Short Story Dream Journal - 845 Words

Dream journal summary I have to say, keeping a dream journal has been the toughest and most frustrating assignment that I have ever experienced. From what dreams I did manage to remember I would say that dreams, my dreams, are normally on the verge of a nightmare. I had the most impossible time remembering my dreams over these past ten weeks, which is clear in my very few journal entries. Trying to remember my dreams led me to an internet â€Å"goose chase†, to say the least. Most of the tips that I read were: keep a pad of paper by my bed, allow myself to remember my dream, lay in bed shortly after waking and to not wake with an alarm. As a mother of three I have no choice but to wake by an alarm. Regardless, something that I read really made me want to remember my dreams; on article stated that those that remember their dreams are more in control of and in tune with their waking world. Back to the dreams in question, there was always a running theme to my dreams which was fear. Fear of isolation, fear of failure, infidelity or loss; it is for these reasons that I say that my dreams are borderline nightmares. There was once a time in my life that I thought dreams could be prophetic; in light of our reading I can see that is really not normally the case. Dreams are the brain working out the events of the day or possibly past events locked in the subconscious while you sleep. I can see how those people that are able to recall and examine their dreams would be better in controlShow MoreRelatedSheila Priestley s `` Sheila Mant `` And The Boy Must Decide Between The Bass And Sheila1044 Words   |  5 PagesI read the short story, â€Å"Sheila Mant† by W.D Wetherell. In this story a boy falls in love with a girl†¦ not any girl but with Sheila Mant. All summer long he tries to show off to his â€Å"dream† girl. One day he had the guts to ask her out on a date. He wants to take her to a concert on a canoe but Sheila dislikes anything to do with fishing. As the boy was paddling across river he heard a sound that was very familiar. It was a bass, but not any kind of bass. The boy described it as the biggest bass heRead MoreThe Destructors and the Young Goodman Brown Comparison Essay918 Words   |  4 PagesTitle: Date of Submission: Outline a. Introduction I. Two stories for comparison are introduced. II. ‘The Destructors’ and ‘The Young Goodman Brown’ are discussed in and compared. b. The theme of conflict is chosen as the central topic to be discussed. I. Loss of innocence ingrained by corruption is demonstrated. II. Decision making is tested. c. Purpose of both stories I. Appreciation of dramatic symbols II. Influence of terror d. UniqueRead MoreBiography of Willa Sibert Cather1473 Words   |  6 PagesNebraska preparatory school in 1890 to be able to attend the four-year university the next year. In 1891 Cather was a freshman at the University of Nebraska when her essay was published in the Nebraska State Journal without her knowledge. When she saw her name and essay in the Nebraska State Journal it made her realize that she wanted to be a writer. In 1895 Cather graduated from the University of Nebraska and after graduation she became a high school english and latin teacher, and editor for Home MonthlyRead MoreSummary Of Where Are You Going, Where Have You Been?854 Words   |  4 PagesConnie represents American innocence and powerlessness. Connie has a hard time defending herself against Arnold Friend because of her lack of knowledge and the impact of American culture. The mother-daughter relationship plays a significant role in the story because had Connie and her mother communicated better, Connie, who is still a child, would have be protected from the evil of the world. Barstow also points out that the modern American is unable to distinguish evil from good. Evaluation: This articleRead More Biography of Edgar Allen Poe and His Poetry Essay1060 Words   |  5 PagesBiography of Edgar Allen Poe and His Poetry A Dream Within a Dream Take this kiss upon the brow! And, in parting from you now, Thus much let me avow: You are not wrong who deem That my days have been a dream; Yet if hope has flown away In a night, or in a day, In a vision, or in none, Is it therefore the less gone? All that we see or seem Is but a dream within a dream. I stand amid the roar Of a surf-tormented shore, And I hold within my hand Grains of the golden sand-- How fewRead More F. Scott Fitzgerald’s All the Sad Young Men Essay1271 Words   |  6 PagesF. Scott Fitzgerald’s All the Sad Young Men F. Scott Fitzgerald’s All the Sad Young Men was his sixth book. The work was composed of nine short stories that had been published in magazines such as the Saturday Evening Post over the course of the previous year. The work was Fitzgerald’s third short story collection and followed the Great Gatsby in publication on the 26th of February 1926. To most, this book signaled Fitzgerald’s staying power as many of his seniors had believed that his initialRead MoreRacism and Langston Hughes658 Words   |  3 Pagesfor a better future. This theme was very evident in the poems â€Å"Dreams† and â€Å"I Dream a World†, by Langston Hughes. This common theme is a result of the era Hughes grew up in. James Langston Hughes was born on Feb. 1, 1902, in Joplin, Missouri, 37 years after slavery was officially abolished in the United States. As you can imagine, racism and racial discrimination was a big problem during this time. As a child, Hughes often heard stories from his grandmother, Mary Patterson Langston, about abolitionistsRead MoreThe Yellow Wallpaper By Charlotte Perkins Gilman764 Words   |  4 Pages101.023 30 March 2016 The Yellow Wallpaper In Charlotte Perkins Gilman’s short piece, The Yellow Wallpaper, the narrator faces many adversities as a woman such as: mental health, and living in a time period when they are not treated equal to men. Gilman’s personal life is reflected through this story because she dealt with similar challenges the narrator herself has to overcome. â€Å"Her lectures, novels, short stories, magazine articles (including her best known work, â€Å"The Yellow Wallpaper†), andRead MoreReflection Of Creative Writing1627 Words   |  7 Pagesinterest in writing, what he enjoys writing, and ultimately how he writes. Robinson grew up on Long Island, New York. Surprisingly, he did not do very much writing as child and was never the type to keep a journal. However, he states that sketched often. Eventually, he learned that he could add stories to his sketches. It was not until high school that he truly became interested in writing. During his senior year, he enrolled in a writing class and instantly got hooked. It is important for Robinson toRead MoreUgly Mug Coffee, By Tim Burleson And Mark Ottinger1109 Words   |  5 PagesUgly Mug Coffee Owning your own business is just about every person dream. To be one’s own boss and have the control, to make the money, the have the power, but to be able to make a positive impact one not only the community but individuals is a great way to be a truly successful businessman. To know that you have helped your employees to succeed and to make a great impact in them a person that is the kind of boss I want to be. The Ugly Mug Coffee Company was founded in 1999 in Memphis, Tennessee

Symbols in The Awakening by Late Chopin Essay - 727 Words

The Awakening by Kate Chopin is a powerful story of a woman named Edna Pontellier who does not harmonize well with the Creole environment around her. The story explores Edna’s desire to stay true to herself; even if it means disregarding societal rules and causing friction between friends and family. Kate Chopin uses a variety of symbols to help the reader get a deeper understanding of the story. According to the Merriam-Webster Dictionary the definition of the term symbol is â€Å"an action, object, event, etc., that expresses or represents a particular idea or quality†. Symbol is derived from the Greek word meaning â€Å"to throw together†; it creates an equation between a specific object, scene, character or action and an idea. Throughout the†¦show more content†¦However, Edna is weak and by the end of the story kills herself. Another symbol seen frequently throughout the story is a bird, it is used to represent Edna herself. The story opens talking about two birds and how one seems to differ from the other one. â€Å"A green and yellow parrot, which hung in a cage outside the door, kept repeating over and over: Allez vous-en! Allez vous-en! Sapristi! Thats all right! He could speak a little Spanish, and also a language which nobody understood†¦Ã¢â‚¬  (1) Just like Edna the parrot is trapped inside of a cage with nowhere to go. Edna also speaks a language which nobody understood†; no one hears nor understands what Edna is trying to accomplish, it is almost as if she is speaking a different language than the other women in her society. The final symbol of a bird is seen when Edna walks along the beach getting ready to kill herself. All along the white beach, up and down, there was no living thing in sight. A bird with a broken wing was beating the air above, reeling, fluttering, circling disabl ed down, down to the water (?) The beach is empty with no living thing in sight and a bird circling to its death. This is significant in that it shows how Edna and the bird were both essentially dead before even touching the water. There was nothing the bird could do to avoid its fate, and just like the bird Edna had no other choice to drown herself because she was already dead. The last major symbol in the story, and maybe the mostShow MoreRelatedThe Awakening: An Emergence of Womens RIghts in the Late Nineteenth Century1330 Words   |  6 PagesThe Awakening: An Emergence of Women’s Rights in the Late Nineteenth Century Kate Chopin’s The Awakening addresses the role of women within society during the late nineteenth century. The novel is set in South Louisiana, a place where tradition and culture also play a vital role in societal expectations. The novel’s protagonist, Edna Pontellier, initially fulfills her position in society as a wife and as a mother while suppressing her urges to live a life of passion and freedom. Edna’s relationshipRead MoreThe Awakening By Kate Chopin1310 Words   |  6 PagesEdna Pontellier in the Awakening by Kate Chopin. She struggles between fitting into the societal norms for women at the time, the late nineteenth century, and what she feels is right for herself. This aspect of American culture played a role in shaping the novel through characterization, symbolism, and themes. Characterization is a major part in how Chopin used American culture to shape the novel. Edna Pontellier, the main character, is a respectable women in the late 1800s who not only acknowledgesRead MoreThe Symbolism Of Birds Throughout Chopin s The Awakening1564 Words   |  7 PagesThe Symbolism of Birds in Chopin’s The Awakening In the 1899 novella, The Awakening, Kate Chopin illustrates the social oppression that women experienced during the Victorian Era (1837-1901). The protagonist in the novella, Edna Pontellier, reflects the progressive women of the late 1800s who began to question the traditional gender roles of society. In contrast to customary women such as Adele Ratignolle, the model character in the story who displays very high standards of being a wife and a motherRead MorePsychoanalytical Perspective of the Awakening1738 Words   |  7 PagesPsychoanalytical Perspective of The Awakening: The True Desires of Edna Pontellier Stacey Berry South University Online The True Desires of Edna Pontellier In the novel, The Awakening by Kate Chopin, the emotional and sexual awakening is exemplified by a significant revelation in regards to the main character. The protagonist, Edna Pontellier, is a young woman caught in a loveless, but pampered marriage with husband, Là ©once. Stirrings of independence began one summer after obtaining a friend inRead MoreWomen s Patriarchal Oppression By Kate Chopin Essay1621 Words   |  7 Pagesa typical female characters. Women s goal was to end patriarchal oppressions which was a way men oppressed women by limiting them. In the short story The Yellow Wallpaper by Charlotte Perkins Gilman and the narrative of The Awakening and the Story of an hour by Kate Chopin, both authors write examples of literary feminism. Both authors give an insight of how women are oppressed by their husbands therefore impacting these women s ability to express themselves and the quality of their daily livesRead MoreEssay on Kate Chopin1553 Words   |  7 Pages Kate C hopin: A Controversial Feminist nbsp;nbsp;nbsp;nbsp;nbsp;Kate Chopin was one of the greatest and earliest feminist writers in history, whose works have inspired some and drawn much criticism from others. Chopin, through her writings, had shown her struggle for freedom and individuality. nbsp;nbsp;nbsp;nbsp;nbsp;Katherine (O’Flaherty) Chopin was born February 8, 1851 to a wealthy Irish Catholic Family in St. Louis, Missouri (â€Å"Kate Chopin† 1). Her father, Thomas O’Flaherty, was a founderRead MoreEssay on Kate Chopin and Edna Pontellier as Feminists1554 Words   |  7 PagesKate Chopin and Edna Pontellier as Feminists Kate Chopin is known for her literary works that depict culture in New Orleans, Louisiana, and of womens struggles for freedom. She was born Katherine OFlaherty in Missouri, and later married Oscar Chopin in 1870. He was a Creole cotton trader from New Orleans. Later they moved to a plantation near Cloutierville, Louisiana, where her husband died in 1882. She returned to Missouri with her six children, and began her writing career. She beganRead MoreThe Awakening By Kate Chopin1462 Words   |  6 PagesKate Chopin is viewed as a woman ahead of her time, who explored themes that were unconventional to her era such as freedom and individuality, sexuality, and the role of women in society. In the novel â€Å"The Awakening,† published in 1899, Chopin uses protagonist Edna Pontellier to confront the social conventions that women faced in the Victorian Era, and the strict rules by the Creole society that limited women to the primary role of wife and mother. Chopin uses symboli sm to express these ideas, andRead MoreKate Chopin s The Locket And Desiree s Baby1575 Words   |  7 PagesSkillfully using similar literary elements in both stories, Chopin represents different outlooks on life for the audience by enriching them with astonishing endings. Foreshadowing is one of the most influential literary devices of classic literature that Chopin masterly uses in both stories. At the beginning of â€Å"Desiree’s Baby† Chopin foretells a tragic, vicious ending, but doesn’t let the readers to make a straightforward conclusion about it. Chopin gives the clues about the disclosure of Armand’s blackRead MoreThe Awakening By Kate Chopin1611 Words   |  7 Pagesexpectations and can be considered selfish. In The Awakening, Kate Chopin uses the contrasting views and actions surrounding motherhood of Adele Ratignolle and Edna Pontellier to show that women should have the right to choose their own destiny and lifestyle, not based on what society expects of them, but based on their own personal desires and requirements for self-fulfillment. In The Awakening, Adele Ratignolle represents the traditional mother –woman of the late nineteenth century. Mother-women, â€Å"women

