Health and Science Essay Example | Topics and Well Written Essays - 6500 words

Health and Science - Essay Example of defense mechanism the person tries to repress any such undesirable feeling or thought or memory which causes any kind of mental turmoil to the person or which he wished not to have occurred ever. In this situation the person just wants to cut that portion of life away or just forget the situation. Hysterical amnesia is an example of this mechanism where a person performs or observes certain disturbing incident and then just forgets the incident and its surroundings. Repression is used in negative way when the person indulges in any harmful act and then forgets it. For example the person hurts or kills others at a certain state of mind or when finds others at a certain situation and then as soon as s/he is taken away from the situation or that particular state of mind s/he completely forgets the incident. Reaction formation is the kind of defense mechanism related to the fixation in consciousness of an idea or desire which is opposite to any unconscious fear. In this situation the person experiencing any conflict becomes obsessive with the situation either in positive or in negative manner. The person unconsciously tries to prove that s/he has completely accepted the situation which is opposite to her/his desire and in doing so s/he becomes over protective or solicitous to the situation. This may be expression of her/his internal guilt of not accepting the condition, e.g. an overprotective mother for her unwanted child. The negative reaction can be seen when this obsession affects the life of the child or others in a dangerous manner. Here the mother interferes too much in the life of the child and even hurts the child or anybody else who is trying to behave opposite to her obsession or notion. When a mother hurts the boyfriend of a girl child in order to keep him away from her daugh ter, it can serve as a negative reaction. Denial is the situation when a person consciously refuses to accept any painful incident. In this case the person tries to escape any

Confucius and Plato Essay Example for Free

Confucius and Plato Essay Editor Ken Wolf, at the beginning of the essay Confucius and Plato: A Few Really Good People, poses the question: â€Å"What is the best way to create a strong society? † (Wolf 25) It was surprising to a novice student of philosophy how similar the ideas of the ancient Chinese sage Confucius and famous Greek philosopher Plato were. Although, Confucius and Plato both made major contributions to the development of society, they showed both similarities and differences in these three subjects: ruling class, education, and faith in humanity. Confucius and Plato both believed virtue and intelligence were key components to creating a strong society. Confucius thought anyone who has been educated had the capability to develop into a ruler. Whereas Plato assumed anyone could be educated, but only a few, those in the ruling class had the ability to reason and thus were qualified to rule. In addition, Plato gave credence to the idea of being born into the ruling class, that the quality to reason was an inherited quality. Confucius and Plato were both strong believers that order was another main factor in a strong society. Although they both had laws to maintain the order, Plato had less faith in people in general to behave in a civilized manner. Both Confucius and Plato were in favor of education and were teachers themselves. Confucius’s followers were the ones who wrote the Analects, which talked about how civilization depends on â€Å"humanity† and â€Å"propriety†. Plato actually wrote The Republic which talked about his ideal â€Å"philosopher-king†. Plato established the Academy, which taught principles of ethics and government, for 900 years. Confucius attempted to teach the ruler to become a better person, but failed. The concepts put forth by Confucius and Plato begin to differ more when faith in humanity comes into play. Confucius and Plato both wanted to think there was good in everyone, but Confucius believed more in a â€Å"†¦society in which human relationships—especially those within the family—were more important than laws. † (Wolf 27) Plato concluded that the people needed to be controlled for there to be order. That control was maintained through the law. They both sought out peace and harmony, although Confucius focused more on the behavior of individuals and Plato was interested in universal truth even though it probably would not be accepted,. Plato felt that if a person tried to bring enlightenment to the masses â€Å"†¦they would probably try to kill to him for telling such tall tales, disrupting their lives and challenging their accustomed beliefs. † (Wolf 31) Even today, most people would agree with Confucius and Plato about the importance of educating people in the development of a strong society. The idea of relationships as the basis of society may be summed up in: â€Å"Do unto others as you would have them do unto you. † This Golden Rule seems to be as important to Western society as it was to Chinese society. However, the idea of a better quality of citizen that is better suited to lead society smacks of elitism and would definitely not be accepted in modern democracies. However, that does not mean that the elite educated class from Harvard and Yale has not been overrepresented in American leadership. So perhaps we have a ruling elite, but not as overt as Plato would like. A final thought from the essay would be: a harmonious and orderly existence is important to all societies.

