Fear paper

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Fear Paper

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I remember one sunny day when I was in 6th grade. It was the day my dad told me I was getting a dirt bike. So we went to Honda factory on 8 and I picked one out it was a Honda Xr 100 R. My dirt bike is white. The seat on the dirt bike is red with white writing saying Xr 100. It has stickers on the white gas tank that says XR in white, red, and black. We put it in the back of his truck, and we bought it home that day.

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We took it out and then he taught me how to ride it. How to use the cultch and when o shift by the engines noise. I got really good at that so then I asked him if I could bring it over to my next door neighbor's house. So we cold rid together since he has a dirt bike. His dirt bike is a Yamaha 80. It was silver with a black seat. My dad said yes. So I took my dirt bike over to Steve's house and he has a big back yard it is an acre from the front yard all the way until the fence in the back yard the same size as mine but mine has a lot of trees his back yard does not have many trees at all. I started out riding mine. I was doing really good riding smooth feeding the clutch right. Then I went on Steve's bike which is smaller then mine. He rode mine I rode his. I was doing well on his. Then we where flying around in his backyard and all oh the sudden I went to hit the brakes ad they did not work I kept on hitting and slamming my foot on to the brake lever on the right side right by the foot pegs. I did not stop and bam! I hit the fence head first, I was really scared right before I hit the fence because I thought I was going to get really hurt. I was aright until I was going to get up my arm just glazed the tire. The throttle was jammed into the ground and it was turned backwards which made the tire move. I got up with my arm badly burned. So I run to my house trying to get gauze on it, ice, and all that medical stuff. I tried to hide it from my dad so he did not get mad. Then I could not take the pain anymore so I got my dad, and he cleaned it out really good and wrapped it up for me. My dad did not want to tell me mom about it. Since my mom did not want me to get my dirt bike in the first place. She was just worried and she was wondering if I was ok.

I was fine and to this day I still ride it ad I have only crashed two other times after that the other two crashes where not bad at all. I was scared from that crash because I could have died from hitting the fence head first.

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MBA

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My immediate goal is to enroll an MBA program to prepare me for new challenges in business environment. I am confident that the superior education offered by Drexel University will allow for professional growth, while I concurrently fulfill my potential as a contributing member of society.

Growing up on a kibbutz in Israel provided me with a unique way of life. I was fortunate to watch my community evolve from an agrarian based, relatively isolated society into the modern, technologically savvy place that it is today. Being raised in such an environment, a strong work ethic was instilled in my peers and myself at an early age.

While the kibbutz society grew and matured, so to did I. In high school, I relished my classes in Mathematics, English, and History, as well as those in Mechanics and Physics. My interest in technology was evident as I was continually creating new devices or fixing old ones.

After high school I volunteered to serve for one year as a youth guide in Jerusalem. It was a great experience and I discovered that I enjoy the ability to lead while also cooperating with others. I proceeded to develop my leadership skills in the Israeli Navy. As Chief Engineer on a missile ship, I found the opportunity to combine my technical interests with my emerging management skills. I came to realize that leadership was something that I wanted to be a part of in a much larger capacity.

Following my service in the military, I embarked on a trip that took me through Europe, to the Far East, and opened my eyes to a plethora of cultures. Upon my return to Israel, I entered college, earning a Bachelors degree in Business, specifically focused on Economics and Management. Studying these subjects gave me the skills that I would need as I entered the business world.

I was enthusiastic to make use of my studies. I was hired as the general manger for Baligan, a manufacturing company that sold and installed playground equipment and garden furniture. During the nearly four years that I was employed at Baligan, I was able to make use of the skills that I learned both in the military and through my undergraduate education.

I moved to the United States in order to further pursue my career goals in business and to complete an MBA degree. As a senior manager at a well-established tour operator, I enjoy combining my professional knowledge and skills with my passion for travel. However, to accomplish my career goals, I must enhance my general business knowledge. I hope to augment my skills, especially in the areas of finance, marketing, and entrepreneurship. I am also aware that I have much to learn about American business practices. Since dealing with many aspects of international business will be an integral as part of my future career, it is essential that I fill in these gaps.

Drexel University's MBA program will provide me with the training to achieve both personal and career ambitions. I am attracted by the inventiveness and uniqueness of its entrepreneurial and finance programs, and believe that I will increase my practical business knowledge by interacting with my classmates. I value the fact that at Drexel, education does not stop at the classroom, but rather continues through extracurricular activities. I feel that a business school should balance theory with real-world application, and Drexels curriculum and opportunities for hands-on training through associations, and field study provides such balance.

I am also drawn to Drexel because of the schools emphasis on teamwork and technology, reflected by its exciting courses and programs. Additionally, the schools profusion of student groups and its flexible program will allow me to shape my course of study directly to my career interests. It is precisely this flexibility upon which I plan to draw while at school and in the future.

Above all, a Drexel MBA will help me strengthen both the practical and specific business knowledge and skills necessary to facilitate a stronger in a multinational, American-based firm. Such a position, in turn, will prepare me to accomplish my long-standing ambition of establishing my own company. Through further development of technical knowledge and managerial skills, Drexel University's MBA program will allow me to make a concrete and substantial contribution to my business environment.

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SUV's

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Television news, due primarily to its obsession with crime and violence, definitely has a negative impact upon our society. TV news is basically an oxymoron; giving us the skin of the truth stuffed with a lie. A news program should be focused on the facts, with perhaps some objective analysis. However, for business purposes, TV news broadcasts use dramatic, usually violent stories and images to capture and maintain an audience, under the pretense of keeping it informed. What we see and hear on the news affects us both consciously and subconsciously, and sends us about our lives unnecessarily fearing the remote dangers that we see excessively portrayed on the evening news. This fact is especially true for children, who are defenseless against this onslaught of violence being brought into our very living rooms in the guise of informative reporting. One can argue that all news shows are in fact re-creations", such as the case with The Wolf Blitzer Show which aired February rd at 1 o'clock on CNN. The so called "re-presentation comes to you in two forms language and pictures. The question then arises what do viewers need to know to properly defend themselves against the fast paced medium that is TV news.

Why is it that bad news is the only news? Is that all the public finds interest in? JonBenet Ramsey is a perfect example; a beautiful little girl with so much going for her, yet not deemed worthy of any media attention until her tragic murder made her a household name. To see the latest horror / thriller, theres no need to go to your local theater; its on television at 10 PM. Yet the news isnt completely at fault; the people (like myself) who complain that these stories are plethoric are the very people who tune in to watch them every evening.

"Fire gives visual form to the idea of consumption, disappearance, death- the thing that is burned is actually taken away by the fire. It is at this very basic level that fire makes a good subject for television news."(Postman, p.8) Recently in a Rhode Island nightclub, a fire caused by pyrotechnics engulfed the club killing at least 0 people and injuring 100's more. This image of change easily makes its way onto TV news. The Wolf Blitzer Show focused on the hear today gone tomorrow aspect of fire. Wolf Blitzer, the anchor of the show, steered clear from being a "talking heads" or a person who simply appears in front of the camera and speaks. "When talking heads appear on television there is nothing to record or document, no change in process."(Postman,p.54)

The long-standing news producer motto, if it bleeds, it leads, is alive and well, and the network broadcasts are no better than the locals are. The world news shows are virtually indistinguishable from local news, both leading with blood and guts. Clearly, advertising revenue and the constant pressure to keep the viewers tuned to the station are the driving forces behind the dumping down of TV news. News producers must figure that if they can scare the wits out of people, the people will be more inclined to watch the disproportionate prominence of gore and violence on daily TV news broadcasts. In a way, we experience vicariously the very things we dread. These stories are a highly charged, visceral experience for viewers, and when one of them breaks, there isnt a TV station thats not covering it or a person that isnt talking about it. Journalistically, violent crime pays; its cheap to report and it grabs attention.