African Americans in the Civil War Free Essays

Roman Robinson Kristen Anderson HIST 3060 February 25, 13 African Americans and the Civil War The role African Americans played in the outcome, and the road to the outcome of the Civil War was immense. The fact that the south had slaves and the north did not played an enormous role in the issues. The north wanted to abolish slavery, and the south did not and after the war started this became one of the main reasons for the Civil War. We will write a custom essay sample on African Americans in the Civil War or any similar topic only for you Order Now Since most African Americans could not read or write, this made them an easy target, for slavery, against the dominant white man. Once the slaves got to America they started to realize how much trouble they were actually in. The north and the south had a problem brewing, and that was due to the slave uprisings and the run a ways. African Americans played an enormous role in the outcome of the Civil War because of the part they took in it. The civil war, which took place from 1861 to the 1920s, the African American community made tremendous strides toward them becoming apart of America and equals in America. Since they had been controlled by the power of the whites for so long, their independence was extremely unfamiliar to them, with their new emancipation. Since they were so uncertain, they debated about the most effect way to go about actually receiving the rights they deserved. They did not just want to be inferior Negros. Some African Americans thought the actual approach would be to go along with the submissive status the whites held them to, so they could earn their respect until fairness pervaded. Others were more wishful with their thinking and thought the military would make whites surrender and give blacks their basic rights. Those who were still they are thought that no progress would ever come. These blacks decided that it was essential to escape the shackles and cruel attitudes toward blacks. The civil war initially began to save the Union. At the start of the war slave masters were terribly scared that the slaves would run to join the Union and help the war efforts. To subsidize the problem, most owner enforced harsh restrictions on their slaves. Some owners even moved their whole plantations inland to avoid any contact with the outside northerners. This did not stop the slaves one bit though, this just caused more slave to flee to the north. The slaves that did decide to stay just demanded more freedom from their masters. Some would say the ones that stayed even gained more power; this forced their masters to give them offerings in exchange for work. The issues of emancipation and military service were intertwined from almost the beginning of the war. News from Fort Sumter made African Americans rush to enlist in military units. They were all turned away since there was a law dating from 1792 that kept African Americans from joining the U. S. army. In Boston disappointed African Americans met and passed a resolution that requested the Government to modify its laws to permit them to enlist. Then Lincoln’s Second Confiscation Act was passed. The act stated that, Confederates who did not surrender with in sixty days of the acts passage were to be punished by having their slaves freed. The Militia Act was also passed. This act stated African Americans were allowed to fight in the war. These two acts together thoroughly punished rebel slaveholders. The African Americans that enlisted both fought in the front lines and worked behind the scenes labor jobs. All these rights that the African Americans were receiving inspired them to return home and free their families and friends. Some of them even started living in the plantations that they used to be slaves of. They took them over and began their own cropping. Some of the other plantations had been left to older disabled white woman, when the men had left for the Confederate army. All of this led to the separation of slave labor in the south After trying terribly hard to keep the issue of slavery out of the war, the North decided to start enlisting African Americans to help them fight in the war. The Fifty-Fourth regiment was created by the Union Army, and was the only all black unit. This Union in particular contributed to the war efforts of the North and showed a new found power among blacks. The regiment started when John Andrew sent a request to the secretary of war, Edwin Stanton, to create a volunteer regiment of African Americans (3). African Americans from all over the country joined. To help recruit even further they called for help from African American leaders like, Frederick Douglas and William Wells Brown. In just two months over one thousand African Americans, one from at least every state, had enlisted in the regiment. The leader of the regiment would not be black though, they wanted the superior officer to have some certain credentials. The job description posted read: â€Å"Young Man of Military Experience Of firm antislavery principles, ambitious, Superior to the vulgar contempt of color Having Faith in the capacity of colored men for military purpose† (2) The man picked for the job was Robert Shaw. The African American regiment and their captain set off for Beaufort, South Carolina on May 28, 1863 (1). They were to attack Fort Wagner, which was a vital key to Charleston. They only way to storm the fort was to go through loads and loads of Confederates. The sheer size of the Confederates to the Fifty- Fourth regiment was an obstacle in itself. The regiment knew the amount of obstacles they would have to overcome to achieve a victory and yet they kept marching. Shaw and a few men marched to the top of the parapet, and there Shaw was shot and killed. Though this was almost a complete disaster for the regiment they had set a path for future African American soldiers. Frederick Douglas said, â€Å"Once let the black man get upon his person the brass letter, U. S. , let him get an eagle on his button, and a musket on his shoulder and bullets in his pocket, there is no power on earth that can deny that he has earned the right to citizenship. One thousand seventy-nine African Americans had served in the Civil War. They served in both the U. S. Army and about two thousand served in the Navy. By the time the war was over, forty thousand had died in battle and thirty thousand had died of disease and infection. African American soldiers performed all the jobs needed to run an army. They also served as carpenters, chaplains, cooks, g uards, laborers, nurses, scouts, spies, steamboat pilots, surgeons, and teamsters (4). There were nearly 80 black commissioned officers (4). Harriet Tubman was the most famous spy; she served for the 2nd South Carolina Volunteers. Tubman decided to help the Union Army because she wanted freedom for all of the people who were forced into slavery, not just the few she could help by herself. And she convinced many other brave African Americans to join her as spies, even at the risk of being hanged if they were caught (4). Among Harriet Tubman were many other African American women who served as nurses, spies and scouts. Although, no women were allowed to formally join the army. When black troops were captured by the confederate soldiers, they faced harsher punishments than the white troops. In 1863 the Confederate Congress threatened to punish officers of African American troops and enslave the African Americans, if they were captured. As a result of this, President Lincoln issued General Order 233, which threatened payback on Confederate prisoners of war, if they mistreated African American troops. This order did scare the Confederates a little, but African American soldiers were still treated harsher than whites. In one of the worst examples of this abuse, Confederate soldiers shot to death black Union soldiers, captures at Fort Pillow, TN, in 1864(). Confederate General Nathan B. Forrest witnessed it all and did nothing to stop it. The President, Abraham Lincoln, issued the Emancipation Proclamation on January 1, 1863. This proclamation eventually led to the freedom of all slaves. The document officially made free all bondsmen in the areas of the Confederacy that were still in rebellion. Slavery although was not abolished in the Border States, Tennessee, or the Union occupied areas of Louisiana and Virginia. The proclamation only affected the states in rebellion, so after the efforts it didn’t actually free any slaves. On the other hand, it did strengthen the Northern war efforts, because they knew they were fighting for a cause. Over five hundred thousand slaves had escaped to the North by the end of the civil war. Many of the escapees joined the Union Army, which tremendously increased its power. As a result of the Emancipation Proclamation, the thirteenth Amendment was created. The Amendment created on December 18, 1865, legally freed all slaves still in bondage. The final step the Emancipation Proclamation was to depress England and France from arriving to the war on the side of the South. England and France wanted to enter the war on the South side, because the South had supplied them both with cotton and tobacco. England and Frances stance changed when they heard that the war had changed to a fight over slavery. Both nations were opposed to slavery, so ended up giving their support to the Union. That led to the winning of the fight for freedom. Juneteenth was the day created to celebrate the emancipation, when the slaves heard about it that midsummer. The holiday is still celebrated today. Abraham Lincoln said, â€Å"A house divided against itself cannot stand. I believe this government cannot endure permanently half-slave and half-free. I do not expect the Union to be dissolved. I do not expect the house to fall, but I do expect it will cease to be divided. It will become all one thing or all the other. â€Å"(3) African Americans along with the rest of the Union were fighting for this freedom and equality that Abraham Lincoln, was talking about. African American contributions were not limited to the role of working the fields in the south or supplying labor for industry in the north. Many African Americans in both south and north participated in either direct or supporting roles in the military. The War Between the States proved to be a war fought for democracy. The liberation that the slaves had been waiting for, recovered the ideas that founded the United States of America. All men were equal under the law. Since, the African Americans made such a persistent effort the changes were made more quickly. Africans pushed for their own emancipation by resisting their masters and other labor tasks. Although a formal Emancipation Proclamation and Thirteenth Amendment freed blacks in America, it would be a long time before they received all the rights they deserved. The minds of Americans had been so engrained with racism only decades of hard work would lessen this. Works Cited 1) Freeman, Elsie, Wynell Burroughs Schamel, and Jean West. â€Å"The Fight for Equal Rights: A Recruiting Poster for Black Soldiers in the Civil War. † Social Education 56, 2 (February 1992): 118-120. 2) â€Å"Blacks in the Civil War. †. Colorado College. Web. 3 Mar 2013. http://www2. coloradocollege. edu/Dept/HY/Hy243Ruiz/Research/civilwar. h How to cite African Americans in the Civil War, Papers

