In these conditions children inevitably turned to crime or prostitution and when caught were punished as adults.[11] Some children might be deported to Australia, where the growing Empire colonies needed extra labour. Social reformers such as Mary Carpenter had some influence in changing the treatment of child criminals, and growing public awareness led to an increase in charities and orphanages. Improved welfare legislation and the new opportunities for education in the 1870s did much to improve the situation.[12] The introduction of state education in 1870 created the most effective change for the lives of working and poor children. Previously the only schooling provision had been Dame Schools, Sunday Schools or Charity Schools, but children who went to these schools rarely received more than the basic three ‘Rs’. In many areas there was no school provision at all.[13] Without income protection, wealthier families could fall victim to hard times. John Shinn, whose father fell ill and could not afford to send him to school, said: ‘The greatest and most serious misfortune of my life has been the loss of schooling or education’[14] There was some debate on whether the education of the labouring classes would improve or damage society, but reformers such as the philosopher, John Stuart Mill, argued that knowledge produces understanding and sensible behaviour.[15] The extension of the vote to working class men in 1867 caused a greater awareness of the importance of education. However, there was still a laissez-faire argument that the state had no right to be involved in education. The 1870 Education Act did not make schooling compulsory, or free. However, compulsory education was in place by the end of the 1870s, and the age for this rose over the next few decades until by the mid-twentieth century education was compulsory until the age of 16. With education and fewer working hours, leisure time improved. As literacy increased, so did the availability of books and magazines for children. By 1900 clubs and youth movements had been set up to provide entertainment – and to ensure that youngsters with time on their hands did not get into trouble.[16] For children of the middle and upper classes, life was different. Not required to earn an income, most children received regular education, either at home or at a private school. However, educational provision for girls was usually poor or non-existent, and the prevailing attitude was that girls were of less importance. Molly Hughes, the daughter of a stockbroker said: I was never taken to anything more exciting than a picture gallery, not even to a pantomime at Christmas†¦My father’s slogan was that boys should go everywhere and know everything, and that a girl should stay at home and know nothing.[17] Due to the campaigns concerning equal rights for women, girls’ education improved considerably during the century, with schools and colleges being set up in the 1850s, and university education from the 1870s. Looking back to his childhood in the 1840s, Charles Shaw wrote in 1893: I wonder whether it is true that I was allowed to be worked for fourteen hours a day when a little over seven years of age†¦whether it is true that even poor children now receive a better education than†¦Tom Hughes;†¦ if the rags, and squalor, and severe labour and long hours of those days, as contrasted with the leisure, and plenty, and recreation of these days are all illusions?[18] This quote illustrates the changes for some children over the course of the century. Children were now regarded as a separate entity to be protected and cared for. They were no longer ‘mini-adults’ to be used as another source of income, or left to roam the streets as orphans. Childhood, as a separate experience to adulthood, had been created. Bibliography Avery, Gillian, The Echoing Green: Memories of Regency and Victorian Youth, Collins, 1974 Best, Geoffrey, Mid-Victorian Britain 1851-1875, Fontana Press, 1990 Burnett, John, Destiny Obscure: Autobiographies of Childhood, Education and Family from the 1820s to the 1920s, Penguin, 1984. Duckworth, Jeannie, Fagin’s Children: Criminal Children in Victorian England, Hambledon London, 2002 Galbi, Douglas A., ‘Child Labour and the Division of Labour in the Early English Cotton Mills’, 1994 Golby, J. M. (Ed), Culture and Society in Britain 1850-1890, Oxford University Press, 1990 Hansard, Parliamentary Debates, July 7, 1842, in Turral, J., (Ed) A Source-Book of British History, Oxford, 1925 Horn, Pamela, The Victorian Town Child, Sutton Publishing, 1999 Rubinstein, David, Victorian Homes, David Charles, 1974 Steinbach, Susie, Women in England 1760-1914, Weidenfeld Nicolson, 2004 Wilson, A. N., The Victorians, Arrow Books, 2003 www.spartacus.schoolnet.co.uk www.victorianweb.org www.wikipedia.org 1 Footnotes [1] Galbi, Douglas A., ‘Child Labour and the Division of Labour in the Early English Cotton Mills’, 1994 [2] quoted in www.spartacus.schoolnet.co.uk/IRtime.htm [3] Taylor, D, Mastering Economic and Social History, Macmillan, pp.196-7 [4] ibid. p.200 [5] quoted in www.victorianweb.org/history/ashley.html [6] Hansard, Parliamentary Debates, July 7, 1842, in Turral, p.294 [7] Wilson, A. N., The Victorians, Arrow, p.295-299 [8] Best, G., Mid-Victorian Britain 1851-1875, Fontana, pp. 130-1 [9] quoted in Steinbach, Susie, Women in England 1760-1914, p.166 [10] Duckworth, Jeannie, Fagin’s Children: Criminal Children in Victorian England, p.3 [11] ibid, p.6 [12] ibid, pp.135-6 [13] Taylor, pp.278-9 [14] Burnett, John, Destiny Obscure: Autobiographies of Childhood, Education and Family from the 1820s to the 1920s, Penguin, p.136 [15] Golby, J. M. (Ed), Culture and Society in Britain 1850-1890, OUP, p.136 [16] Horn Pamela, The Victorian Town Child, pp153-179 [17] Horn, p.20 [18] Avery, Gillian, The Echoing Green: Memories of Regency and Victorian Youth, p.117