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In fact, crime coverage seems to dominate the available news time. Politics, education, the environment and business average just seconds of attention (excluding, of course, now with the situation in Iraq). This overabundance of crime and violence on TV news inflates the publics fears for personal safety. It is clear that images have immense power to influence behavior, for good or ill. People, for the most part, believe that TV news is an accurate reflection of reality. They become frightened of the cities they live in, and fear that criminals will harm them or their loved ones. On the Wolf Blizter show the situation in Iraq is known as "Showdown Iraq" which creates the illusion to keeping the public informed. Important news events such as the situation in Iraq are lost by TV's visual reportage. This concern seems to be driven more by media coverage than by ones personal experiences. The more you watch TV, the more fearful you become especially in a post -11 New York. Also, and perhaps more importantly, I think it possible for one to witness so many news reports of senseless acts of violence, brutal murders, and demented killers that he or she becomes desensitized to the point of no longer feeling compassion for the victims or their families. For these reasons, it is imperative that viewers come to their screens with a mind of their own. Not necessarily with preconceived perceptions and prejudices, but rather with a critical awareness that will help determine how they see and interpret things.

Television news is dangerous to our childrens emotional and psychological health. Graphic coverage of wars, bombings, murders and natural disasters can quite possibly lead to nightmares, depression and other lasting reactions. As adults, we can make concrete choices about what we watch and where we get our information. Our children cant; they are innocent and more impressionable. We have the ability to tell the difference between reality and deception; our children dont. The world presented to them on TV is usually a lot scarier than the world they actually live in. Crime statistics go down, yet coverage of crime on TV news increases.

Television news seems compelled to inform its viewers of all of the latest crimes, tragedies, and disasters, as though these are the only stories worth presenting. But is this really news, and is it a responsible thing for the networks to be doing, or is it a blatant abuse of power? The journalistic powers that be could make better use of their resources by at least reporting an imminent threat, to which perhaps the viewers could react (and possibly help deter), rather than to simply show us the devastation that has already occurred, solely for its entertainment value. It is a spiritual law that whatever is focused upon increases; we sow what we reap. Hence, violence begets violence; fear begets fear; and the dismal world depicted on the evening news becomes a self-fulfilling one.

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Okay

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In contrast with these families, it can be taken in to account that a Marxist would have disapproved of these differences and a Social Darwinist would have approved. In other words, a Marxist would try and change the differences in these painting and make them more equal, while a Social Darwinist would prefer that they remain as they are, separated into the ways.

A Marxist is someone who would want to help people. Each member of the family provides whatever help they can to help the family and they all benefit equally from it. For example, it looks like in the one painting with the poor family; they are all helping out each other and have a system going. Someone's tending to the children with someone else is cleaning the dishes. They're all helping each other out. In these two paintings, a Marxist would see that there is a problem with the class segregation. Basically that the bourgeoisie had reduced everything as a matter of money. For example, like in the one picture with the small upper class family, they're sitting in a room with expensive furniture and they're dressed with elegant clothing and such. They're not helping each other out, and that's what a Marxist would see as a difference. Marxist would also try to help these conditions in that everyone would have a job and equally share the money, this way the wealth would equal out causing them not to be as segregated. Again, they would all be helping each other.

A Social Darwinist is opposite what a Marxist is, a Social Darwinist is someone who believes in the survival of the fittest. They believe that the poor should die, for the poor were the "ill-fated and weak" with the rich were the "prosperous and strong". A Social Darwinist would see the painting with the upper class and see that they were the strong ones and that they deserve to be where they're at. Then the Social Darwinist would look at the next picture and see that it's a big poor family. They would automatically see that the difference is that the poor are the weak and obviously do deserve to survive. A Social Darwinist wouldn't help these poor people or anything because they strictly believe in survival of the fittest.

In conclusion, a Marxist and Social Darwinist are opposites in thinking and thus have very different views on how to account for the differences in the conditions of these two different families. Thus, a Marxist would want people helping people instead of people fending for themselves and survival of the fittest

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Cat do not allway lod on their feet

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I had a bout 4 or 5 years old and at the time I was living in a flat on the fifth floor. My favorite T.V show was the animal kingdom I was amused by all the facts and amusing animals.

One day I was watching my favorite shows and show was on cats, I remembered a fact that cats always lend on their feet. After that show every time I saw a cat I used to pick it up and throw it in the air

One particular day as I was walking towards my apartment I came across my next-door neighbors cat. The cat had long white hair and it was as clean as my white school shirt, it had a pink ribbon around its neck and it was my neighbor's favorite cat. I did not care, I grabbed the cat and ran to the balcony of my flat.

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I wanted to experiment and see if the cat would land on its feet if I threw it from the fifth floor. I threw the cat and it flipped and flipped and flipped, I then ran to check if the cat had landed on its feet or on its back. Wouldn't you know it, the cat looked as if it was ling on its back. I think it was the back but I could not make out the cat was as flat as a pancake.

Then I realized what I have done I killed my neighbors favorite cat and to make things worse the cat landed on the windscreen of my neighbors car. I panicked and ran home, I don't know why but I did not tell me parents what I have just done.

A couple of days later a bill come home for the damage done to the windscreen of my neighbor's car. Of course my parents had no idea of what was going on, so they went to have a talk with my neighbors. Now I was scared but not of what I have done but because I did not tell my parents the true. I didn't know what to do, so I hid under my bed, soon I was asleep.

The next day when I woke up, I walked into the living room there was my mum showing the police man my photo and describing how I looked. I then walked over to see what was going on suddenly my mum started hugging and kissing me.

Later that day I found out that my parents thought that I was so scared and I decided to run away from home. As for the cats there was no fear anymore I never chucked cats in the air, I didn't need to I knew that cats do not always land on their feet.

Story by Armin Sabanovic 11D

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Of mice and men

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OF MICE AND MEN

Of Mice and Men is a book about a strong relationship between two friends. They do all their traveling together and watch out for each other. In this story they run into many difficult times, but manage as best they can. They find jobs wherever they can, and often find themselves living hand-to-mouth. Not only do they help each other out financially, but they help each other out emotionally and spiritually.

The story is centered around two characters mainly. George is a man who doesnt prefer to show emotion. He is stern with Lennie and basically just tries to keep him out of trouble. He takes care of his friend, Lennie, because of a promise he made to Lennies aunt. He does his best to take care of Lennie and even loves him, but it is very difficult for him to do so. His patience with Lennie is often tested. Lennie is really innocent and naive to the way the world works. He doesnt understand how some people can be deceiving or treacherous. Part of his understanding (or lack thereof) is due to mental problems. Lennie is mentally hadicapped. Despite Lennies handicap he is very big in heart. He is like a child. He looks up to George very much.

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The way George and Lennie became a team was a promise that George made to lennies aunt Clara. She was dying and George

promised her hed take care of Lennie. They set off together to find work. Because of Lennies handicap it is hard for them to find work. Finally Lennie is quiet in an interview and he and George score jobs They do farm labor. During their work their people come to find out about Lennies state but dont really pay attention to it. The one who does bring things up is the boss son Curly. He makes things as hard for lennie as he can.