Unity and Islam free essay sample

By Professor Maqsood Jafri Unity is strength. When the sand grains unite they become a vast desert. When the sea drops unite they become a boundless ocean. The conglomeration of stars in the firmament of sky soothes our eyes. The seven colors emerge in the shape of a bewitching rainbow. The unity of people makes an invincible strong nation. This is the reason Islam lays great stress on the importance of unity. The Islamic concept of Towhid is the other name of the unity of humankind. The corner stone in Islam is the unity of God. Allah’s unity teaches us the message that we should not divide humans into sections and sects.Almighty Allah in the Quran says that the division of people in the races and clans is only for their introduction. The best one out of them is the man of piety. Dr. Mohammad Ali Al-khuli is his book titled â€Å"The Light of Islam† writes. We will write a custom essay sample on Unity and Islam or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page â€Å"Islam is the greatest unifying force in the world. It is a religion to all humans regardless of color, race and language. It is a religion that tolerates other religions and orders its followers to respect and protect all humans. † According to a Hadith of the Holy Prophet all persons belong to Adam and Adam was from soil. The racial discrimination has been strictly prohibited in Islam.In the last sermon from the Mount of Arafat the Holy Prophet had clearly announced that no Arab has any superiority over a non-Arab; or the white over the black. This is the reason that in Muslim countries we do not find racial discriminations. Islam gives clear injunctions for the respect, safety, security and prosperity of the non-Muslims as well. Unity teaches peace, equality and paternity. The absence of unity brings and breeds disruption, devastation and disputes. Islam ordains protection of non-Muslims simply to show the respect for the Canons of divinity and humanity. God is not only of the Muslims.God is the God of all human beings. The unity of all humans is the ultimate aim of the teachings of Islam. The doctrinal and ideological differences should not lead to war or bloodshed. Man is a thinking creature. Aristotle, the Greek philosopher introduced Rationalism in Philosophy. The Quran time and again asserts on the need of cogitation. â€Å"Ijtihad† is an analogical and analytical approach towards the matters of jurisprudence. Ashab-e-Suffa were the people of wisdom. They gave more time to cogitate on social and academic matters along with their saintly and spiritual practices.They were praised by the Holy Prophet for their involvement in intellectual pursuit. Once the Holy Prophet said: â€Å"The juristic scholar who receives two rewards for every correct decision and even one for every incorrect one, for he is endeavoring with all his effort to reach the correct decision. † The difference of opinion must be positive. It should not lead to prides and prejudices of priests. It should be decent difference on the bases of logic like the differences of Philosophers. Aristotle was the pupil of Plato. He differed from his teacher on many points but he never issued the edict of his assassination.

Fear and Trembling by Soren Kierkegaard free essay sample

Fear and Trembling, the biblical story of Abraham is retold with four different viewpoints, to narrow on the religious and the ethical. The Religious is that stage of life when the individual is found to be in â€Å"an absolute relation with the absolute†, and the ethical being the â€Å"expression of the universal, where all actions are done publicly and for the common good. â€Å" Kierkegaard writes that Abraham killing Isaac is ethically wrong, but religiously right. But the point that Kierkegaard is driving home is the distinction between faith and resignation. Faith is what it takes to â€Å"leap into the absurd, something that cannot be rationally explained, transcending the intelligible. † Resignation is the sacrifice of something dear and the following reconciliation with that loss. Kierkegaard cites the example of Agamemnon who must reconcile himself to the loss of his beloved daughter, Iphigenia. Back to the Abraham story, it would have been resignation if Abraham merely had tried to kill Isaac on the basis of the infallibility of God’s wish. We will write a custom essay sample on Fear and Trembling by Soren Kierkegaard or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But Abraham made the leap of faith to believe that God would not commit something unethical, and hence, spare Isaac. But doesn’t this teleological suspension of the ethical by Abraham reflect an intrinsic incongruity? By teleological suspension of the ethical, one means the suspension of the moral law for the sake of a higher law. According to Kierkegaard, had Abraham been willing to kill Isaac just because God had told him to do so would have been resignation or obedience. But Abraham is willing because he believes in the virtue of God to not kill Isaac. That is faith. And this ostensible incongruity is Kierkegaard’s distinction between Faith and Resignation. Another thing I would like to talk about is the compartmentalization of human life into three stages: Aesthetics, Ethical and Religious. Each reflects inherent contradictions with each other and is, hence, incongruent to each other. The Aesthetic, â€Å"the realm of sensory experiences and pleasures†, The Ethical and The Religious are how a human life evolves into a true being. Because these are conflicting ideas of life, they stand independent of each other. This idea is rather at odds with, say, Aristotelian virtue of Moderation, who spoke of the Golden Mean. â€Å"Virtue consists in the observance of the mean relative to us, this being determined by principle, that is, as the prudent man would determine it. â€Å" Kierkegaard maintains that the only way to make life worthwhile is to embrace god by making the leap of faith. Religion is absurd and cannot be understood, it cannot be approached rationally. Unlike this, Aristotle does not recommend a one-size-fits- all system, and the mean that we strive could be relative. For example, Kierkegaard says, â€Å"That it is an ordeal such that, please note, the ethical is the temptation (p. 115). † The Ethical, or the Common Good, he reckons with it’s static rationality might be the impediment to passion for the Absolute, that is necessary to embrace the absurd. His main criticism of the society is that it is too passionless. Hence, the stages of life are different, often at odds with each other.

Quiz How Well Do You Know Nursing Slang

Quiz How Well Do You Know Nursing Slang Can you ace this nursing slang text? Take the following quiz to find out whether you’re nursing knowledge is on point or whether you need a refresher course. Source:[women.com]

Case Study Example | Topics and Well Written Essays - 1000 words - 10

Case Study Example There are varied views by different parents. Some are completely horrified and terrified about the whole issue and feel that immediate steps need to be taken in order to keep this issue into control. On the other hand, there are parents who are not so much bothered about this whole thing and feel it is not really such a big matter to fuss about. Some of them were of the view that children do it in order to come into the limelight. School-related shootings, especially those that are memorable in nature, summon solid open objection, and reasonably so. Accompanying a clear spate of occurrences happening between 1997 and 2001, it appeared to be as though the USA was on the verge of an ethical frenzy concerning misconduct and agnostic youth society. From that point forward, Columbine has turned into a pivotal word for a mind boggling set of feelings encompassing youth, hazard, fear, and wrongdoing in 21st century America. One scholar headed off so far as to mark Columbine as similar for a contemporary emergency of youth society. Slicing through the buildup and open feeling about school shooting, out of sight social researchers have been grinding away in attempting to tease out the changing measurements of this sensation. Regardless of the generally diffused differences and trepidation connected with roughness in schools, experimental confirmation demonstrates that schools are around the most secure spots for youngsters, contrasted with their homes and neighborhood environs. The case study mainly involves a focus group of 12 parents. Out of the twelve, seven finally turn up for the discussion. The researcher then asks them to discuss their view points about the recent school shootings. There are varied views by different parents. Some are completely horrified and terrified about the whole issue and feel that immediate steps need to be taken in order to keep this issue into control. On the other there are

The Russian revolution Coursework Example | Topics and Well Written Essays - 250 words

The Russian revolution - Coursework Example n such a perspective, the provincial government initially enjoyed massive public support but the failure to work on the land reforms, the people’s greatest popular demand, and their reign diminished as workers and peasants believed only the soviets would provide solutions to their problems (570). The Russian revolution has significant impact on the people and the region. There was significant physical damage in addition to the numerous deaths that resulted from the revolution. For the survivors, post trauma stress disorder remains eminent up to date. The end of the war coincided with the rise of a deadly influenza pandemic, which spread majorly because of the wartime traffic in both land and sea. Under the leadership of Bolshevik and the support of the common people, the soviets attacked the provincial government leading to the cease of the wall as the Americans made an intervention into the war. Other than the American intervention after the end of the war, appropriate measures were put in place in ensuring that any recurrence was not possible. Considering the occurrences of the Russian Revolution, it is evidently clear that the revolution fits the model of political revolutions. First, most political revolutions involve different emerging forces that scramble for power control. In the current state, Petrograd soviet of Workers’ and Soldiers’ Disputes and the provincial government are emerging forces. Additionally, like in most political revolutions, there is the signing of the treaty as a means of cease-fire. The same happens in the Russian Revolution as America’s intervention results in the

Detailed Explanation on a D+ Grade Essay Example | Topics and Well Written Essays - 250 words

Detailed Explanation on a D+ Grade - Essay Example I would like to clarify that I am not offering any excuses for my poor grade, just explanations that led to me performing so poorly in the unit. The fact that I passed in all the other units I took in the same semester is testament to my willingness to apply myself regardless of my personal troubles. The unit is very challenging, and it would be difficult for anyone to pass it without putting in the required hours. Poor time management was also very instrumental in the D+ grade I got, because I found it very challenging to dedicate enough time to all my units after being distracted for so long. I applied myself as much as I could in all my units but unfortunately this unit proved very challenging without 100% focus. I am applying for transfer because I believe I have a better chance of passing my remaining units at your University. The environment there is ideal for me and the facilities are great. Kindly consider my

Is Immortality Desirable?

