Siddhartha and Govinda Essay -- Essays Papers

Siddhartha and Govinda Siddhartha, written by Herman Heese, is a book about a man’s journey to find his inner self beginning when he is young and ending when he is of old age. Siddhartha, while on this quest, searched for different mentors to teach him what they know, hoping to find truth and balance in and of the universe. At the end of the novel, Siddhartha reaches the enlightenment through many teachings. Govinda, Siddhartha dearest friend and confident, is often viewed as his Siddhartha’s follower, or as his shadow. In the beginning, Siddhartha goes with Gotama to hear the teachings of the Buddha, and Govinda remains with Buddha to become his disciple. Siddhartha believes that each person must find his or her own way to salvation and does not stay with Buddha. He says, â€Å"That is why I am going on my way-not to seek another and better doctrine, for I know there is none, but to leave all doctrines and all teachers and to reach my goal alone-or die. (28)† This quote is the underlying message portrayed for the rest of Siddhartha’s quest. This tells that life experience is the best teacher, which in turn is the core of Buddhism. As the two friends part to go their separate ways, Siddhartha again voices the central idea of the novel: he reminds the Buddha that the process of enlightenment which he underwent is unteachable, and that there is no way of communicati ng first-hand experience to the disciples. As the last part begins, Govinda has arrived to cross the ...

Compensation Act 2006 Essay -- Negligence

Negligence as a tort is defined as a breach of a legal duty to take care which results in damage to the claimant. It has been established that in order to raise liability and succeed in negligence claim, the claimant must show that the defendant owes him a duty of care, that this duty has been breached, and that he suffered damage or loss which is within the scope of the duty. However, the question of whether a breach of a duty of care has occurred, involves two elements: how much care is required to be taken (in other words; the standard of care) and whether that care has been taken. It is worth mentioning that the standard of care in negligence is objective , as held in Nettleship v Watson , in which the conduct of the defendant was examined. The situation, however, was not that clear. Under Caparo test , the courts will take into account in determining duty of care; foreseeability of harm, proximity, and whether imposing a duty would be fair, just, and reasonable. Relatively, it can be said that s.1 of the Compensation Acts 2006, revolves around similar principles of those mentioned in Caparo test. In fact, the courts are invited under section 1 (but not obliged) to take into account the impact of decisions they make on standard of care. Furthermore, in deciding whether the defendant have taken necessary steps to meet the standard of care, the courts are invited to examine whether those steps would prevent desirable activities from taking place, and discourage people from undertaking functions in connection with the activity. The question arises here, however, on whether Judges had such discretion before the Act while deciding on standard of care. The answer lies in the explanatory notes of the Act, which declare... ...ckman [1990] 2 AC Miller v. Jackson [1977] QB 966, CA Robinson v Post Office [1974] 1 WLR 1176 Overseas Tankship (UK) Ltd v Miller Steamship Co Pty, The Wagon Mound (No 2 ) [1967] 1 AC 617 Nettleship v Weston [1971] 2 QB McHale v Watson [1966] CLR 199 Bolton v. Stone [1951] AC 850, HL Donoghue v Stevenson [1932] AC 562 Website End compensation culture – Blair accessed 7th January 2011 Compensation culture accessed 7th January 2011 (Claire Mckenney), ‘Questioning the claims culture’ (2004) accessed 7th January 2011 Compensation Act 2006 Explanatory Notes accessed 7th January 2011