Then One day when all the workers are playing horseshoes Lennie is sitting in the barn. He was petting a puppy,and he tends to

pet things really hard because he is so bi. He loves to feel things that are soft. Then Curlys wife came in. She is a girl that flirts with all

the men and doesnt present herself very well. Then she tells Lennie how soft her hair is and asks if he would like to feel it. He did. Then when he started to pull her hair she screamed and scared him. Because he was so scared he got kind of violent and broke her neck. Then they found her body. Everyone was looking for him after he ran away. George remembered where he told Lennie where to go if he was in trouble. He found Lennie there. Lennie told him what happened then George began to talk about life whan they would own acres of land. Then Lennie began talking about it to. When Lennie began to get really into it George pointed a gun to the bak of his head and shot him.

The point the author was trying to get across was that friendship is one of the most important things in our lives. He was trying to show that side of people that expresses compassion, loyalty and love for eachother. This story teaches us that despite the hardships and trials in life there are always those things or people in life pushing us and trying to get us through. It shows that no matter our situation we always have people in our lives that care so much about us that they will do whatever they can to help us no matter how much it hurts them. It also showed that we as humans arent all bad, but have a compassionate side.

What I liked about the book was the relationship George and Lennie had with each other. George took care of Lennie and loved him like a brother. He felt bad about Lennie having life so hard. I think the thing that showed how much he ached for the trouble in Lennies life is when he shot him at the end.That hurt him a lot, but he felt that was Lennies only way out. Then Lennie completely looked up to him and idolized him. The passage that showed this was when They were eating and he asked for ketchup. George got mad and Lennie was really upset that George was mad at him. Then he started crying and telling George that he was sorry and didnt want any ketchup and if he had some hed give it all to George. This story was excellent at showing how much people can care about each other. I really liked the way the author put the story together and made it so good. It was entertaining, but at the same time I learned from it.

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Good country people

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Good Country People Overview

Critic John Ditsky

Source Reference Guide to Short Fiction, 1st ed., edited by Noelle Watson, St. James Press, 14

Criticism about (mary) Flannery Oconnor (15-164), also known as (Mary) Flannery OConnor, Mary Flannery OConnor

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Genre(s) Short stories; Novels; Gothic novels; Letters (Correspondence); Essays

Perhaps there was a time when Flannery OConnor was regarded chiefly as a cult author adored by Catholic readers on the basis of her unusual southern Catholic background, but those days are gone forever. Her fiction and her nonfiction are distinguished by a religious ardor, to be sure, but the former is never tendentious or preachy. Rather, OConnor is artist enough to let her characters hang their own moral selves, generally on the basis of that pride that goeth before a fall, or that fails to anticipate its own shortcomings in the face of other forms of pride, and other follies and vices as well.

An often-anthologized story in this mode is Good Country People. Though its title drips with OConnors usual caustic irony as regards folk sententiousness, it expands as the story proceeds to hoist as well those who think themselves superior to such simplistic usage. In her more public utterances, OConnor noted that we are inclined to accept the southern grotesque as the local norm when we might well refuse its applicability to our own lives. In OConnors work, we are all, northern and southern, capable of grotesquerie, in just the way Sherwood Anderson employed the term. In OConnors unremitting world view, we are all monsters in some sense or other.

Ironical too are the names of the two women whose conversations parenthesize OConnors story. Mrs. Hopewell is heard talking to her employee Mrs. Freeman, whom she has hired because she and her husband were reputed to be good country people, at the beginning and the ending of the story. Mrs. Hopewell and Mrs. Freeman are quick to slip into the dialogue of maxims that apparently marks good country people

Ive always been quick. Its some that are quicker than others.

Everybody is different, Mrs. Hopewell said.

Yes, most people is, Mrs. Freeman said.

It takes all kinds to make the world.

I always said it myself.

These banal routines of oneupmanship morning banter are overheard by Mrs. Hopewells daughter, large hulking Joy, as early as the latters morning bathroom visits, and OConnor begins to shift the storys focus to this ungainly woman of years who has lost a leg, acquired a Ph.D. in philosophy--which in her mothers mind becomes redundantly useless--and changed her legal name to Hulga, a switch from a beautiful name to the ugliest name in the language, apparently the former Joys claim to having addressed her identity candidly.

It would hardly be surprising if the intellectual OConnor might not have intended to parody herself in the person of Joy/Hulga. OConnor was killed early on by the disease lupus, while Hulga, maimed in a hunting accident, has a weak heart and might see forty-five at best. Hulga contents herself with a philosophy that abhors the contemplation of nothingness and an attitude that holds her above the nice young men of the region. That is, at least until the Bible salesman comes calling.

Manley Pointer, with his hilariously phallic name, ingratiates himself with Mrs. Hopewell, even though she has no desire to buy one of his Bibles, because he is also good country people; Hulga, operating at a supposedly more sophisticated level of insight, might have found him attractive because she feels his superiority as an unbeliever, or because they share the same heart condition. He admires her wooden leg and her glasses; she meets him by prior arrangement, having imagined seducing him and thus getting an idea across even to an inferior mind, her true genius being able to deal with his expected remorse.

Only through the logic of threes does the reader note OConnors suggestion that Hulgas defects include not only defective vision and a missing leg, but also her status as a conscious nonbeliever. Finding that she can endure his kisses with detachment, Hulga goes further in her pride and reveals her nonbelief, which the young boy accepts with admiration as though she were a fantastic animal at the zoo. She even leads him to the barn loft where he removes her glasses, after which, with unwitting irony, she pities him I dont have illusions. Im one of those people who see through to nothing; she claims to have achieved a kind of salvation by having taken her blindfold off. Insisting on honesty between them, she tells him that she is thirty years old--shaving off a couple of years--and that I have a number of degrees. I dont care a thing about all what all you done, he replies, as though she had confessed to a sordid past; and he demands to be told that she loves him, which she does after a series of ardent kisses, congratulating herself on having had seduced him. The reader notes the sexual role-reversal here, the boy asking for assurances of love, the woman seducing, or thinking she is.

As if to play up that aspect of the story, OConnor has the young man request that she remove her artificial leg for him, something she took care of ... as someone else would his soul. It is what makes her different, he says, tallying with the notion of soul. Faced with his innocence, she complies, and she finds in her quasi-sexual yielding that It was like losing her own life and finding it again miraculously, in his. This parody of Christian paradox makes the boy her false savior, and almost immediately, the boy takes from his case of Bible samples one that actually contains a flask of whiskey, a box of condoms, and a pack of pornographic playing cards. He startles her by saying that though he is good country people, he is no perfect Christian but someone who has been believing in nothing since birth. In a grotesque ending worthy of Faulkner, the young man scrambles out of the barn loft with Hulgas artificial leg, her glasses, and, one hopes, her self-deception. But the narrational camera pans back to Mrs. Hopewell and Mrs. Freeman, who reflect in their ignorance on how simple the good country boy is. In this masterful moral tale, Flannery OConnor shows us a character who, with her useless Ph.D. in Philosophy, might instead have better studied the one about the farmers daughter and the traveling salesman.

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Novel Inspired by me

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The novel I have selected for this exploration study assignment is About A Boy by Nick Hornby. There are several complex characters in this novel worthy character exploration. As I was most fascinated by the character development of Marcus throughout the novel, I have chosen to further explore his character. My exploration will focus on the influence Fiona, Will and Ellie have had on Marcus' character development.