Is Immortality Desirable? Abstract In this paper I discuss whether immortality in the physical form is desirable. In accordance with the deprivation account I seek to defend the commonsense view that death is a bad thing for the individual but will argue that consistency and logic does not require me to believe that an immortal existence is to be desired. I defend Bernard Williams claim that with an immortal life we are doomed to an eternity of never ending repetition, boredom and indifference and that death is a necessary evil if we are to avoid a life devoid of freshness. I will also argue that death and the very limitation that its sets down gives life meaning. In support of Victor Fankl I will defend the claim that it is time pressure that shapes our lives. In developing my argument I will oppose the counter argument that it is death that makes life meaningless not meaningful. Is Immortality desirable? Is it simply a design fault that we age and die? Are we living in a culture of death whereby we die simply because we accept it as an inevitability? â€Å"All men are mortal† said Socrates, however, a lifetime spent on in-depth research has led pioneering scientists to deem aging not as an inevitable consequence of the human condition but as a preventative disease. Perhaps these scientists are far too optimistic in their search for a virtual fountain of youth, or is it simply the case that death – the end of the physical being, is accepted by the mind and embraced through reinforced teachings and observation. Whether you believe that a quest for immortality will or will never be achieved is irrelevant to the question at hand. The focus will be on whether immortality is desirable, assuming something can be desired yet impossible. Clarification of what I mean by immortality is essential; I will focus on what can be described as physical immortality- by this I mean that on e can live for eternity as a human physical being on earth (where everyone is immortal). In my interpretation, I will also assume that there is no get out clause, take for example one is offered an elixir of immortal life, once taken a person cannot change their mind opting for death- immortality is forever. My definition will also incorporate a block on aging; eternity will be lived through a perfectly healthy functioning body. Accidents will be possible but can be fixed with ease. Intentionally, I have painted a picture of immortality which may at first glance seem desirable, as one may be quick to argue that an immortal life where a person is forever aging to the point of an eternity of pain and discomfort and where accidents occurred and could not be fixed is simply not one to be desired. However, throughout this essay I will put forward the argument that those who believe immortality to be desirable have made an irrational choice, it would be a mistake to crave an immortal life and take the elixir of eternal existence. I will approach this issue by initially examining Nagels (1970) question of whether it is a terrible thing to go out of existence, I will agree and defend the deprivation account of the evil and badness of death claiming it is possible to do so while maintaining immor tality would be a bad thing. The idea that boredom will develop if there was no end to human life will be explored, assessing much of the support from Bernard Williams (1973) as well as opposing and tackling one of John Martin Fischers (1994) criticisms of the above view. The second argument that I will present (which overlaps with my first) will be based on the meaning of life, I will argue that death and the very limitations that it sets down gives life meaning and this will be explored by assessing the views of Victor Frankl (1957) as well as counterarguments by Robert Nozicks (1981). Firstly, to determine whether immortality is a good thing, I pose the question of whether death is a bad thing. Death is an ambiguous term so let me be clear of the definition it will take in my essay. I will take death to mean the end of the physical being, the cessation of life. I am aware that defining death in this way is problematic but let us assume for the sake of simplicity that this is correct. My concern at this point is whether death is a bad thing for the person who dies, referring to the state of non existence (at least in the physical form), not the process of dying. For many, a rational response in life is to fear death- after all, it is our most personal and valuable asset, but is it really, as Nagel stated, a terrible thing to go out of existence? There has been extensive philosophical discussion and disagreement regarding this matter, with philosophers such as Bernard Williams (1973), who argue death has its rightful place; a point to which I will later return, and there are those such as Thomas Nagel (1970) who speak of its badness. Lucretius, however, argue that something can only be good or bad for a person if that person exists at the time the event takes place and is experienced, if we take death to mean non-existence where non-existence is nothingness then death cannot be said to be good or bad as only something can be interpreted in this way. I, however, believe that death is bad, agreeing with Nagel in most parts but at the same time believe that immortality, never dying is also bad, this is not a contradiction. I disagree with the Lucretius argument for the very same reason Nagel rejected their reasoning, Nagel presents an example of an individual betrayed unknowingly behind his back, although the person never becomes aware of this, it seems fair to say that the betrayal was a bad thing for the person involved, in this way the Lucretius connection between badness and experience does not hold true (Nagel, 1970:76). It may be the case that something can be intrinsically bad, bad in itself or in its own right, for example, pain is avoided for its own sake. It may also be the case that something can be comparatively bad, bad by virtue of what youre not getting while this other thing is present. I take the latter point to be the case for the badness of death. It seems to me that something can be bad even if you dont exist, e xistence is not a requirement, in fact it is the very fact that you dont exist that makes death bad. The central bad about death, about non existence, is that it deprives you of the goods of life you might otherwise be getting, I couldnt fall in love, enjoy a sunset or master philosophy.From this, it should follow that life is good because if I wasnt dead I wouldnt be deprived; more of a good thing is always better than less of a good thing; therefore more life is better than less life; it should follow therefore that eternal life never dying is exceptionally good. However, the rules of logic and reason do not require somebody who accepts the deprivation account to believe that immortality is to be desired. Looking closely at the deprivation account, what it claims is that death is bad insofar as it deprives us of the good things we could have otherwise experienced, but we shouldnt assume that life is good or always good (maybe Nagel does or often seems to assume this) what if it turned out that what you would have hereafter would be in fact a life full of bad things. It would there fore be a bad thing that you would go through the rest of your life which in this case would be an eternity with negative experiences. I will now go on to explain that it is an inevitability that an eternal life will somewhere down the line cease to be good, transforming into an eternity of badness in which case still in accordance with the deprivation account death will no longer be bad. I agree that at first thought immortality may be tempting the argument that life is too short will no longer exist. Think of all the things you could get done, you could devout years to writing great philosophy, you could take pleasure in countless sunsets and sunrises, you could enjoy things endlessly having more time to see and achieve things that you would have otherwise not had time to. Here is my argument, too much of a good thing can become a bad thing, medicine for example is something which is instrumentally good, however, although it is good in small doses in that it cures a disease for example if I take more than the prescribed amount it becomes harmful to my body. In this same way extending human life by 50 or even a 100 years can be good but what if someone added a thousand, a million, an eternity to your life? Having done and seen everything you could possible have imagined everything will start to feel the same, having experienced love and the sunset millions of times t hey would no longer excite you. Eternity is a very long time, forever goes on forever and boredom will eventually set in leaving you existing as oppose to living. It seems that I am in agreement with Bernard Williams, in his essay â€Å"The Makropulos Case:Reflections on the Tedium of Immortality† (1973) who also argues that an eternal existence would be intolerable, claiming that as human beings it is inevitable that by our very nature we will get bored we would be doomed to never ending repetition and boredom, life would simply be devoid of interest or freshness. He supports his view by discussing a play by Karel Capek which tells of a woman named Elina Makropulos, who at the age of 42 was given an elixir of eternal life by her father. The play is set 300 years on and Elina is now aged 342, Williams states that â€Å"Her unending life has come to a state of boredom, indifference, and coldness. Everything is joyless: â€Å"in the end it is the same,† she says, â€Å"singing and silence.† She refuses to take the elixir again; she dies; and the formula is deliberately destroyed by a young woman among the protest of some older men† (Williams,1973:82). EM has lived her life at the age of 42 for 300 years and it seems that everything that could happen to a woman of 42 has already happened to her. John Martin Fischer in an article titled Why immortality is not so bad criticizes Williams argument; Fischer asserts that if there was a sufficiently diverse package of experiences we would not get bored (Fischer 1994). He acknowledges that there are those pleasures that would be self exhausting, those which we would not want to repeat more than once or a few times as we would inevitably get bored. His examples of these self exhausting pleasures include pleasures that are disappointing which one would not want to repeat for that very reason and those non-disappointing pleasures which you do to fulfil a goal to prove something to yourself, for example, to overcome your phobia of heights you climb Mount Whitney but this is an experience you do not want to repeat. He acknowledges that there are those pleasures that are self exhausting but ther e are many repeatable pleasures that we would never get bored of like listening to beautiful music or seeing great art and we would therefore never fall victim to Williams boredom account. I disagree with Fischer, firstly it seems to me his examples of self exhausting pleasures present a distorted view of what pleasure really is. I agree that disappointing pleasures may appear to be pleasurable before the act but after we experience the disappointment they cease to fall into this category. It appears that these disappointing pleasures are not pleasures at all and should not fall into the category of self exhausting pleasures. It is a similar case for his example of non disappointing self exhausting pleasures like climbing a mountain to overcome a phobia, climbing this mountain is not done for sheer pleasure, we may experience pride and we may experience some pleasure from this pride but the very act is done reluctantly and is not pleasurable within itself. To claim that he partly agrees with Williams that there are those pleasure that are self exhausting is somewhat misleading what he presents in the above case are not pleasures at all. What Williams said, is to think of the most perfect immortality that you can imagine and imagine doing this forever, the above so called pleasures do not fall into this; it seems obvious they would not want to be repeated. Fischer also goes on to explain a second category of pleasures which he called repeatable pleasures which include listening to music and enjoying art, Fischer believed that if these pleasures were appropriately distributed (not too closely to each other ) they could be repeated countless times. I disagree; although in this case they could be classed as pleasure, it seems we would still inevitably get bored maybe not after 100 or even two hundred years but somewhere down the line of a never ending life we would get bored. I can only enjoy a piece of music a limited number of times before it no longer brings me pleasure. However at this point an objection may arise; some may argue that human potential is endless reducing the likelihood of boredom. There are millions of songs to be heard and millions more that will emerge, there is a countless number of things that can be enjoyed that will never run out so you are not doomed to be repeating the same things over and over, and maybe when things start to get tedious new things will be invented to occupy our minds. The response to this is that having heard a thousand, a million, two million, songs they will all eventually take the same shape, nothing new can be invented that would be so drastically different from all previous inventions. Another point to be made is that Elina Makropulos maintains the same character throughout her life changing only to adapt to her surroundings it could therefore be suggested that the boredom she experienced was a result of her unchanging character not the fact that she lived for such a long period of time. Williams addresses this throughout his article, he argues that as human beings we aim to be, and usually succeed, in becoming a certain type of person, we develop a certain set of interests, a certain way of acting and we become settled as that type of person. His thought is that those who can avoid boredom and continue to find things interesting are not sufficiently mature there seems to be something wrong with them as such immortality is not a life for a hu man being (Williams 1973) . Let us now introduce a way boredom can be avoided in accordance with his argument, a possibility Williams considers is rejuvenation; by this he means you remain a human being in that you maintain the same body but every so often you are rejuvenated, a certain part of your history disappears and is replaced by a new start. Although this seems to deal with the boredom issue Williams does questions whether this is in fact you? Every time I am rejuvenated I have no recollection of my prior self and build a whole new character based on different memories and experiences. It seems wrong to say that I am the same person after being rejuvenated for the hundredth time as I was prior to my first rejuvenation (Williams,1973:92). Even if we are persuaded that you are the same person Williams would argue that it is not giving you anything that you could be interested in, the absence of a continuity of consciousness is a serious problem. Even if it is not death it is as bad as death to be rejuvenated in this way. Another possibility to consider is the gradual deterioration of memory where we forget things as time goes on for example every 200 years. However I believe this raises the same question as above are we really the same person if we live in a 200 year envelope? Williams concludes that death is a necessary e vil; we should hope to die if we are to avoid the alternative of immortality. My second argument to why immortality is not desirable is based on the meaning of life. I believe that death and the very limitations that it sets down gives life meaning. My second argument overlaps with my first but what I wish to specifically argue here is that it is the very fact that we are here for what is comparatively a short time that makes our lives meaningful, in the way we act and behave, this is the idea that it is time pressure that shapes our lives. It is irrelevant whether one believes or does not believe in god or any form of creator or greater being, they will still find life meaningless without death, even if you merely carry on living out of the fear of dying. I believe that all good things have to have a beginning, middle and an end and each is necessary and is enjoyed accordingly. Victor Frankl argues that death itself is what makes life meaningful, his reasoning is as follows: â€Å"What would our lives be like if they were not finite in time, but infinite? If we were immortal, we would legitimately postpone every action forever. It would be of no consequence whether or not we did a thing now; every act might just as well be done tomorrow or the day after or a year from now or ten years hence. But in the face of death as absolute finis to our future boundary to our possibilities, we are under the imperative of utilizing our lifetimes to utmost, not letting the singular opportunities- whose finite sum constitutes the whole of life-pass by unused† (Frankl,1957:73). Nozick , however, has a problem with this argument, in his book â€Å"Philosophical explanation† he wonders whether death in fact makes life meaningless not meaningful, he argues that â€Å"Frankl assumes our only desire is to have done certain things, to put certain things somewhere on our record†¦Ã¢â‚¬ ¦.However, we may desire to do things; our desire need not be merely to have done them. Moreover, if we had an infinite life, we might view it as a whole, as something to organize, shape and do something with† (Nozick,1981:579-580) I disagree, firstly it was not assumed by Frankl that we merely do things to put them on record, what was being said is that we have a limited amount of time to do things but we do not merely do them just to tick a box but to grow and evolve as human beings because pursuing our goals enriches our lives. It is the very fact that we have a finite time that motivates us to make those decisions and do those things that enhance our lives, which would only be forever delayed with an infinite existence. For example why should I go to school if I dont like it? The simple answer is to learn to acquire skills that would help me to achieve and make something of my self before I die and cease to exist. If I was immortal, learning trigonometry would seem less attractive than watching TV or playing computer games all day. I get more pleasure from such things (in the short term at least) and watching TV is certainly easier than studying and Ill get round to learning trigonometry sometime.Time press ure is what makes us set goals, with an immortal life tasks would forever be extended and a consequence would emerge whereby we would be less likely to do things of value, we would become a stagnant society where simple pleasures rule. Even if we are partly motivated by the desire to do things not only to have done things they would still be postponed and contrary to what Nozick claims this would matter as the desire alone to do things does not make ones life meaningful it may contribute to some poor will to carry on living (to do that specific thing) but will not give satisfaction to ones life. Nozick also questions whether death in fact makes life meaningless? Many argue that death renders life futile because we will all eventually die and so there is no point in developing character or studying calculus if our progress is ultimately going to be permanently interrupted and it will all go to waste. It seems to me that to argue that death makes life meaningless is to argue that something can only be meaningful if it lasts forever. The truth is that many things we value and find worthwhile do not last forever. I affirm that most if not all actions other than pleasures within themselves are predominantly motivated by the desire to get things done and enrich our lives from them before we die. Death is a deadline, a necessary evil; we know every day that passes we will never get back and this gives meaning and shapes how we live and thus an immortal life is not one to be desired. So far a strong argument has been provided for the undesirability of an immortal life but is there any situation in which immortality can be desired? In setting out what I meant by immortality I disallowed a get out clause, let us now suppose you would be able to live as long as you wanted and when you eventually had enough it would be possible to take your own life, is the elixir of eternal existence now more attractive? Surely it is, however, this is not all together straight forward. Take for example a mortal who chooses to commit suicide, in taking their own life he/she is giving up for example another 30 years, however, in the case of an immortal he/she is giving up what is essentially an eternity. They may be unhappy now but they could not possibly know that this would be the case in a million or a billion years time, choosing to take an immortal life is of greater consequence. In allowing a get out clause we would also become a very unadventurous and risk- averse society, who would take the risk of bungee jumping, paragliding and so forth if what they are risking is an infinite lifespan? Although this may seem a more attractive model of immortality it is complicated and can it really be called immortality if we allow this get out clause? It seems to me the very fact that we would choose this model supports my argument, that immortality would cease to be good and we would all sooner or later opt to take our own lives. In conclusion immortality in the physical human sense is never a good thing. It should not be desired; whatever perfect life you imagine to want to experience forever it will soon become tedious and boredom will eventually set in. Death is therefore necessary, even in accordance with the deprivation account, as further existence would become a bad thing sooner or later and it will no longer be the case whereby death deprives you of the good things life has to offer but where death provides an end to all that is bad with an eternal existence. It is also the inevitability of death that gives life reason and shape, the very fact that we have a limited lifespan motivates people through a sense of urgency to spend their time doing those things that contribute meaning and enrich their lives which would forever be delayed with inevitable consequences with an immortal life. Without death there would be no such thing as sacrifice, putting a lifes work into something, heroism and courage, we w ould lack appreciation for our existence, life would not be as serious or meaningful. I believe there to be an artistic necessity about dying- in the same way a picture has a frame, one cannot imagine an infinite painting, or a play has a shape and a final curtain, one cant imagine a play going on forever. Why grope for some mysterious realm for which we are not properly equipped to function in? Although I have argued that immortality is bad, this is not to say that it is a good thing that we die when we do, in accordance with all above arguments one can still think that we die too soon. Bibliography Fischer, M. (1994). Why Immortality is Not So Bad. International Journal of Philosophical Studies. 2, 257-270. Frankl, V (1957). The Doctor and the Soul. Alfred Knopf. New York Nagel, T (1970). Death. Nous. 4, 73-80 Nozick, R (1981). Philosophical Explanations. Oxford.  Clarendon Press Williams, B (1973). Problems of the Self: Philosophical Papers 1956-1972. New York: Cambridge University Press.