What is Intelligence? Essay -- Biology Essays Research Papers

What is Intelligence? Intelligence can be defined in many different ways since there are a variety of individual differences. Intelligence to me is the ability to reason and respond quickly yet accurately in all aspects of life, such as physically, emotionally, and mentally. Anyone can define intelligence because it is an open-ended word that has much room for interpretation. Thus my paper is an attempt to find the meaning of human intelligence. There are a couple of scientists who have tried to come up with theories of what makes a human being intelligent. Jean Piaget, a Swiss child psychologist, is well known for his four stages of mental growth theory (1). In the sensorimotor stage, from birth to age 2, the child is concerned with gaining motor control and getting familiar with physical objects. Then from age 2 to 7, the child develops verbal skills, which is called the preoperational stage. In the concrete operational stage the child deals with abstract thinking from age 7 to 12. The final stage called the formal operational stage ends at age 15 and this is when the child learns to reason logically and systematically. (1) Piaget's theory provides a basis for human intelligence by categorizing the major stages in child development and how they contribute to intelligence. Each of these invariant stages has major cognitive skills that must be learned. Knowledge is not merely transmitted verbally but must be constructed and reconstructed by the learner (3). Thus this development involves a few basic steps. The first fundamental process of intellectual growth is the ability to assimilate the new events learned into the preexisting cognitive structures. The second fundamental process is the capability to change those ... ...ists approach in defining human intelligence. I believe that intelligence is the ability to utilize our entire brain, which will most definitely include Gardner's theory but more. Since we only use a small percentage of our brain, I imagine our brains have a lot more forms of intelligence than the ones Gardner proposes as well as more stages of child development than the ones Piaget proposes. As I mentioned before, intelligence is an open-ended word that may never have an agreed upon definition, but we all have our own definition. References: 1)Jean Piaget, Swiss Child Psychologist http://www.indiana.edu/%7Eintell/piaget.shtml 2)The Seven Human Intelligences http://www.homeschoolzone.com/hsz/leppert2.htm 3)Jean Piaget: Intellectual Development http://www.sk.com.br/sk-piage.html 4)Seven Intelligences http://www.ibiblio.org/edweb/edref.mi.th4.html

The History of Ku Klux Klan :: essays research papers

It has been heard and talked about throughout history, that there was never such a thing as "The" Ku Klux Klan. There is traceable evidence of different movements and organizations that have used this name. The history of the K.K.K. corresponds with the history of race relations from our country. The Klan can be divided into five different eras: The Reconstruction, The End of the War (& Pulaski Six), The Klan Mobilization, The Reign of Terror, and The End of the First Era. Each stage was brought out by economic and social changes. Each stage also is at the same point in time as an escalation in racial standings. As it was started in 1865, the Ku Klux Klan has sent a sense of terror through people’s minds. A group of six white Southerners was the start of this organization. The history of violence of the K.K.K. is a result of the hatred and anger from the end of the Civil War. The reason for this hatred was because blacks had won their struggle for freedom of slavery. They fought to deny the civil rights for African Americans. They wanted the blacks to be forced into slavery once again. The K.K.K. tore apart reconstructing governments and established a reign of terror and violence throughout the whole war-torn South. The first era of the K.K.K. lasted about three or four years, than faded. The arose again after World War 1. The overall story starts with many generations of Americans learning hard lessons of life. These experiences led to fierce individualism, surprising inventiveness, and the thought that they could be whatever and go wherever they wanted to. Other things occurred alon g with these thoughts. "Frontier Justice" was an instant, private and violent method of settling differences without law officials. This was a large component to the motivation of the Ku Klux Klan. To some whites the freedom of slaves meant that their social and economic ways of life had been defeated. For some white Southerners, this was a nightmare that came true. The number of slaves living around the whites were seen as threats. Night patrols were a result of bloody slave revolts. These patrols consisted of white men that were empowered and authorized by law to look enforce a curfew for slaves, look for runaways and guard rural areas. This was done to prevent any black rebellions. These patrollers were given the right to whip any violators they caught.