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Writing of the life of Percy Bysshe Shelley in 17, Virginia Woolf observed that "there are some stories which have to be retold by each generation, not that we have anything new to add to them, but because of some queer quality in them which makes them not only Shelley's story but our own." This h

Lolita is one of the most unconventional literary classics of the century. Lolita is a twelve-year-old girl, who is desired by the European intellectual Humbert Humbert. As the narrator of the story, Humbert chronicles his abnormal childhood, adolescent experiences, and an adventure in a booming A

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Different cultures, different customs very different traditions. That's the way of weddings. Every religion, region and country has different wedding traditions. There are close similarities, yet they are still very different. I am most familiar with the traditional Catholic wedding but there

What do you learn about Scouts relationships in the first three chapters of the novel? You should · structure your work in 4 main paragraphs, each focusing on Scout's relationship with the characters · use plenty of quotations in each paragraph to support your points · refer to Lee · where r

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Depression: A Critical Evaluation of Different Treatment Methods

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Running head DEPRESSION

Depression A Critical Evaluation of

Different Treatment Methods

Karen Upham

Cheap custom writing service can write essays on Depression: A Critical Evaluation of Different Treatment Methods

The University of Southern Queensland

Depression A Critical Evaluation of

Different Treatment Methods

Depressive disorders are commonly diagnosed in western cultures. Mood disorders impair individuals of all ages and gender, social, occupational and personal functioning (Olfson et al 00). Causes of depression range from biological, psychological and social factors (Feldman & Feldman, 17). In its mildest form depression may present as a passing period of sadness following a personal disappointment or loss (Burton, 00). Clinical depression occurs when depressive symptoms persist for a long period of time and are severe enough to merit professional help (Burton). Depression is characterised by feelings of sadness, shame, guilt, anxiety, helplessness, and hopelessness, accompanied by symptoms such as insomnia, loss of energy, enthusiasm, poor self-image, changes in appetite, and for some, thoughts of suicide (Feldman & Feldman). This essay evaluates three treatments of depression in adults psychotherapy, pharmacotherapy, and group treatments. Research evidence indicates that each modality has particular strengths and weaknesses. It will argue that whilst these treatments are effective, an integration of both psychotherapy and pharmacotherapy are complementary treatments for depression (Feldman & Feldman).

Psychotherapy is the treatment of emotional disorders by psychological means. It involves the verbal interaction between a trained professional therapist and a patient with emotional or behavioural problems. Using non-drug techniques based on established psychological principles, the therapist helps the patient identify and change maladaptive thoughts, feelings, and behaviour or adjust to problems in living (Rathus, 00).

Types of psychotherapy have proved effective in the treatment for depression for individuals, couples, and groups, targeting the underlying factors associated with depression (Feldman & Feldman, 17). Comparative efficacy research indicates that Cognitive, Interpersonal, and Behaviour Therapy are effective treatments for depression, particularly when symptoms are mild or moderate in severity (Beach, Whisman, & O'Leary, 14; Hollon, 1; Karasu, 14; Scogin & McElreath, 14, as cited in Feldman & Feldman).

Cognitive therapy focuses on cognitive functioning by helping clients alter irrational thinking and beliefs. Techniques encompass challenging irrational thoughts and cognitions to reduce depressive symptoms, by generating more productive and accurate thoughts, reducing emotional stress (Feldman & Feldman, 17).

Alternatively Interpersonal therapy enhances understanding in relationships using empathy skills to allow clients grief and loss issues to be resolved (Feldman & Feldman, 17). Another technique, Behaviour therapy aims to change behaviour by building coping strategies and appropriate social skills (Feldman & Feldman).

According to Feldman and Feldman (17) cognitive, behaviour and interpersonal therapies are limited when depressive symptoms are severe. Especially when significant disturbances of sleep, appetite, or concentration exist (Elkin et al., 18; Robinson, Berman, & Neimeyer, 10; Thase et al., 14 as cited in Feldman & Feldman). Therapists are unable to engage patients who are too tired, dominated by obsessional thinking or consumed with feelings of hopelessness (Feldman & Feldman). Furthermore, depending on the client's ability for example, cognitive therapy is limited for intellectually impaired people.

Another treatment option is Pharmacotherapy, which uses medication as the primary intervention for treating patients. As depression maybe a biological disorder it often requires medication to overcome chemical imbalances to stabilise moods. Drug therapies such as tricyclic antidepressants (TCAs) or Selective Serotonin Reuptake Inhibitors (SSRI's) have proved effective in treating depression (Kennedy, Lam, Cohen, Rowindran & Canmat, 001). In most instances it takes one to three weeks before the benefits of medication become apparent, relieving depressive symptoms such as sleep or appetite disturbance, fatigue, concentration difficulties, irritability, and obsessional thinking (Feldman & Feldman 17).

Up until the 10s, TCAs were the most frequently prescribed antidepressants (Ainsworth, 000). However, in a review article Ainsworth (000) points out the potential side effects of tricyclic antidepressants. Side effects can include dry mouth, blurred vision, constipation, dizziness, increased appetite and weight gain, sleep disturbance, high blood pressure, severe headaches, strokes and even death (Ainsworth). Sexual side effects have commonly included low libido and orgasm or ejaculatory impairment (Kennedy, Lam, Cohen, Ravindran & CANMAT, 001). Moreover, TCAs are often common agents used in suicide by poisoning (Ainsworth). SSRIs are a newer, safer antidepressant. However side effects can include; agitation, sleep disruption, nausea, weight gain and sexual problems (Kennedy et al.).

Research indicates depressive relapse can also occur when treatment is stopped (Greden, 1; Rush, 1 as cited in Mundt, Clark, Burroughs, Brenneman & Griest, 001). However, inadequate dose, duration and medication compliance is often the cause of relapse (Katzelnick, Kobak, Jefferson, Greist & Henk, 16, as cited in Mundt et al.). Patients may stop medication due to the lessening of depressive symptoms, side effects, costs, and peer pressure (Mundt et al.).

A study involving two hundred forty-six depressed outpatients, claimed successful treatment of depression of seventy percent of patients who complied with treatment (Mundt et al., 001). Participants were prescribed antidepressants and randomly received educational materials by mail. These patients were assessed at baseline, four, twelve, and thirty weeks later for depressive severity and functional impairment. Medication compliance was analysed by prescription fill date and results indicated that medical compliance is crucial to the effectiveness of pharmacotherapy (Mundt et al.).

A comparison of surveys in the United States between 187 and 17 indicate greater use and tolerance of newer antidepressants versus psychotherapy treatment (Olfson et al., 00). Participants were outpatients who had one or more visits for depression (Olfson et al.). Outcome measures were based on rate of treatment, psychotropic medication, use, psychotherapy, number of visits, type of service and payment (Olfson et al.). However alternative explanations of these findings show that pharmacotherapy is a faster, easier and cheaper alternative to psychotherapy. Results indicate third-party payment coverage, faster methods of diagnosing depression and accessibility of antidepressants in clinical practice (Olfson et al.). These results are valid but limited due to these findings. Therefore pharmacotherapy as a single modality to psychotherapy has no advantage.

Group treatment is an alternative approach to pharmacological therapy, often employing psychotherapy intervention, in a supportive, sharing environment. Group treatments vary in size and structure involving a small number of participants, a facilitator and co-facilitator. Structured groups emphasise learning using cognitive and behavioural interventions, or alternatively less structured groups offer a supportive environment for participants struggling with depression (Rice, 001).

Past research indicates group treatments are an effective modality for the treatment of depression (Lewinsohn, Steinmetz, Antonuccio, & Teri, 185; Marshall & Mazie, 187; Neimeyer & Feixas, 10; Teri & Lewinsohn, 186; Yost, 186, as cited in Rice, 001). While recent study indicates the effectiveness of psychotherapeutic group treatments for depression in comparison to pharmacological therapy alone (Rice).