Behavior Change Theories and Strategies Essay -- Psychology, Cognitive

To begin with,a health practisioner may fascilate behaviour change in an individual with a health risk behaviour through the application of different behaviour change theories and strategies. In general,health risk behaviours are actions which may threaten an individual's health causing negative effects(Barkway,2009).Until the mid 20th century,global health threats were primarily a result of infectious and communicable diseases.However,recently in developed countries,health threats are now posed by diseases in which lifestyle play a role in the causation and or management of illness.For instance,the modifiable risk factors for coronary heart disease,a leading cause of disease burden are tobacco smoking,high blood pressure and high colesterol level which are eventually related to health behaviour and lifestyle(Barkway,2009). This essay will first introduce the health risk behaviour,in this case,smoking.Secondly,it will decribes the theories or models of behaviour change, which are thecognitive and non cognitive theories, transtheoritical model of behaviour change and motivational interwiewing.Lastly,it will mention the different health strategies and how it aids in bringing about behaviour change followed by the conclusion. Jones(as cited in Jons and Creedy,2008) states that large proportion of the morbidity and mortality associated with lifestyle diseases is preventable.It is also estimated that 25 % of all cancer deaths and a large propotion of deaths from coronory heart disease and stroke could be prevented by modifying just one behaviour,that is,cigratte smoking(Taylor as cited in Jons and Creedy,2008).In addition,Allen(as cited in Jons and Creedy,2008) sta... ... and withdrawal symptoms. Currently, bupropion (Zyban) and varenicline (Chantix) are the only two medications that don’t contain nicotine which are approved as smoking cessation aids. These anti-smoking pills are intended for short-term use. (Lhrar,Segal&Smith,2008). To sum up,it seems that a health practisioner can fascilate behaviour change through the understanding and application of various behaviour change theories, and different considerable strategies.The different theories seem to educate and guide a health practisioner through the processes of behaviour change . It is also noted that, behaviour change requires willingness or determination from an individual with a health risk behaviour and a health practisioner's knowledge on how and through what strategies to bring about that change to achieve the goal of fascilating behaviour change.