The Refractive Index

The refractive index Aim: The aim of this experiment is to find the refractive index of a glass prism. In this experiment, the independent variable is the angle of incidence, and the dependent variable is the angle of refraction. Theory: Snell’s law relates the angle of incidence and refraction to the ratio of the velocity of the wave in the different media. The formula for Snell’s law is the following: Sin isinr = v1v2 = n Where i is the angle of incidence, r is the angle of refraction and v1 and v2 are the velocities of the wave in different media and n is the refractive index.Light refracts when it passes from one medium to another. The ratio of the velocity of light in the two media is called the refractive index. Materials and method: For this experiment we used a half glass circle attached on the center of a laminated paper with a drawn circle around it, a blue/violet laser with a wavelength 447nm and a wood block. First we started by placing the flat side of the half glass circle attached to the paper in front of the laser. Depending on the angle we wanted to find, we used the drawn circle on the paper to decide where to put the laser on the half side of the drawn circle.The angles of incidence we used were 10 °, 20 °, 30 °, 40 °, 50 ° and 60 °. First we measured the angle of incidence, where we placed the wood block perpendicular to the ray. To control the variables, the laser should have the same wavelength for all the angles to get the same refractive index and the ray should hit the center of the glass circle, so to check that the ray hits the center of the glass circle, we placed a wood block at the angle of reflection to see if the angle of reflection is the same as the angle of incidence, because we know that the angle of incidence is equal to the angle of reflection.Another thing which makes it easier to hit the center of the glass circle is by placing a paper on the flat side of the circle and see if the ray hits the ce nter of the circle and by placing the wood block perpendicular. Then we measured the angle of the refraction on the other half of the drawn circle, where we again placed the wood block perpendicular. We measured the angle of refraction by looking perpendicular down from the wood block, to see close where the ray hits the wood block, to see more precise where the angle of refraction is.We repeated this method for all the different angles of incidence and repeated every angle two times. D 2 1 2 You write â€Å"to control the variables† which variables? You should mention the wavelength and the hitting the center explicitly as variables to be controlled and why. Results: Angle of incidence  ± 0. 1 °| Angle of refraction1  ± 0. 1 °| Angle of refraction2  ± 0. 1 °| Angle of refraction3  ± 0. 1 °| 10 °| 6. 9 °| 7. 1 °| 7. 0 °| 20 °| 13. 6 °| 13. 5 °| 13. 5 °| 30 °| 20. 0 °| 20. 1 °| 20. 0 °| 40 °| 25. 6 °| 25. 8 °| 25. 7 °| 50 °| 30 . 7 °| 30.  °| 30. 8 °| 60 °| 35. 9 °| 35. 9 °| 36. 0 °| Example: First we find the average and uncertainty for the angle of refraction: 7. 2- 6. 8 2 =  ± 0. 2 ° Angle of incidence  ± 0. 1 °| Average angle of refraction ± 0. 2 °| 10 °| 7. 0 ° | 20 °| 13. 5 ° | 30 °| 20. 0 ° | 40 °| 25. 7 ° | 50 °| 30. 8 ° | 60 °| 35. 9 ° | The refractive index: We know that the formula is sinisinr = v1v2 = refractive index, so by applying the information we know to the formula, we can find the refractive index. Example: Uncertainty for refractive index: ( sin(10. 1)sin(6. 8) – sin (9. )sin(7. 2) )/2 =0. 045 ?  ± 0. 05 sin(10 °) sin(7. 0 °) = 1. 42  ± 0. 05 Angle of incidence  ± 0. 1 °| Angle of refraction  ± 0. 2 °| Refractive index| 10 ° | 7. 0 °| 1. 42  ± 0. 05| 20 °| 13. 5 ° | 1. 47  ± 0. 03| 30 °| 20. 0 ° | 1. 46  ± 0. 02| 40 °| 25. 7 ° | 1. 48  ± 0. 01| 50 °| 30. 8 ° | 1. 50 ± 0. 01| 60 °| 3 5. 9 ° | 1. 48  ± 0. 01| Refractive index Intervals: Angle of incidence  ± 0. 1 °| Refractive index intervals| 10 ° | 1. 37 – 1. 47| 20 °| 1. 44 – 1. 50| 30 °| 1. 44 – 1. 48| 40 °| 1. 47 – 1. 49| 50 °| 1. 49 – 1. 51| 60 °| 1. 47 – 1. 49| DCP 2 2 2 Conclusion:From the table we can see that there is no interval, where at least one number from each interval is included. The consequences of the small angles are more serious than the bigger angles. Snell’s law states that no matter what the angle of incidence is, the refractive index would be the same. From the results I gained (disregarding the angle of incidence equals to 10 °), I can state that Snell’s law is confirmed in this case. Evaluation: The method has some weaknesses. The glass prism is not exactly in the center of the drawn circle, which is why the results are not quite correct.There might also be some misreading when reading the small angles, that has leaded to that the small angles of incidence’s results are a bit uncommon and almost an outliers, but overall reading the angles could be one of the errors too. Suggestions: It would be better to glue the glass prism more precise in the center of the circle, so that the result would be more precise. Another thing to improve the method is by using a Vernier gauge to measure the size of small distances more accurate. CE 1 2 2 The one because the meaning of the red sentence is not clear! Very well, this is your best up to now. grade 7