Rice (001) did a comparative study using three group treatments. One group used a structural treatment model, another group used alterative group therapy and a control group was medicated while on a waiting list (Rice). Groups were compared using seven outcome measures on fifty-nine participants at an outpatient community mental health centre (Rice). Participants consisted of middle-aged, isolated, unemployed single women in severe depression (Rice). Outcomes for the treatment groups showed an improvement in symptoms. The structured group improved on five of the seven measures compared to the controlled wait-list, while the alternative group improved on only two (Rice). The depressive symptoms of the control wait-list group although medicated (using pharmacotherapy) deteriorated during the study (Rice).

The effectiveness of the structured group appears to have been more beneficial as cognitive and behavioural interventions were used. These interventions addressed depressive thinking patterns and problematic interpersonal relationships (Rice, 001). Participants learnt relaxation and social skills, and to engage in more pleasant activities. Whereas the alternative brief group although beneficial only offered support, sharing and emotional encouragement (Rice). Whilst group treatment appears to be beneficial for depression, this study is limited as participants only represent a minority of the population who benefited by the social contact the group provided (Rice). However findings indicate age or work did not contribute to the differences in outcome measures (Rice). Results indicate that medication without group work or psychotherapy is not effective (Rice).

All group treatments appear effective by reducing general distress levels and providing social contact. However, educational group treatments are more effective in reducing depressive thinking patterns and interpersonal relationships. Research indicates group treatments increase self-esteem, social contact and perceived support lead to a reduction in levels of depression and associated symptoms (Evans & Connis, 15; Piper, McCallum, & Azim, 1, as cited in Rice, 001). However group treatment may be unsuitable for uncooperative clients and those who cannot work with others. Furthermore, depressed clients are often unmotivated to attend group therapy and may need pharmacotherapy to relieve depressive symptoms. Group treatment is therefore an effective treatment for depression, but further research needs to look at a wider cross-section of the population and include follow-up research for short-term or long-term effectiveness.

Studies agree Psychotherapy, Pharmacotherapy and Group treatments are effective modalities for depression. Psychotherapy whether individual or group treatment offers client-healing relationships, encourages client insight and change from maladaptive thoughts, feelings and behaviour (Feldman & Feldman, 17). However, individual (psychotherapy) and group treatments are best suited to low or moderate depression. Nevertheless effectiveness is dependent on client choice and suitability. Pharmacotherapy is an effective approach to the treatment of depressive symptoms. However, given the negative side effects pharmacotherapy is suitable for short-term treatment furthermore does not address underlying psychological factors. Therefore the best approach would be an integration of psychotherapy or group treatment and pharmacotherapy, as the strengths of each approach strengthen and enhance the potency of the others (Feldman & Feldman).

References

Ainsworth, P. (000). Understanding depression. MS University Press

of Mississippi.

Burton, L. J. (00). Foundation psychology A. introductory book. Toowoomba,

Queensland, Australia Distance Education Centre, The University of Southern Queensland.

Feldman, L. B., & Feldman, S. L. (17). Integrating psychotherapy and

pharmacotherapy in the treatment of depression. In Session Psychotherapy in Practice, , -8.

Kennedy, S. H., Raymond, R. W., Cohen,N. L., Ravindran, A. V., Canadian network

for mood and anxiety treatments (001). Clinical guidelines for the treatment of depressive disorders IV. Medications and other biological treatments. The Canadian Journal of Psychiatry, 46, 8s-58s. Retrieved from EBSCOhost Database (AN 475508).

Mundt, J. C., Clark, G. N., Burroughts, D., Brenneman, D. O. and Griest, J. H. (001).

Effectiveness of antidepressant pharmacoptheray The impact of medication compliance and patient education. Depression and Anxiety, 1, 1-10.

Olfson, M., Marcus, S. C., Druss, B., Elinson, L., Tanielian, T. and Pincus, H. A.

(00). National trends in the outpatient treatment of depression. JAMA,

The Journal of the Americal Medical Association, 87, 1-15, Retrieved from Infotrac database.

Rathus, S. A. (00). Psychology in the new millennium (8th ed.). Orlando,

FL Harcourt College Publishers.

Rice, A. H. (001). Evaluating brief structured groups treatment of depression.

Research on Social Work Practice, 11, 5-78. Retrieved August 7, 00, from EBSCOhost database (AN 885508).

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Lab Report - Investigation of the pendulum

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SPH U An Investigation of the Pendulum Corey McCormick

Question What are the relationships between the frequency of a simple pendulum and its amplitude, and length?

Prior Knowledge

Variable SI Unit Definition

Amplitude cm Distance from the equilibrium position to the maximum displacement.

Frequency Hz

The number of cycles per second.

Label the amplitude and length of the pendulum below.

Materials

„h List the materials you have been given (and any other you decide to use)

1 A meter Stick

A 0cm ruler

A piece of tape

4 100cm+ of string

5 a washer

6 x desks

7 x chairs

Hypotheses

„h Complete the hypotheses before the experiment.

a) If the amplitude is increased, but the mass and length remain constant then the frequency will increase because the added amplitude allows the pendulum to gain more acceleration on the initial drop giving the pendulum a higher cycle per second rate (frequency).

b) If the length is increased, but the mass and amplitude remain constant then the frequency will decrease because the longer the length, the less of an initial drop the bob has. A smaller drop forbids the bob to gain as much speed as it would have been able to obtain with a higher initial drop coming from a shorter length.

Procedure

1) The washer was tied to one end of the string.

) The other end of the string was taped to the center of the meter stick which left exactly 0cm of string in between the center of the washer and the meter stick.

) The chairs were placed on top of the two desks, which had about 0cm of space in between each other.

4) Each end of the meter stick was placed on top of the two chairs which gave the pendulum sufficient open space to swing back and forth from the center of the meter stick without hitting the ground or anything around it.

5) For part A) The 0cm ruler was used to measure the various amplitudes 6, 10, 14, 18, , and 6cm that we were going to experiment with. Using the stopwatch, the time it took for our homemade pendulum to go through 0 cycles was recorded at each of the 6 amplitudes. This step was repeated to allow us to find an average time for each amplitude.

6) For part B) The 0cm ruler was used to shorten the pendulum¡¦s length from 0cm to 40 cm in 6 increments of 10cm after each reading. Using the stopwatch, the time it took for the pendulum to go through 0 cycles, at an amplitude of 10cm each time, (which was measured with the 0cm ruler) was recorded. This step was repeated to allow us to find an average time for each length.

7) The frequency was then calculated for each amplitude and for each length of part A and part B.

Results

Pendulum Length (cm) Amplitude (cm) Time for

0 Cycles (s) Frequency (Hz)

Time1 Time Average

Experiment

A

0 6 7.7 8.1 7. 0.58

10 7.4 8.1 7.8 0.5

14 8. 8. 8. 0.5

18 8. 7.7 8.0 0.56

8. 8.6 8.4 0.51

6 8. 8.4 8. 0.5

Experiment

B 0

10 8.1 8. 8. 0.54

80 6. 5.6 5. 0.557

70 .7 .1 . 0.608

60 1.4 1.6 1.5 0.64

50 8. 8.8 8.8 0.64

40 6. 6.8 6.5 0.755

Analysis,

1. Use graph paper to plot graphs of ¡§Frequency vs. Amplitude¡¨ and ¡§Frequency vs. Length¡¨ (see rules for graphing).

. Answer the lab question by describing the two relationships. Use complete sentences.

Change in Amplitude During my research, I came to realize that my original hypothesis was wrong. I was right when I said that with a larger amplitude there is a higher initial drop, giving the bob more time to accelerate, allowing the pendulum more speed. Although, I forgot that with a larger amplitude the pendulum has more distance to travel to make 1 cycle. I noticed that the extra speed gained by the pendulum from the larger amplitude somehow is proportional to the extra distance it has to travel to make 1 cycle, thus the frequency stayed constant with every change in amplitude.