Know how to identify development needs Essay

Everyone has their own preferred way of learning new things. Knowing how you learn can Help you take control of situations and develop further in learning or employment situations. To help me identify my own learning style(s) and that of a member of my team, I used the VAX questionnaire below. Tick box A B or C for each question that most represents how you generally behave. ABC 1When I operate new equipment I generally:x A B CRead the instructions first Listen to an explanation from someone who has used it before Go ahead and have a go, I can figure it out as I use it 2When I need directions for travelling I usually:x A B CLook at a map Ask for spoken directions Follow my nose and maybe use a compass 3When I cook a new dish I like to:x A B CFollow a written recipe Call a friend for an explanation Follow my instincts, testing as I cook 4If I am teaching someone something new I tend to:x A B CWrite instructions down for them Give them a verbal explanation Demonstrate first and then let them have a go 5I tend to say:x A B CWatch how I do it Listen to me explain You have a go 6During my free time I most enjoy;x A B CGoing to museums and art galleries Listening to music and talking to my friends Playing sport or doing DIY 7When I go shopping for clothes I tend to:x A B CImagine what they would look like on Discuss them with the shop staff Try them on and test them out ABC 8When I am choosing a holiday I usually:x A B CRead lots of brochures Listen to recommendations from friends Imagine what it would be like to be there 9If I was buying a new car I would:x A B CRead reviews in newspapers and magazines Discuss what I need with my friends Test drive lots of different types 10When I am learning a new skill I am most comfortable:x A B CWatching what the teacher is doing Talking through with my teacher exactly what I am supposed to do Giving it a try myself and work it out as I go 11If I am choosing food from a menu I tend to:x A B CImagine what the food will look like Talk through the options in my head or with my partner Imagine what the food will taste like 12When I listen to a band I can’t help:x A B CWatching the band members and other people in the audience Listening to the lyrics and the beats Moving in time with the music 13When I concentrate I most often:x A B CFocus on the words or the pictures in front of me Discuss the problem and the possible solutions in my head Move around a lot, fiddle with pens and pencils and touch things 14I choose household furnishings because I like:x A B CTheir colours and how they look The descriptions the sales people give me Their textures and what it feels like to touch them 15My first memory is of:x A B CLooking at something Being spoken to Doing something 16When I am anxious I:x A B CVisualise the worst case scenarios Talk over in my head what worries me most Can’t sit still, fiddle and move around constantly ABC 17I feel especially connected to other people because of:x A B CHow they look What they say to me How they make me feel 18When I have to revise for an exam I generally:x A B CWrite lots of revision notes and diagrams Talk over my notes, alone or with other people Imaging make the movement or creating the formula 19If I am explaining to someone I tend to:x A B CShow them what I mean Explain to them in different ways until they understand Encourage them to try and talk them through my idea as they do it 20I really love:x A B CWatching films, photography, looking at art or people watching Listening to music, the radio or talking to friends Taking part in sporting activities, eating fine foods and wines or dancing. 21Most of my free time is spent:x A B CWatching television Talking to friends Doing physical activity or making things 22When I first contact a new person I usually:x A B CArrange a face to face meeting Talk to them on the telephone Try to get together whilst doing something else, such as an activity or meal 23I first notice how people:x A B CLook and dress Sound and speak Stand and move 24If I am angry I tend to:x A B CKeep replaying in my mind what has upset me Raise my voice and tell people how I feel Stamp about, slam doors, and physically demonstrate my anger 25I find it easiest to remember:x A B. CFaces Names Things I have done ABC 26I think you can tell if someone is lying if:x A B CThey avoid looking at you Their voice changes They give me funny vibes 27When I meet an old friend:x A B CI say ‘it’s great to see you’ I say ‘it’s great to hear from you’ I give them a hug or a handshake 28I remember things best by:x A B CWriting notes or keeping printed details Saying them aloud or repeating words and key points in my head Doing and practising the activity or imagining it being done 29If I have to complain about faulty goods I am most comfortable:x A B CWriting a letter Complaining over the phone Taking the item back to the store or posting it to head office 30I tend to say:x A B CI see what you mean I hear what you are saying I know how you feel Total number of ticks in each column:130512 If you chose mostly A’s you have a VISUAL learning style. If you chose mostly B’s you have an AUDITORY learning style. If you chose mostly C’s you have a KINAESTHETIC learning style. Learning Styles Self-Assessment Everyone has their own preferred way of learning new things. Knowing how you learn can help you take control of situations and develop further in learning or employment situations. Tick box A B or C for each question that most represents how you generally behave. ABC 1When I operate new equipment I generally:* A B CRead the instructions first Listen to an explanation from someone who has used it before Go ahead and have a go, I can figure it out as I use it 2When I need directions for travelling I usually:* A B CLook at a map Ask for spoken directions Follow my nose and maybe use a compass 3When I cook a new dish I like to:* A B CFollow a written recipe Call a friend for an explanation Follow my instincts, testing as I cook 4If I am teaching someone something new I tend to:* A B CWrite instructions down for them Give them a verbal explanation Demonstrate first and then let them have a go 5I tend to say:* A B CWatch how I do it Listen to me explain You have a go 6During my free time I most enjoy;* A B CGoing to museums and art galleries Listening to music and talking to my friends Playing sport or doing DIY 7When I go shopping for clothes I tend to:* A B CImagine what they would look like on Discuss them with the shop staff Try them on and test them out A B C 8When I am choosing a holiday I usually: Read lots of brochures Listen to recommendations from friends Imagine what it would be like to be there ABC * 9If I was buying a new car I would:* A B CRead reviews in newspapers and magazines Discuss what I need with my friends Test drive lots of different types 10When I am learning a new skill I am most comfortable:* A B CWatching what the teacher is doing Talking through with my teacher exactly what I am supposed to do Giving it a try myself and work it out as I go 11If I am choosing food from a menu I tend to:* A B CImagine what the food will look like Talk through the options in my head or with my partner Imagine what the food will taste like 12When I listen to a band I can’t help:* A B CWatching the band members and other people in the audience Listening to the lyrics and the beats Moving in time with the music 13When I concentrate I most often:* A B CFocus on the words or the pictures in front of me Discuss the problem and the possible solutions in my head Move around a lot, fiddle with pens and pencils and touch things 14I choose household furnishings because I like:* A B CTheir colours and how they look The descriptions the sales people give me Their textures and what it feels like to touch them 15My first memory is of:* A B CLooking at something Being spoken to Doing something 16When I am anxious I:* A B CVisualise the worst case scenarios Talk over in my head what worries me most Can’t sit still, fiddle and move around constantly A B C 17I feel especially connected to other people because of:* A B CHow they look What they say to me How they make me feel 18When I have to revise for an exam I generally:* A B CWrite lots of revision notes and diagrams Talk over my notes, alone or with other people Imaging make the movement or creating the formula 19If I am explaining to someone I tend to:* A B CShow them what I mean Explain to them in different ways until they understand Encourage them to try and talk them through my idea as they do it 20I really love:* A B CWatching films, photography, looking at art or people watching Listening to music, the radio or talking to friends Taking part in sporting activities, eating fine foods and wines or dancing 21Most of my free time is spent:* A B CWatching television Talking to friends Doing physical activity or making things 22When I first contact a new person I usually:* A B CArrange a face to face meeting Talk to them on the telephone Try to get together whilst doing something else, such as an activity or meal 23I first notice how people:* A B CLook and dress Sound and speak Stand and move 24If I am angry I tend to:* A B CKeep replaying in my mind what has upset me Raise my voice and tell people how I feel Stamp about, slam doors, and physically demonstrate my anger 25I find it easiest to remember:* A B CFaces Names Things I have done ABC 26I think you can tell if someone is lying if:* A B CThey avoid looking at you Their voice changes They give me funny vibes 27When I meet an old friend:* A B CI say ‘it’s great to see you’ I say ‘it’s great to hear from you’ I give them a hug or a handshake 28I remember things best by:* A B CWriting notes or keeping printed details Saying them aloud or repeating words and key points in my head Doing and practising the activity or imagining it being done 29If I have to complain about faulty goods I am most comfortable:* A B CWriting a letter Complaining over the phone Taking the item back to the store or posting it to head office 30I tend to say:* A B CI see what you mean I hear what you are saying I know how you feel Total number of ticks in each column:151203 If you chose mostly A’s you have a VISUAL learning style. If you chose mostly B’s you have an AUDITORY learning style. If you chose mostly C’s you have a KINAESTHETIC learning style. Learning Styles Now I have identified the learning style(s) for a member of my team and myself, and buy Reading the explanations below, we can consider how this will help us to choose the type of Learning that works best for us. People commonly have a main preferred learning style, but This may be part of a blend of all Three. Some people have a very strong preference; other People have a more even mixture of two or less commonly, three styles. Remember, there is no right or wrong learning style. The VAK learning styles model suggests that most people can be divided into one of the Three styles: Someone with a Visual learning style has a preference for seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc. These people will use phrases such as ‘show me’, ‘let’s have a look at that’ and will be best able to perform a new task after reading the instructions or watching someone else do it first. ?These are the people who will work from lists and written directions and instructions. ?Someone with an Auditory learning style has a preference for the transfer of information through listening: to the spoken word, of self or others, of sounds and noises. These people will use phrases such as ‘tell me’, ‘let’s talk it over’ and will be best able to perform a new task after listening to instructions from an expert. ?These are the people who are happy being given spoken instructions over the telephone, and can remember all the words to songs that they hear! ?Someone with a Kinesthetic learning style has a preference for physical experience – touching, feeling, holding, doing, practical hands-on experiences. These people will use phrases such as ‘let me try’, ‘how do you feel? ’ and will be best able to perform a new task by going ahead and trying it out, learning as they go. These are the people who like to experiment, hands-on, and never look at the instructions first! AC 1. 2 Use a simple technique for identifying own development needs and the development needs of another member of the team. It is very important for any organization to identify your own development needs and the Development needs of your team, and the development of all individuals at all levels. In The section below I have looked at a couple of ways you can identify the skills and Knowledge required for successfully delivering as well as providing the training and Development required for both me and that of another member of my team. Of course there are training and development texts that cover this subject in much more Detail, it is best to start with an analysis of the training and development that is required. The Starting point and the subsequent steps can be represented in ‘The Training Cycle’ or ‘The Systematic approach to Training and Development’. This is a widely recognised and used Model of the processes involved in professional development. When setting any objectives for training we should be using the standard management Practice of using SMART objectives. SYou will notice that the objectives are specific in that they explain a number of individual tasks. MThey are measurable in that you can determine if the tasks have been completed by checking against the targets, e. g. 2000 words, four bridges, grid reference, and so on. AThey are achievable in that resources are available to complete the task. For example, is there sufficient time for completion and does the candidate have access to a computer? RThey should be realistic. Clearly any task to be set at an appropriate level and be relevant to the development of the individual. We have to ask whether the person presently has the skills to carry out what we are expecting, does he/she need training or can they learn by on the job training. TFinally, the task should be time-bound in that you have to set time targets for completion, and possibly for reviewing progress. If you are able to set SMART objectives it makes the job of evaluation and review much easier. Identify the need The need for staff training can be identified in a number of ways, such as during interviews, Through feedback from colleagues, by competence or knowledge tests, by observing work Taking place, or from appraisal documents or CVs. Skills and knowledge audits and a SWOT analyses are well-known techniques that can be used for self-assessment as well as For identifying the needs of individuals and groups. Skills and knowledge audit A ‘brainstorming’ session will identify the skills, knowledge and understanding required to Carry out a particular task. To help me identify my own development needs I used the table On the next page, by comparing my existing skills and knowledge with the recommended Ones helped me to determine the training and development needs I could need. SKILLSLevel requiredCurrent levelDevelopment needs Project designDegree or HNC level management and review Supervisory management plus some specific project trainingILM Level 3 Certificate in Principles of Leadership and Management Planning and reviewingManagement Level 2 S/NVQManagement Level 2 S/NVQAs above Staff managementManagement Level 2 S/NVQManagement Level 2 S/NVQNone required Team briefingManagement Level 2 S/NVQManagement Level 2 S/NVQAs above Effective presentationAbility to present projects to community groupsNot confident in presenting to groupsILM Level 3 Certificate in Principles of Leadership and Management Report writingProfessional quality reportsAlready presents high quality reportsNone required Assessment skillsVocational Assessor AwardHolds Skills Assessor AwardTo work towards the D33 Team skillsManagement Level 2 S/NVQManagement Level 2 S/NVQNone required Training of trainers3- to 4-day courseAlready holds three relevant training unitsNone required KNOWLEDGELevel requiredCurrent levelDevelopment needs Managemen t of Health and SafetyIOSH levelAlready holds IOSH and has attended specific trainingNone required Safety in Housekeeping legislationIOSH levelAs aboveAs above Employment legislationManagement Level 2 S/NVQManagement Level 2 S/NVQUpdating courses when available Appraisal system and how it worksSpecific knowledge and use of the systemHas carried out appraisals in other organisationsSpecific coaching only required Environmental legislationFull knowledge of relevant environmental legislationHas full knowledge through personal researchNone required Do not be over specific about each and every aspect of the job, and do not use vague Expressions: communication skills, for example, may cover questioning, listening and talking To a group. You should attempt to be as clear and concise as possible about the skill or Knowledge required. To help me identify the development needs of a member of my team I used a SWOT Analysis, this is a simple self-assessment tool and is the SWOT analysis or analysis of STRENGTHS, WEAKNESSES, OPPORTUNITIES and THREATS. This can be used on its own or with the skills and knowledge analysis. It is good technique For helping staff identify their own training needs with or without support. My Team leader StrengthsWeaknesses Has a strong background in supervisory management techniques.? Has not worked to any degree with groups of manual workers. ? Has used a pc competently in previous jobs.? Is unfamiliar with project management software. ? Has an IOSH Certificate.? Health and safety training did not cover everything needed for this roll. OpportunitiesThreats ? There will be a number of candidates selected for a higher level qualification in supervision? Lack of supervision / management skills can hamper progress. ? Growth in the path industry may mean that there are more higher level jobs available.? Other candidates may have worked with manual workers – I need to improve my leadership skills. Using the SWOT analysis has helped us to see some of the development areas my team Leader needs, and from this I can help by finding the right course to help in his development. AC 1. 3 Identify potential barriers to learning Workplace learning is the process of gaining relevant skills and knowledge at work, either Informally as you gain experience or formally through structured training. Barriers to Workplace learning are factors that slow down the process, misdirect it or prevent it from Happening. These factors differ from one type of job to another. Misdirection If your goal is to achieve long-term success in your field, you need to learn new skills and Abilities on an ongoing basis. A sales professional must improve his closing techniques and His understanding of customer psychology, while an information technology specialist needs To keep up with new technological developments. One potential barrier to effective Workplace learning is that you may learn something that provides a short-term advantage But actually works against your long-term professional development. For example, if you Learn how to close just enough sales to meet your quota consistently, this may discourage You from learning the sales techniques that would substantially improve your close rate. Stagnation Another barrier to workplace learning is getting caught in a rut. If the work you do is not Mentally stimulating or challenging, you may not continue to improve on the job. Company Culture also can have a big impact on whether employees keep growing and learning or Whether their skills and motivation stagnate. If you believe your supervisors aren’t interested In hearing what you have to say, won’t listen to concerns you have and don’t welcome your Questions, you won’t keep learning and improving. Companies that foster an open culture Are less likely to have this problem. Obfuscation Effective learning often depends on effective teaching, but not all teachers are equally skilled Or willing. Many workplace skills are best learned from an expert, and experts are not Always readily available. Some co-workers who do have genuine expertise are not willing to Share it openly. For instance, the company’s best programmer might be worried that if he Teaches new employees all the tricks of his trade, his own value to the organization will Decline and he could lose his position. Teaching materials such as training videos or Instructional manuals may be poorly explained, confusing or limited. Companies can Overcome these issues by rewarding employees who mentor others and ensuring that there Are adequate materials on hand to facilitate learning? Access Depending on the type of business, the employees may face problems outside of the Workplace that interfere with their ability to learn in the workplace. Low-skilled employees Often are eager to obtain training to improve their job skills, but they sometimes face Complex life situations that make this difficult. This can include obligations to family Members, lack of free time to engage in additional training, medical problems and lack of Funds to pay for any training the employer does not provide. Anything the company can do To make training more accessible and flexible can alleviate this problem. This is just a few of the potential barriers to learning and I have explained these in a bit more Detail, below is a small list of some others, this list is again only a short list there are possibly Many more. Employee learning not seen as critical to business success Identifying and analysing true learning needs is time consuming Employees reluctant to take the time out to learn and develop Available learning not seen as specific enough to job roles and company strategy Learning doesn’t deliver tangible benefit Learning solutions simply don’t deliver No observed behavioral change Learning solutions are costly and risky AC 1. 4 Explain how barriers to learning can be overcome Overcoming barriers to success involves assessing the situation, consulting experts, Considering alternatives and taking action. To manage your career effectively, you need to Take charge of your own development. By assessing your own skills, getting advice from Others, learning new skills and making informed decisions, you can achieve your goals. Overcoming challenges and setbacks usually requires a positive attitude, as well as Dedication and commitment. Feedback To communicate more effectively and overcome objections, start by collecting information About the problem at hand. Avoid misinterpretation, misunderstanding and mistakes by Assembling all the facts. Depending on the situation, you can conduct surveys, run focus Groups or simply start a conversation with a colleague. Listen carefully and pay attention to The subtle nuances of what people say. Then take action to use the feedback and address The problem, tell people what you did, evaluate the outcome and refine your approach if Necessary. For example, to improve your chances of getting a new position, ask a friend or Colleague to review your resume and cover letter. Does it reflect your skills and knowledge In the best manner? Make modifications based on their feedback and submit your Application. Join a professional organization in your industry to network with other business Professionals. By making new contacts, you can learn about new opportunities to use your Unique skills and experience. Change Barriers to change include reluctance to part with old ways, sadness and regret associated With loss, and fear of the unknown. Managing change effectively and overcoming these Obstacles involve setting a clear course for the future and establishing realistic goals. Recognize that change can be disruptive. Then commit to the transition and form new Strategies. For example, once you decide that you want to pursue a new a career in a Higher-paying field, get the training and experience you need to succeed, according to your Budget and time availability. Define goals that are specific, measurable, attainable, realistic And time constrained. For example, if you want to pursue a career in health services, you Might aim to complete your bachelor’s degree and earn a nursing degree in the next six Years by participating in an online university program. Decision Making Barriers to success often involve an inability to make good choices. Learning how to Evaluate options efficiently can help you ensure career success. Sometimes you need to Make a quick decision without consulting others to ensure your safety and well being. Other Times, get input from other people you trust to help you make an informed decision about The next step to take in your development. When you work on a team, there may be times When the group needs to collaborate to make a choice that impacts everyone. This can take Time but the results are typically beneficial in the long run. When you don’t have time or the Outcome doesn’t really matter to you, delegate decision making to a subordinate to keep Processes flowing smoothly. This might include tasks such as approving travel expenses That are under a certain amount. Productivity When your goals don’t align with those of your company, your motivation and desire to Perform decrease. Ensure that you fully understand your company’s strategic objective, Mission and values so that you can position yourself appropriately. Examine your work Habits. Manage your work day effectively to achieve your short and long-term goals. For use Online time management tools to focus your attention on the task at hand and complete Work in short segments. Managing your own productivity tends to improve your long-term Success. Section 2: Know how to develop self and others to achieve organisational objectives AC 2. 1 Briefly analyse learning/development options to meet need(s) of Self and another member of the team.