Character Analysis : Dimmesdale :: essays research papers

Character Analysis : Dimmesdale Dimmesdale is one of the most intriguing characters in The Scarlet Letter. I think this because he demonstrates in this story that he is a coward, and that he is strong, yet not courageous. Dimmesdale proves that he is a cowardice individual many times in The Scarlet Letter. He does this by not admitting his sin. Dimmesdale had many opportunities to admit his sin and get the guilt off his chest. The first opportunity was when Dimmesdale was making his speech in front of an audience. He tried to tell the truth but more lies just came out. The second opportunity that Dimmesdale had to confess his sin was when he was living with Chillingworth, and Chillingworth told Dimmesdale to confess what was troubling him and again, Dimmesdale refused to confess. Finally, the third time that Dimmesdale had a great opportunity to confess himself was at the end of the story during the festival on the scaffold. Standing there with Hester and Pearl, Dimmesdale was still too much of a coward to admit his sin and release the anguish from his burning chest. Another way in which Dimmesdale showed that he was a cowardice person is by not confronting Chillingworth. Chillingworth was plotting re venge on Dimmesdale for an extremely long time. In fact, Chillingworth’s life was devoted to getting revenge on Dimmesdale. Being told by Hester, Dimmesdale still did not confront Chillingworth. Throughout the book, Dimmesdale was an extreme coward. Dimmesdale’s actions in this story where not courageous, but strong. For roughly seven years, this man had to live with extreme guilt. Dimmesdale had many reasons to feel guilty. First of all he let Hester be labeled an adulteress, while he just looked on. Lastly, Dimmesdale felt guilty because he had not raised Pearl as his own. Dimmesdale showed this by being exceptionally affectionate the few times that he was around Pearl. An example of Dimmesdale showing affection towards Pearl is while in the forest, Dimmesdale softly kisses Pearl on the brow. Another action of Dimmesdale’s that proves that he is strong but not courageous, is that Dimmesdale shows extreme self-restraint. Dimmesdale had to converse with Hester in public.