The frequency is the same at any given amplitude (as long as the length remains unchanged).

Change in length While I investigated the pendulum, I came to realize that my original hypothesis was right. With a shorter length, the higher the initial drop is, allowing the pendulum more speed. Since I did not alter the amplitude at all during this part of the experiment, the pendulum¡¦s distance it had to travel to complete 1 cycle remained the same (10cm) with each recording.

Since a pendulum can obtain higher speeds with a shorter length, and altering the length does not affect the distance needed to travel to complete 1 cycle, I came to realize that the shorter the length is, the higher the frequency will be and vise versa.

) Identify at least thee good sources of error in the investigation (i.e. three ways you could improve the accuracy of this lab).

1) Using a stopwatch was not an accurate method of timing the experiment. When we hesitated even for 0.1 seconds when starting or stopping the timer, the readings of the experiment were affected. We should have used some sort of automatic machine to drop the washer, count its cycles, and time it. We would have had much more accurate readings than we did.

) Using a washer was not the best object we could have used for a bob. When the pendulum was swinging, the washer would spin on its own. Every time the washer faced the direction it was going in, there was more wind resistance than when it was facing sideways and cutting through the air. Every time the washer span around, there was that extra wind resistance which would slow the washer down just enough to minutely skew our readings. We should have used a rubber ball or anything else perfectly round so that the wind resistance would have been constant as the pendulum swung.

) Being in an open room, there was constantly air moving around which would either push with or push against the bob depending on the direction it was swinging in. If our pendulum were placed in an airtight box, then there would have been no moving air to create wind resistance, giving us more accurate readings.

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Wuthering heights Chapter 1

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Chapter 1 opens with Mr Lockwood arriving at Thrushcross Grange the property nearest Wuthering Heights. He visits Heathcliff, his landlord, and receives a cool reception after attempting to make conversation with him. Lockwood takes a strange amiability towards Heathcliff even though he is unwelcoming, stern and silent. "'Mr Heathcliff?' I said. A Nod was the answer". Victorians often visited one another as a form of entertainment so it is unusual for Heathcliff to be so uninviting. Lockwood is then left alone in the room with several viscous dogs that attack him. He is 'saved' by the housekeeper. Eventually, Heathcliff warms to Mr Lockwood, and offers "a glass of wine?". Even though the visit was not very sociable from the outset, he agreed to visit heathcliff the following day. From the first chapter, the reader can establish the character Heathcliff and his personality. He appears to have a tough, lonely exterior without embracing anyone around him perhaps because of what happened in his unknown past. Heathcliff's icy disposition, however, is still found attractive and amiable by Lockwood, "my heart warmed towards him", suggesting that he is strange for choosing to warm to people with displeasing characteristics. The tone of chapter 1 is optimistic and mysterious as the reader is unsure of the character Heathcliff, and why he must feel so isolated and unsociable. This mysterious side of the chapter links in with the definite gothic influences of the time, especially where Lockwood meets the child "spectre", as Heathcliff could be seen similar to a spirit with his "black eyes withdraw…suspiciously under their brows". This gothic influence can also be interpreted from the description of the exterior of Wuthering Heights "grotesque carving…crumbling griffins". Bronte describes in this way to heighten the eerie ambience of the estate, foreboding the appearance of Catherine. Bronte has been criticised for not forming strong character development but favouring atmosphere and tension; "The atmosphere of the book obscures the elements of character" W C Roscoe, July 1857. I disagree with this as in the short opening chapter she has made Heathcliff develop from his stern, armoured and reserved exterior into a welcoming, intellectual and sociable person. "I found him very intelligent".

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An investigation of the factors that affect photosynthesis.

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An investigation of the factors that affect photosynthesis.

Photosynthesis

sunlight

CARBON DIOXIDE + WATER GLUCOSE + OXYGEN

Order Custom Essay on An investigation of the factors that affect photosynthesis.

chlorophyll

6CO + 6HO C6H106 + 6O

What is Photosynthesis?

Photosynthesis is a chemical reaction occurring in the leaves of green plants. Photosynthesis is the process by which plants use the energy from light, normally sunlight to produce glucose/sugar.

Photosynthesis needs chlorophyll, carbon dioxide (from the air), water (from the soil),

Sunlight energy (any light except green light.)

Diagram of a typical plant showing the inputs and outputs of photosynthesis

Carbon Dioxide

A plant cannot photosynthesis if there is an absence of CO. The concentration of CO affects the rate of photosynthesis, i.e. the more CO in the air the more can diffuse into the leaf.

Water

Is linked to the carbon dioxide factor because, when a plant lacks water their stomata close to prevent further water loss, at the same time, closing the stomata cells does not allow CO to diffuse into the leaf.

Temperature

The rate of photosynthesis will differ if the conditions are either too hot or too cold for the enzymes to work properly.

I will investigate the affect light intensity has on the rate of photosynthesis. I plan to measure the rate of photosynthesis by counting the amount of oxygen bubbles produced in a minute when the light intensity differs.

Aim

To investigate the affect light intensity has on the rate of photosynthesis.

Prediction

I predict that the further away the lamp i.e. the lower the light intensity the slower the

rate of photosynthesis i.e. the few bubbles produced. In photosynthesis sunlight provides energy, therefore the brighter the sunlight the more energy is trapped by chlorophyll in the leaves. This helps the build up process where carbon dioxide and hydrogen (in the water molecule) convert into glucose and oxygen. I also predict that light intensity will increase the rate of photosynthesis at a proportional rate where LI (light intensity) is inversely proportional to 1/d . d = distance (from light source to plant.) This is true to a certain point until another factor is limiting the rate of photosynthesis (Law of Limiting Factors.)

Possible methods

There are main separate methods that could be used to conduct this experiment. You could place a piece of elodea inside an inverted conical flask that is submerged in water, then on top you place an inverted measuring cylinder also full of water. After some time it is possible to record the volume of oxygen produced. However this experiment takes a very long time and is also quite complicated. After preliminary work I have decided to place a piece of elodea in a boiling tube filled with water, then place the boiling tube in a beaker of water and record the number of bubbles that are produced. From carrying out this experiment in a trial run I noticed that there are some improvements that can be noted to improve the accuracy of the results. Many bubbles were trapped on the side of the boiling tube so it is therefore necessary to clamp the boiling tube straight into the beaker. It is essential that the elodea leaves are cupped upwards. By cutting the top of the elodea and shaving a few millimeters of leaves one is able to standardise the bubbles. It is also sometimes necessary to weight the end of the elodea so it is always completely submerged by the water to do this clip a paper clip on the bottom of the elodea.

Factors to vary and to keep constant.

As we are investigating the affect of light intensity on photosynthesis it is necessary to ONLY vary the distance of the lamp i.e. the light intensity. All other factors

Ø Temperature

Ø Type of Plant will always be elodea. Different species of plants have different photosynthetic rates due to the different leaf structures of the plants.

Ø Size of elodea will be kept at 7 cm as an increase of size also increases the surface area for gas exchange.

Ø Amount of water will always be the same in the beaker.

Ø Amount of Carbon dioxide is kept constant by adding a fixed amount of sodium hydrogen carbonate to the beaker and plant. The experiment should be completed in one session and under hours so the plant does no use up a significant percentage of the CO.

Ø Light Wavelength (colour) is kept constant by always using the same lamp.

Will be kept constant.