Fermentation of Yeast with Carbohydrates

Cell membranes are a bilayer make up of phospholipids, proteins, and cholesterol. Its main function is to regulate what comes in and out of the cell by means of diffusion, transport proteins and protein channels. Trans membrane proteins transport polar solutes across hydrophobic regions of the bilayer. Diffusion occurs when solutes are transferred from a high concentration of that solute to a lower concentration of solutes.Solutes do not depend on the concentration of other solutes, which allows the cell to take in oxygen while releasing carbon dioxide. Osmosis is a special type of diffusion, which occurs when water is diffused across the membrane. This can be affected by how hydrophilic a solute is on either side of the membrane. The diffusion of glucose, starch, and iodine was observed when the solutes went from a higher concentration of their individual solute to a lower concentration diffusing threw pores in the dialysis bag.The experiment sought to find out which solutes would d iffuse threw the pores of the dialysis bag, whether in or out of the bag. The pores and walls of the dialysis bag acted as a permeable membrane, like the one found in cells, and was the regulator of diffusion for the solutes. Studying the movement of solutes threw the dialysis bag helps better understand diffusion of a cell membrane, and the means and solutes that make a solution isotonic.If the iodine concentration is higher outside the dialysis bag of starch and glucose than in it, iodine along with water will diffuse into the bag while the starch remains in the dialysis bag and some glucose will diffuse out of the dialysis bag. Solution | Solute Concentration (M) | Tonicity (i. e. hypotonic)| Expected mass change (+ or -)| 1| 0. 058 M| Hypertonic| -| 2| 0. 134 M| Hypertonic | -| 3| . 000385 M| Hypotonic | +|