Free Essays on Equality Of Education

An unequal level of achievement in schools is one of the most familiar aspects of the British education system. As rule schooling in Britain is a white middle class patriarchal institution and those who do not fit into those categories often find themselves underachieving, much of the time through no fault of their own. The group that this study will concentrate on is the ethnic minority population in Britain, and through the examination of materialist and cultural explanations will hopefully gain a further understanding of why many capable ethnic minority pupils do not reach their full potential in the British school system. One of the most popular arguments put forward for this is that the system fails the pupils and that there is inherent racism in the education system. Although this is certainly a factor, it is a simple one level explanation and the different layers involved in this explanation must be further examined before an adequate account is obtained. The case of ethnic minority underachievement in schools is a complex one as there are many overlapping inequalities with other groups, for example most ethnic minority children live in poor areas and face many of the same disadvantages as working class children such as poor resources within schools and a shortage of teachers. Therefore in this case it is very important to distinguish between equality of outcome, which has been concentrated on most in recent years, and equality of opportunity. If children in poor areas regardless of colour have overcrowded classrooms and fewer resources to learn with then it is almost inevitable that their quality of education will be poorer than those with better opportunities. Therefore in many cases it is not simply a case of ethnic minority pupils underachieving but working class pupils underachieving and comparison with white middle class children is unfair as it gives a skewed analysis which has no real relation to ethnic backgrou... Free Essays on Equality Of Education Free Essays on Equality Of Education An unequal level of achievement in schools is one of the most familiar aspects of the British education system. As rule schooling in Britain is a white middle class patriarchal institution and those who do not fit into those categories often find themselves underachieving, much of the time through no fault of their own. The group that this study will concentrate on is the ethnic minority population in Britain, and through the examination of materialist and cultural explanations will hopefully gain a further understanding of why many capable ethnic minority pupils do not reach their full potential in the British school system. One of the most popular arguments put forward for this is that the system fails the pupils and that there is inherent racism in the education system. Although this is certainly a factor, it is a simple one level explanation and the different layers involved in this explanation must be further examined before an adequate account is obtained. The case of ethnic minority underachievement in schools is a complex one as there are many overlapping inequalities with other groups, for example most ethnic minority children live in poor areas and face many of the same disadvantages as working class children such as poor resources within schools and a shortage of teachers. Therefore in this case it is very important to distinguish between equality of outcome, which has been concentrated on most in recent years, and equality of opportunity. If children in poor areas regardless of colour have overcrowded classrooms and fewer resources to learn with then it is almost inevitable that their quality of education will be poorer than those with better opportunities. Therefore in many cases it is not simply a case of ethnic minority pupils underachieving but working class pupils underachieving and comparison with white middle class children is unfair as it gives a skewed analysis which has no real relation to ethnic backgrou...

Mesohippus - Facts and Figures

Mesohippus - Facts and Figures Name: Mesohippus (Greek for middle horse); pronounced MAY-so-HIP-us Habitat: Woodlands of North America Historical Epoch: Late Eocene-Middle Oligocene (40-30 million years ago) Size and Weight: About four feet long and 75 pounds Diet: Twigs and fruit Distinguishing Characteristics: Small size; three-toed front feet; large brain relative to its size    About Mesohippus You can think of Mesohippus as Hyracotherium (the ancestral horse previously known as Eohippus) advanced a few million years: this prehistoric horse represented an intermediate stage between the smallish hooved mammals of the early Eocene epoch, about 50 million years ago, and the large plains grazers (like Hipparion and Hippidion) that dominated the Pliocene and Pleistocene epochs over 45 million years later. This horse is known by no less than twelve separate species, ranging from M. bairdi to M. westoni, which roamed the expanse of North America from the late Eocene to the middle Oligocene epochs. About the size of a deer, Mesohippus was distinguished by its three-toed front feet (earlier horses sported four toes on their front limbs) and the wide-set eyes set high atop its long, horse-like skull. Mesohippus was also equipped with slightly longer legs than its predecessors, and was endowed with what, for its time, was a relatively large brain, about the same size, proportionate to its bulk, as that of modern horses. Unlike later horses, however, Mesohippus fed not on grass, but on twigs and fruit, as can be inferred by the shape and arrangement of its teeth.