Sexual Abuse and Eating Disorders Essay -- Health Violence Papers

Sexual Abuse and Eating Disorders The possible relationship between sexual abuse and the development of an eating disorder has gained attention over the last few years. Researchers have attempted to clarify this potential link using a variety of population samples and research methodologies. As will be shown, the results of these investigations are rather diverse and sometimes inconclusive. In the following review of the literature, the complex relationship between sexual abuse and eating disorders will be examined while also discussing the methodological limitations of the various designs. Anorexic Samples Steiger and Zanko (1990) compared rates of incestuous abuses (sexual contacts with family members) and extrafamilial abuses (sexual traumata involving other perpetrators) among eating disordered women who met DSM-III-R (American Psychiatric Association, 1987) criteria, women with psychiatric disturbances, and normal women. The authors’ interest in the psychological effects of abuse led them to examine psychological defenses which are believed to filter perceptions and affects. Defenses were of interest to the authors for two reasons: (1) incest victims often resort to maladaptive defenses with a self-victimizing quality, in which anger at others is expressed through self-sabotaging acts; and (2) the authors’ previous work suggests that eating disordered women use primitive defenses when compared to normal and psychiatrically disturbed women. This particular study was designed to determine the degree to which traumata like sexual abuse might have effects upon defense-sty le development. In order to compare rates across eating disorder subtypes, the eating disordered women were divided into the following groups: (1) ... ... Test: The BULIT-R. Psychological Assessment: A Journal of Consulting and Clinical Psychology, 3, 119-124. Walters, C., Smolak, L., & Sullins, E. (1987). Parent-child interactions and severity of child sexual abuse. Paper presented to the annual convention of the Society for Research in Child Development, Baltimore. Welch, S.L., & Fairburn, C.G. (1994). Sexual Abuse and Bulimia Nervosa: Three integrated case control comparisons. American Journal of Psychiatry, 151, 402-407. Wonderlich, S., Donaldson, M.A., Carson, D.K., Staton, D., Gertz, L., Leach, L.R., & Johnson, M. (1996). Journal of Interpersonal Violence, 11, 195-207. Zlotnick, C., Hohlstein, L.A., Shea, M.T., Pearlstein, T., Recupero, P., & Bidadi, K. 1996). The Relationship Between Sexual Abuse and Eating Pathology. International Journal of Eating Disorders, 20, 129-134.

Namesake: Different Cultures Essay

The movie The Namesake explored many issues with regards to culture and the relationships in which we create within different cultures. Throughout the movie issues with parents, partners, different cultures and death all play a key role in purveying the messages the director wanted to get across. When the Ganguli family has to move from India to New York we see how relationships change and how Ashima has to change in order to adapt to the American lifestyle. Gogol who is Ashima’s son first started having a relationship outside his culture and without the backing from his parents with a wealthy white girl, Max. In the Bengali culture it is not accepted to have a relationship outside the same ethnicity. At first he embraced it and took on the American way of life, listening to American music, drinking wine and socializing with Max and her parents. Ashima never directly showed her disapproval of his choices but would frown upon them. From this relationship he drifted further away from his parents, spending more time with Max until the death of his father. From this tragedy he resorts back to his Indian culture where Max does not support this change. Furthermore the relationship fails due to not seeing eye to eye on the cultural differences and understanding his heritage and ways in which his family are bounded together through this connection. Later in the movie Gogol starts a relationship and marries Moushumi she is within the same culture, Ashima had previously tried to bring the two of them together in the past. She approves of the relationship and the practicing of the Indian culture they do together. However later on in the movie we find out Moushumi has been unfaithful. Even though both sets of parents approve of the marriage and the relationship it still fails, as this is not what Moushumi wants. It is more of what her parents and Gogols parents want. Due to this their relationship is doomed from the start as they are both living their parents wishes rather than their own. In contrast to both of Gogols relationships his parents Ashima’s and Ashoke’s marriage is a success in regards to the fact that it didn’t end from any doing of their own. Their marriage started as arranged through their parents. Due to both of them missing their Indian heritage after moving to the US they wanted to keep that very much a part of them. With this connection they both seemed to be happy and not want to rebel against societal norms and therefore their relationship seems to be a success. They embraced the American way of life but kept their Indian culture a big part of their life. Overall I really enjoyed the movie. It gave a lot of perspectives on life and how it is easy to get caught up in the society you live in and forget about who brought you into the world. The movie gave the audience a great insight into how family relationships form and how they can drift apart if you don’t make a conscious effort to stay in touch with that side. This is very much relevant to my life and me being in this American society as I have family back in England and it is easy to get caught up with everything America has to offer and the opportunistic way of life. However I still need to remember my family and keep a strong connection between them even though I am in another country.