Apparatus

Apparatus used

Ø Large beaker

Ø Boiling tube

Ø Lamp

Ø Elodea

Ø Thermometer

Ø Clamp stand

Ø Ruler

Ø Stop clock

Ø Paper clip

Ø Razor blade

Ø Sodium hydrogen carbonate

Fair Test

To ensure the investigation is made a fair test I will make sure the constant factors are kept constant throughout the experiment. I will record the number of bubbles produced at each position times in order to generate an average, and gain accurate results so accurate conclusions may be drawn. I will only start the stop clock when the first bubble has been produced i.e. so the elodea will acclimatise.

Safety

There are many safety precautions that must be obeyed whilst carrying out the experiment.

Ø Do not touch the electrical mains at any time

Ø Do not touch the light bulb

Ø Take extreme care when cutting the elodea with the razor blade

Ø Ensure all cuts are covered

Ø Wash hands after handling the elodea and pond water.

Method

1. Filled the beaker with 400ml of water.

. Filled the boiling tube with 40 ml of water.

. Clamped boiling tube over the beaker but it was covered with the water in beaker.

4. Cut a piece of elodea 7cm long with a razor blade.

5. Shaved the top of the elodea, exposing a clean cut, this standardises the bubble size.

6. Attach a paper clip to the end (that hasn't been shaved) of the elodea.

7. Place lamp 5cm away from beaker and switch on.

8. Place elodea into the boiling tube and add a small spatula of sodium hydrogen carbonate (NaHCO.)

. Start stopwatch as soon as the first bubble is observed.

10. Timed for 1 minute.

11. Recorded number of bubbles produced in the first minute.

1. Move lamp 5cm away.

1. Timed for another minute and recorded amount of bubbles.

14. Moved lamp a further 5cm away.

15. Carried on timing for a minute, recording bubbles and moving lamp 5cm away until the lamp was 5cm away.

16. Repeated steps 10-15 twice.

17. Recorded all results in a table (see below)

18. Plot a graph which allows you to analyse the data.

Distance of Lamp (cm) No. bubbles of O produced (per min) in exp. 1 No. bubbles of O produced (per min) in exp. No. bubbles of O produced (per min) in exp. Average No. of bubbles of O produced (per min)

5 41 41 40 40.6'

10 1 1 1.6'

15 4 .'

0 16 18 18 17.'

5 1 14 1 1

Although I dismissed the other possible method of the inverted conical flask because it took a long time I set up the experiment and recorded it over a period of 48 hours. The results also back up the results obtained from the other method. This experiment although it takes a long time is more and accurate and scientific.

Distance from lamp (cm) Volume of O given off after 4 hours (cm) Volume of O given off after 48 hours (cm)

5 7

10 4.

15 1

0 0. 0.7

Analysis

From the results I have obtained. I can confidently say that an increase in light intensity increases the rate of photosynthesis. The results prove my initial prediction to be correct. However my prediction that light intensity is inversely proportional to 1/d where d=distance was not completely true. The rule did exist as proven by the curved line but there was often quite a large margin of error.

Light energy is absorbed by pigments in the leaf known as chlorophyll. Chlorophyll easily absorbs blue light, in the 400-450nm range, and also easily absorbs red light in the 650-700 nm range. Chlorophyll does not absorb green or yellow light effectively but tends to reflect them, decreasing the amount of light absorbed and consequentially decreases the rate of photosynthesis. Why the rate of photosynthesis increased and decreased from the amount of light energy absorbed was investigated in the experiments.

When measuring light intensity in terms of distance the greater the distance the slower the rate of photosynthesis. When the lamp was 5cm from the elodea the average number of bubbles of oxygen produced was 40.6' and when the lamp was 5cm away form the elodea the average number of bubbles of oxygen produced was 1. While the rate of photosynthesis was decreasing, the rate at which it was decreasing at was also decelerating. This is shown in both graphs, in graph one where the line curves off at 15cm and in graph two where it curves off from the reciprocal at 1. The points at which the line curves off is due to the fact that there are other factors that limit the rate of photosynthesis. These factors do not immediately limit the rate of photosynthesis but gradually have an affect. As light intensity increases the photosynthetic rate is being limited by certain factors such as carbon dioxide and temperature. As light intensity increases further, these factors limit the rate of photosynthesis even more until photosynthesis is completely limited and the graphed line would become horizontal. This is when photosynthesis is being carried out at a constant rate, (this is known as the Law of Limiting Factors.)

Evaluation.

I feel that the experiment conducted was extremely successful since my initial predictions

were supported by my results. However this photosynthesis investigation was not performed very accurately, this was mainly due to the apparatus available and some controllable and uncontrollable. A large factor in determining data accuracy is the amount of human error during the experiments. I found that the rate of oxygen bubbles produced was sometimes so high it was hard to accurately record the number of oxygen bubbles produced. To limit this error and to improve accuracy I repeated the experiment times however to improve the accuracy further one would have to take further readings. The photosynthetic rate of the elodea would eventually decrease over time so further readings may not be completely accurate.

While performing the experiment some of the oxygen produced could have either dissolved in the water or been taken up by micro-organisms in the pond weed and water. Although the amount of oxygen that could have been used is probably insignificant to my results. Some oxygen is also used during the respiration of the elodea. The second experiment that measured the volume of oxygen produced, revealed more accurate results because many bubbles in the first experiment hit the side and were therefore lost. This experiment was only carried out to back up the results because at first it was going to be too time consuming.

During the high light intensities i.e. the nearer the lamp to the elodea, I experienced counting difficulties. During the lower intensities there were also factors which affected the accuracy, for example, the elodea received some more light energy from the background as sunlight could penetrate through the blinds and from the lamps of the other students. Therefore to eliminate the background light the experiment should be conducted in a totally dark room but even then some light could reflect off the table but this would probably be insignificant. The lamp used also controlled the temperature. The lamp should have been placed behind a glass block that would hopefully decrease the affect of temperature.

The method of the experiment could probably be improved to obtain more reliable results, due to the high rate of photosynthesis readings should be taken in a shorter period of time.

Due to the convenience of this experiment it could easily be modified to investigate other factors that affect the rate of photosynthesis. Varying the amount of sodium hydrogen carbonate would vary the levels of carbon dioxide. The plant would be kept at a constant distance form the lamp and a constant amount of water would be added to the sodium hydrogen carbonate. Another experiment using almost exactly the same apparatus would be to vary the colour of the light the plant absorbs. Using translucent colour filters in front of the lamps would vary this. I have already stated that light wave length/colour is a variable that affects the rate of photosynthesis. However there are no means to define/measure the colour of the light. Measuring the wave length is an option but the apparatus is not available. One could also investigate the temperature of water and determine what affect temperature has on the rate of photosynthesis. The lamps that we used were not the best as they projected the light rays over a large area, the distance from the lamp to the elodea was not always accurate, one way to minimise the human error would be to use lamps with dimmer switches. If this was a possible solution it would increase the accuracy of the light intensity.

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Bum

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movement as well as other actions.

Education was greatly influenced by Christianity during 1788 through to 100. Settlers concerned to leave religious divisions in Britain believed that ties between church and state should be eradicated and that churches be supported by their own followers. Subsequently, with numerous denominations supporting this idea, concerns were partly met by the granting of financial aid to the major religious groups, including the Church of England. Individuals churches used this aid to maximise its religious and educational influence. Governor Bourke later extended the state financial aid and attempted to introduce government schools based on the national system in his native Ireland. However, non-Anglican Protestants, who had formed in 185 a society for promoting schools where the Bible would be a basis for general education, insisted on its wider use in the proposed national schools than was permitted in the Irish system. Catholics supported the Governors proposal which further angered the Protestants. The successive alliance between the Anglicans and the Protestant denominations favourably brought about an anti-Catholic move to condemn concessions to a religious minority at the expense of national school systems based on the religious teachings of the Bible.