Bio Experiment Light Intensity Essays

Bio Experiment Light Intensity Essays Bio Experiment Light Intensity Essay Bio Experiment Light Intensity Essay Research question : How does the different light intensity affect the rate of photosynthesis in plants? Objective : To investigate the relationship between different light intensity (by having the source of light at different distance to the plant discs which is at; 10cm, 15cm, 20cm, 25cm, 30cm, and 35cm ) and rate of photosynthesis of plant. Introduction : Photosynthesis is the process where light energy is absorbed by green plants to convert the raw materials (carbon dioxide and water) into sugars and oxygen (waste product). This conversion can be summarized into the equation below: Raw materials Products 6CO2 + 6H2O C6H12O6 + 6O2 (light energy) waste product Referring to the above equation, it can be seen that light energy plays the role as the source of energy stimulating the process of photosynthesis. The main pigment that absorbs light energy is chlorophyll which is the green pigment found inside chloroplasts. A green leaf cut out into discs of the same size are used in this experiment. This experiment is carried out to discover how different intensity would affect the rate of photosynthesis. Hypothesis : As light intensity increases, the rate of photosynthesis increases. Variables : Variables| Ways of controlling| Independent variable :The distance of the source of light energy to the plant discs (light intensity). | Use different distance in each experiment by measuring using a 1 m ruler. The different distance are 10cm, 15cm, 20cm, 25cm, 30cm, and 35cm. Dependent variable :Rate of photosynthesis | The rate of photosynthesis in each experiment is calculated by using the formula ;1tt = the time taken for each plant discs to float on the surface of 3% sodium hydrogen carbonate measured by using a stopwatch. | Controlled variable : * Number of plant discs used in each experiment * Concentration of sodium hydrogen carbonate solution * Volume of sodium hydrogen carbonate used * Size of plant discs * Source of light| Bu sing a cork borer, 5 discs measuring 8 mm in diameter each are cut out from the same leaf for each experiment. Each experiment uses a set of 5 plant discs). Use the sodium hydrogen carbonate solution of 3% concentration only for each experiment. Use only 10ml of sodium hydrogen carbonate in each experiment measured by using a 20ml syringe. The plant discs are cut out by using the same cork borer with each of them having the diameter of 8mm each measured with 15cm ruler. The same desk lamp and its bulb is used in each experiment. | Table 1 : List of variables and ways to control them Materials and apparatus : Materials and Apparatus| Quantity| Volume/size| Fresh green leaf| 1| 5 of 8mm discs for each experiment| 3% sodium hydrogen carbonate solution| 1 reagent bottle| 20ml for each experiment| Desk lamp| 1| -| syringe| 6| 20 ml| Stopwatch| 1| -| 1m ruler| 1| -| 15cm ruler| 1| -| Cork borer| 1| -| beaker| 66| 100ml50ml| White tile| 1| -| Measuring cylinder| 1| 100 ml| Table 2 : list of materials and apparatus, their quantities, and volume or size used in the experiment. Methodology: 1. The distance between the bottom of the light bulb (from the desk lamp) and the surface of the laboratory table is adjusted at 10 cm. The lamp was turned on, and all other source of light was turned off. 2. 20 ml of 3% sodium hydrogen carbonate solution was measured by using a 100 ml measuring cylinder and then was poured into a 100 ml beaker. 3. 10 ml of the 3% sodium hydrogen carbonate solution was transferred into a 20ml syringe. 4. 5 of approximately 8mm in diameter each plant discs were cut out from the same green leaf by using a cork borer. 5. A thumb or any finger was placed over the hole at the tip of the syringe to hold its content while the plunger is slowly pulled out. 6. The 5 plant discs are put into the syringe containing 10 ml of 3% sodium hydrogen carbonate solution. The plunger was then slowly pushed back inside the syringe while still keeping the finger or thumb over the hole at the tip of the syringe. 7. The finger was then removed to expel the excess air inside the syringe by pushing the plunger forward slowly. 8. Then, the finger was placed back again on the hole at the tip of the syringe, and the plunger is pulled in to compress the remaining content in the syringe. 9. The plunger was pulled slowly until it came out and the content in the syringe was poured into a 50 ml beaker. 0. The beaker was then quickly placed below the light bulb and a stopwatch was simultaneously started. 11. The time taken for each plant disc to float on the surface of the 3% sodium hydrogen carbonate solution was recorded. 12. Steps 1-11 were repeated with the distance of 15cm, 20cm, 25cm, 30cm, and 35cm. 13. All data were recorded, and tabulated. Results : * Quant itative data Distance between source of light energy to plant discs, cm ( ±0. 05 cm)| Time taken for plant discs to float on the surface of sodium hydrogen carbonate, s ( ±0. 1 s)| | Trial 1| Trial 2| Disc 1(reading 1)| Disc 2(reading 2)| Disc 3(reading 3)| Disc 4(reading 4)| Disc 5(reading 5)| Disc 1(reading 6)| Disc 2(reading 7)| Disc 3(reading 8)| Disc 4(reading 9)| Disc 5(reading 10)| 10. 00| 655. 0| 960. 0| 1170. 0| 1470. 0| 1835. 0| 1110. 0| 1280. 0| 1350. 0| 1370. 0| 1440. 0| 15. 00| 1212. 0| 1590. 0| 1490. 0| 1812. 0| 1856. 0| 1214. 0| 1350. 0| 1490. 0| 1710. 0| 1736. 0| 20. 00| 1530. 0| 1600. 0| 1610. 0| 1730. 0| 1950. 0| 1651. 0| 1700. 0| 1710. 0| 2026. 0| 2130. 0| 25. 00| 1720. 0| 1790. 0| 1820. 0| 1916. 0| 2066. 0| 1780. 0| 1950. 0| 2000. 0| 2410. 0| 2480. | 30. 00| 2110. 0| 2150. 0| 2240. 0| 2420. 0| 2750. 0| 2180. 0| 2250. 0| 2412. 0| 1570. 0| 2780. 0| 35. 00| 2411. 0| 2426. 0| 2483. 0| 2723. 0| 3057. 0| 2533. 0| 2566. 0| 2661. 0| 3503. 0| 3310. 0| Table 3 : Distan ce between source of light energy to plant discs, and time taken for plant discs to float on the surface of sodium hydrogen carbonate for trial 1 and 2. * Qualitative data 1. The leaf was green in colour, was quite thick, and felt a little spongy when discs were being cut out from it using a cork borer. 2. Sodium hydrogen carbonate solution is a colourless solution. 3. Bubbles were seen surrounding the plant discs when the plunger was being pulled to compress the contents in the syringe. 4. Bubbles were also seen forming during the wait for the plant discs to float as they were photosynthesizing. * Data processing Distance between source of light energy to plant discs, cm ( ±0. 05)| Light intensity(cm-2)| Uncertain-ty for light intensity| Average time taken for plant discs to float (s), ( ±0. 1s)| Overall average time taken for plant discs to float (s)( ±0. 1s)| Standard deviation| Rate of photosynthesis(s-1)| Standard error| | | | Trial 1| Trial 2| | | | | 10. 00| 1. x 10 | 5. 0 x 10 | 1218. 0| 1310. 0| 1264. 0| 3. 2 x 10 ? | 7. 9 x 10 | 6. 3 x 10 | 15. 00| 4. 4 x 10 | 1. 5 x 10 | 1592. 0| 1500. 0| 1546. 0| 2. 4 x 10 ? | 6. 5 x 10 | 4. 2 x 10 | 20. 00| 2. 5 x 10 | 6. 3 x 10 | 1684. 0| 1843. 4| 1763. 7| 2. 0 x 10 ? | 5. 7 x 10 | 3. 2 x 10 | 25. 00| 1. 6 x 10 | 3. 2 x 10 | 186. 40| 2124. 0| 1993. 2| 2. 6 x 10 ? | 5. 1 x 10 | 2. 5 x 10 | 30. 00 | 1. 1 x 10 | 1. 8 x 10 | 2334. 0| 2238. 4| 2236. 2| 3. 5 x 10 ? | 4. 5 x 10 | 2. 0 x 10 | 35. 00| 8. 2 x 10 | 1. 1 x 10 | 2620. 0| 2914. 6| 2767. 3| 3. 9 x 10 ? | 3. 6 x 10 1. 3 x 10 | Table 4 : Distance between source of light energy to plant discs, light intensity, uncertainty for light intensity, average time taken for plant discs to float, overall average time taken for plant discs to float, standard deviation, rate of photosynthesis, and standard error. * Light intensity (cm ) is calculated by using the formula: 1(Distance between source of light energy to plant discs)? For example on 10. 00 cm distance : = 110. 00? = 1. 0 x 10 (for the rest of the light intensity values, please refer to table 4) * Uncertainty for light intensity : ight intensity=1(Distance between source of light energy to plant discs)? ? light intensitylight intensity = ? Distance between source of light energy to plant discsDistance between source of light energy to plant discs+? 11 ? light intensity = ? Di stance between source of light energy to plant discsDistance between source of light energy to plant discs x light intensity For example on 10. 00cm distance : ? light intensity = 0. 05 cm10. 00 cm x 1. 0 x 10 = 5. 0 x 10 ( For the rest of the uncertainty of light intensity, please refer to table 4 ) * Average time taken for plant discs to float in trial 1 and 2 (s) : Average time taken in trial 1 = reading 1+ reading 2+ reading 3+ reading 4 + reading 55 Average time taken in trial 2 = reading 1+ reading 2+ reading 3+ reading 4 + reading 55 For example on 10. 00 distance : Average time taken in trial 1 = 655. 0 + 960. 0 + 1170. 0 + 1470. 0 + 1835. 0 5 = 1218. 0 s Average time taken in trial 2 = 1110. 0 + 1280. 0 + 1350. 0 + 1370. 0 + 1440. 0 5 = 1310. 0 s (for the rest of average time taken for plant discs to float in trial 1 and 2, please refer to table 4) * Overall average time taken for plant discs to float (s) : Overall average time take or plant discs to float = Average time taken in trial 1+ Average time taken in trial 22 For example on 10. 00cm distance : Overall average time take for plant discs to float = 1218. 0 +1 310. 02 = 1264. 0 s ( For the rest of the overall average time taken for plant discs to float, please refer to table 4) * Standard deviation : SD=reading 1-overall average2n-1+reading 2-overall average2n-1+†¦+(reading 10 -overall average2n-1) For example on 10. 00 cm distance : =655. 0-1264. 029+960. 0-1264. 029+†¦+(1440. 0-1264. 029) = 3. x 10? ( For the rest of the standard deviation, please refer to table 4 ) * Rate of photosynthesis (s ) : = 1(overall average time taken for plant discs to float, s) For example on 10. 00 cm distance : =1(1264. 0 s) = 7. 9 x 10 ( For the rest of the rate of photosynthesis, please refer to table 4) * Standard error : rate of photosynthesis=1overall average time taken for plant discs to float, s Rate of photosynthesis ? rate of photosynthesisrate of photosynthesis = ? overall average time taken for plant discs to floatoverall average time taken for plant discs to float+? 11 ? rate of photosynthesis = ? verall average time taken for plant discs to floatoverall average time taken for plant discs to float x For example on 10. 00cm distance : ? rate of photosynthesis = 0. 1 s1264. 0 s x 7. 9 x 10 = 6. 3 x 10 ( For the rest of the standard error, please refer to tab le 4) Graph 1 : graph of light intensity against rate of photosynthesis. Discussion : Photosynthesis is a process in which green plants use the energy of sunlight to produce sugars from the inorganic raw materials of carbon dioxide and water. In this experiment, we are trying to find the effect of light intensity on the rate of photosynthesis of plant. Theoretically, the rate of photosynthesis is directly proportional to light intensity up to certain point; as in graph below: Rate of photosynthesis X Light intensity Graph 2: Theoretical graph of relationship between light intensity and rate of photosynthesis As light intensity increases, the rate of photosynthesis increases up to a certain (point X) and then the graph will remain plateau. A further increase in light intensity (beyond point X) does not increase the rate of photosynthesis because of limiting factor such as concentration of carbon dioxide and temperature. However, this is not the exact case in this experiment. As we can see from the graph of light intensity against rate of photosynthesis, there is no constant reading (the readings continued to increase from 3. 6 x 10 s to 7. 9 x 10 s ) which means that the photosynthesis process in this experiment have not reached it’s the maximum point yet. When chlorophyll other pigments in the plant discs absorbs light, electrons becomes excited and the chlorophyll is also photoactivated. As more light is absorbed, more electrons can be boosted to higher level energy, and eventually the production oxygen is also vigorous. Hence, we can say that the rate of photosynthesis increases as chlorophyll absorbs more light. This explains why the first three points in the graph of light intensity against rate of photosynthesis produces a much steeper line. In this experiment, we can also see that although the plant discs were placed inside the sodium hydrogen carbonate at the same time, they still photosynthesize at different rate. This is because the discs are taken from taken from different part of the leaf. The side part of the leaf contains more spongy mesophyll cell and palisade mesophyll cell compared to the centre part of the leaf. The part which contain more spongy mesophyll cell and palisade mesophyll cell would have higher rate of photosynthesis as they are rich in chloroplast. As there are more chloroplast, there would be more absorption of light photons; leading t higher rate of photosynthesis when compared to the discs taken from the centre part of the leaf. As for the method of the experiment, air are expelled from the syringe containing the plant discs at the beginning of the experiment to ensure that each disc would have no gas in them initially; especially carbon dioxide. Once all plant discs are placed in the solution, the beaker containing them is put under the desk lamp, and a stopwatch is immediately started. When the plant disc starts to float on to the surface, it shows that photosynthesis has occurred and the presence of gas inside the cell causes the density of the disc to decrease; allowing it to float. The small bubbles seen are actually the release of oxygen gas as a result of photosynthesis. Limitations and suggestion : Limitation| Suggestion | The range between the 1st reading and the 10th reading of time taken for plant discs to float in each light intensity value varies with such great gap. | To avoid it, cut out the plant discs from the same area for all trials. Preferably, cut it out from the side of the leaf as that part contain lots of mesophyll cell (with lots of chloroplast; making it easier for photosynthesis to occur). | When expelling the air, some of sodium hydrogen carbonate tends to spill out too; leading to the decrease in volume of sodium hydrogen carbonate should be used. Hence the volume of carbon dioxide supplied which is supposed to be constant; became varied. | Expel the air on top of beaker containing the rest of sodium hydrogen carbonate solution so that when any of it inside the syringe leak out, it would drop inside the beaker itself; maintaining volume of carbon dioxide. | There is also presence of external source of light other than the desk lamp itself. The plant discs may have synthesized before they were put inside the beaker. This leads to unconvincing data. | All other source of light must be switched off before the experiment started. This will yield more accurate results. Some of the plant discs were stacked on each other when placed inside the beaker. Although this condition is already altered by moving them away from each other, the disc on top has received more light then the one below. | Before putting the beaker containing the plant discs under the desk lamp, make sure that the discs are not piled on top of each other by swirling the beaker a little. | Table 5 : limitations and suggestions Conclusion : From the experiment, it is proven that when light intensity increases, the rate of photosynthesis increases; while other factors remained constant. As light intensity increases, from 8. 2 x 10 cm to 1. 0 x 10 cm , the rate of photosynthesis of plant discs also increases from 3. 6 x 10 to 7. 9 x 10. The hypothesis is accepted. Reference : * MCB Biology HL students handbook (year 1) 2010 edition: page 192,193. * Alan Damon, Randy McGonegal, Patricia Tosto, William Ward : Heinemann Baccalaureate HL Biology,2007 for the IB diploma. * Biology for the IB DIPLOMA, by CJ Clegg,2008 by Hodder Education. * Biology Seventh Edition, by Neil A. Campbell and Jane B. Reece, 2005 by Pearson.