In 18, when Bishop Broughtons agenda was completely revealed, it was brought public that he intended to include the teachings of Anglican evangelists. This was revealed when Governor Gipps attempted to enforce a Bible-based national system and separate Catholic schools. Broughton successfully organised a commotion against this plan in favour of the continuation of state support for Anglican schools. Using this success, Protestants called for government aid for their own educational programs. When an elite committee of the New south Wales Legislative Council proposed the Irish system in1846, Catholics, concerned that the schools could become completely empowered by Protestants, joined Anglicans and other denominations, especially Wesleys, in opposing it. A compromise in 1848 agreed to separate denominational and Irish-type national schools.

Although this view was strongly supported, some influential colonists wanted the financial aid to end in order to eliminate duplication and ensure that public instruction was controlled and financed by each colonial government. Christians and secularists combined with politicians to bring an end to this form of state aid.

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This was a major knock back to the influence of the Protestant churches. Even though secondary schools and universities were to be strong influences on colonial powers, the Roman Catholic Church showed that a strong cultural and religious influence could be provided by their schools.

By the end of the nineteenth century an influential Catholic school system was in place in every colony, continuing the work of religious orders like the Australian-founded Josephites, the Marist and Christian Brothers who came to Australia at the invitation of bishops such as Polding and Moran. Lutherans also had their own school system, but in comparison to the Catholic system, was quite small. Many Protestants argued that such denominational schools were sectarian, but Catholics insisted that it was a matter of conscience to have schools based on religious principles in every part of the curriculum. They claimed that they were denied justice by the Protestant majority because they paid taxes for public schools that they could not in conscience send their children to, while at the same time having to finance their own schools.

This shows the influence Christianity had on education during 1788-100 and how at times caused conflict between Christian denominations who were adamant to have ultimate control in Australian society and to enforce their own Christian teachings.

From this it is seen that Christian authority and influence was decreasing when it came to public morality. Towards the late 1800s public morality was becoming of less importance in comparison to the early 1800s. Despite this, Christianity still had a major influence on morality because Christian leaders had gained high status and power and therefore could exert pressure on people and enforce rules and regulations that all must abide by.

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Smoking

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Have you ever gone to a movie that had huge ads with rave reviews, only to find that it was a waste of time and money? But by then it was too late - youd already spent the bucks on a ticket and popcorn.

Advertising hype can make almost anything look attractive. Thats what tobacco companies and their advertisers have done with smoking. Theyve taken a habit thats a turnoff - smelly, expensive, and unhealthy - and tried to convince you that its glamorous and exciting.

Tobacco companies use advertising to manipulate both teens and adults. They present images that are hard to shake, even when you know the truth. Have you ever seen a cigarette ad where people are wrinkled, middle-aged, and coughing or in the hospital dying of lung cancer? Of course not! In most ads, smokers are shown the way that teens would like to be attractive and hip, sophisticated and elegant, or rebellious and cool.

What they dont tell you in cigarette ads is that they want you to become addicted. Tobacco companies keep close tabs on the number of teens who are smoking. They worry when those numbers decline because they need new smokers to replace the ones who die each day from smoking-related illnesses.

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Many teens start smoking because they have friends or older siblings who smoke. Some teens look at smoking as a way to get through parties, dates, or other difficult social situations. Smoking gives them something to do with their hands and makes them feel older or more sophisticated. Some teens smoke because they feel they look too young and that smoking may make them appear more like an adult.

Some teens - especially girls - think smoking is a way to keep their weight under control. A person might think that if she has cigarettes in her hands, shes a lot less likely to eat. Others believe that a cigarette helps them relax when theyre stressed out because of schoolwork, dating problems, or family pressures.

Teens often start smoking because one or both parents smoke or because another close relative is a smoker. They get the message that smoking is an acceptable habit. Others smoke because it isnt acceptable in their families. These teens may think that smoking shows that they are old enough to make their own decisions.

No matter what age people start smoking - and nearly 0% of adult smokers start while they are still teens - they never intend to get hooked. They may start by taking a cigarette or two from a friend at a party, and then go on to buying an occasional pack. Soon they realize that they cant go without that pack. Theyve gotten used to reaching for a cigarette first thing in the morning, after meals, or during any stressful time. They are addicted, both physically and psychologically.

Its not easy to stop smoking even if you want to. According to many experts, the nicotine in tobacco is more addictive than cocaine and heroin. One survey of high school students who were daily smokers showed that only 5% of them intended to be smoking in 5 years. But after 5 years 75% of them were still smoking. Smokers are also more likely to abuse other substances, such as alcohol and marijuana.

Even if becoming addicted doesnt bother you, the side effects of smoking may. For instance, smokers stink. Literally. The smell of tobacco lingers for a long time on your hair, your clothes, and your breath. Sniff a dirty ashtray to see what a smoker smells like to non-smokers. Smokers dont look good - not at all like the attractive people you see in ads. Their teeth become yellow, and its hard to get the stains removed. Smokers also get many more wrinkles than non-smokers and this is only to name a few effects.

Smoking is expensive. Think of all the CDs, movies, and clothes you could buy with $1,500 each year. Thats about 100 CDs if you are spending $15.00 a CD! Thats whats going up in smoke if youre buying just one pack of cigarettes a day at $4.00 a pack. (And theyre much more expensive than that in many places.) If you live in an area where cigarettes are $6.00 a pack, then smoking a pack a day will cost you about $,00 a year!

Sports are an important part of many teens lives. Smokers find it hard to compete because of the physical effects of smoking rapid heartbeat, decreased circulation, and shortness of breath. Smokers are also more likely to miss a big game because they get more colds and flu.

Its often difficult to think several years ahead The reality is that each time you smoke a cigarette, it is costing you 5 to 0 minutes of your life. It puts you at much greater risk for heart disease and cancer. In fact, one out of every three smokers will die a smoking-related death.

If youve made the decision to avoid smoking, it may help you to have an excuse ready for the times youre feeling the pressure. If a friend offers you a cigarette, you dont have to argue - you can simply say something like I just dont like it, or I want to stay in shape for soccer (or football or basketball or whatever).

Dont feel alone. In spite of what the tobacco companies would like you to believe, only about 8% of high school students smoke. That means about three out of every four dont smoke. Everyone doesnt do it.

You can also have some fun reading between the lines of cigarette advertising. Take a look at how unrealistic the ads are. Are those climbers likely to be climbing a mountain with cigarettes in their backpacks? How long will that woman have beautiful skin and gorgeous teeth if she keeps smoking? The more you think about it, the more ridiculous it is - and the less likely you are to be manipulated by these images.

If youre already a smoker and you want to stop, there is hope. Quitting is tough, but not impossible. Think about all the reasons you want to quit, and try to stay focused on them (such as better performance in sports or saving up for a car). Seek support from your family and your friends.Find a new activity - something that will fill the time (and your hands) during the times that you used to smoke a cigarette. Exercise is a good choice, and it also helps you avoid weight gain.For some people, quitting straight away is best. Others find that a slower approach works for them. There is always an excuse to start smoking, and in fact there will always be an excuse to quit.

Finally, dont get discouraged. When it gets tough, try to remember that being a nonsmoker will give you a whole lot more - more energy, more money in your pocket, and in the long run, more life to live while being healthy.

Please note that this sample paper on Smoking is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Smoking, we are here to assist you. Your cheap research papers on Smoking will be written from scratch, so you do not have to worry about its originality.

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