Determining gravity with a pendulum Essay

Gravity is a force that acts on Earth every day. Sir Isaac Newton was first to underline the principles of gravity when an apple fell on his head (Ashbacher 2002). He stated that each particle with a mass attracts all other particles with mass with a gravitational force that is directly proportional to the product of their masses and inversely proportional to their distance of separation squared (Ashbacher 2002). This is due to that gravity acts between objects (Ashbacher 2002), consequently causing a force of attraction which pulls the two object together, such as that an object with a mass will fall down towards earth ground. The Earth’s mass creates a gravitational force, which pulls the object down towards Earth. This theory is also supported by Newton’s three law of motions, particularly the first law stating that, ‘an object in motion or at rest will remain in motion or at rest unless acted upon by an external fore‘. An object will remain at rest floating in the air, however since an external force, gravity, acts upon it, the object falls towards Earth. Theoretically, the acceleration due to gravity on Earth is 9. 8ms-2, however it can also be determined through the use of the equation; T = 2? Where; T = time it took for the pendulum to cycle (s) L = distance between pivot point and center of the pendulum (m) g = value of acceleration due to gravity (ms-2) In order to determine the acceleration due to gravity, the equation were to be arranged to g = Equipment   Scissors Pendulum (approx 300g)   Whiteboard Diagram HangerWhiteboard Texture   Whiteboard Texture Holder   Sticky Tape 2m String * Stop Watch Method 1. Set up the pivot point location on the whiteboard as shown in the diagram 1. 1 in appendix 1 by using the sticky tape to tape the whiteboard diagram hanger onto the magnetic whiteboard marker holder. 1. Sticky tape the marker holder 1. 5m high, while making sure that the magnetic texture holder is immovable and secured. 1. Using the measuring tape; measure out 90cm on the 2m string then using the scissors cut the string, while making sure that the string is cut above 90cm as some measurements are required for the purpose of tying. 1. Tie one end of the strong string onto the center of the pendulum and the other end of the string onto the pivot point (end of the whiteboard diagram hanger), while making sure that the actual length from the pivot point to the center of the pendulum is 90cm. 1. Using the whiteboard marker and ruler, rule a line directly from the pivot point to the center of the pendulum (NOTE: the length of the line should be 90cm) on the whiteboard. 1. Rule a 7. 9cm line horizontal to the left from the point where the center of the pendulum is located. 1. Using the ruler and whiteboard marker, join the pivot point to the end of the 5cm horizontal line. 1. Slowing lift the pendulum to the recent ruled line, while making sure that the string connecting to the pendulum and pivot point remains straight. 1. Release the pendulum slowly. 1. Allow the pendulum to swing for two cycles then using the stopwatch start the timer. 1. Stop the timer when the pendulum reaches ten cycles, excluding the first two cycles. This gives the it time it took to cycle 10 times. 1. Repeat steps 8-11 three more times. 1. Repeat steps 3-12 but using a 60cm string with a 5. 2cm horizontal line to the left from the point where the center of the pendulum is located and 30cm string with a 2. 6cm horizontal line to the left from the point where the center of the pendulum is located. Results The Time it Took for a Pendulum to Swing and Cycle Ten Times Trials Length of Pendulum (m) 1 2 3 Average 0. 30 10. 9 11. 3 10. 2 10. 8 0. 60 15. 8 15. 7 15. 7 15. 7 0. 90 19. 1 19. 0 18. 9 19. 0 Resolution Ruler – 0. 1cm Stop Watch – 0. 01s Calculations Calculating the gravitational acceleration T = 2? T = 2? g = Calculating Gravitational Acceleration for 0. 30m 10. 8s per 10 pendulum swing cycle = 1. 08s per pendulum swing cycle L = 0. 30m and T = 1. 08s g = g = 10. 2ms-2 Calculating Gravitational Acceleration for 0. 60m 15. 7s per 10 pendulum swing cycle = 1. 57s per pendulum swing cycle L = 0. 60m and T = 1. 08s g = g = 9. 6ms-2 Calculating Gravitational Acceleration for 0. 90m 19. 0s per 10 pendulum swing cycle = 1. 90s per pendulum swing cycle L = 0. 90m and T = 1. 90s g = g = 9. 8ms-2 Calculating Uncertainties for the gravitational acceleration 0. 30m Pendulum Since T = 10. 8 and L = 0. 30, the uncertainty for T = 10. 8s  ± 0. 05s and L = 0. 30m  ± 0. 05m Highest value for the gravitation acceleration using 0. 30m pendulum is; L = 0. 30m + 0. 05m = 0. 35m T = 10. 8s – 0. 05 =10. 75s per 10 cycles g = where L = 0. 35 and T = 1. 075s per cycle g = g = 11. 9ms-2 Lowest value for the gravitation acceleration using 0. 30m pendulum is; L = 0. 30m – 0. 05m = 0. 25m T = 10. 8s + 0. 05 =10. 85s per 10 cycles g = where L = 0. 25 and T = 1. 085s per cycle g = g = 8. 4ms-2 0. 60m Pendulum Since T = 15. 7 and L = 0. 60, the uncertainty for T = 15. 7s  ± 0. 05s and L = 0. 6m  ± 0. 05m Highest value for the gravitation acceleration using 0. 60m pendulum is; L = 0. 60m + 0. 05m = 0. 65m T = 15. 7s – 0. 05 =15. 65s per 10 cycles g = where L = 0. 65 and T = 1. 565s per cycle g = g = 10. 5ms-2 Lowest value for the gravitation acceleration using 0. 60m pendulum is; L = 0. 60m – 0. 05m = 0. 55m T = 15. 7s + 0. 05 =15. 75s per 10 cycles g = where L = 0. 25 and T = 1. 575s per cycle g = g = 8. 8ms-2 0. 90m Pendulum Since T = 19. 0 and L = 0. 9, the uncertainty for T = 19. 0s  ± 0. 05s and L = 0. 90m  ± 0. 05m Highest value for the gravitation acceleration using 0. 90m pendulum is; L = 0. 90m + 0. 05m = 0. 95m T = 19. 0s – 0. 05 =18. 95s per 10 cycles g = where L = 0. 95 and T = 1. 895s per cycle g = g = 10. 4ms-2 Lowest value for the gravitation acceleration using 0. 90m pendulum is; L = 0. 90m – 0. 05m = 0. 85m T = 19. 0s + 0. 05 =19. 05s per 10 cycles g = where L = 0. 85 and T = 1. 905s per cycle g = g = 8. 2ms-2 Discussion Theoretically the acceleration due to gravitation on earth is 9. 8ms-2. From results, it is shown that when a 0. 30m and 0. 60m pendulum was used, its gravitational pull is calculated to be 10. 2ms-2 and 9. 6ms-2. Consequently there is a percentage error of 4% and 2% respectively. Since the percentage error is less than 10%, the values are considered acceptable, however when the 0. 90m pendulum was used, its gravitational pull was 9. 8ms-2, which is the same value as the value of the theoretical acceleration due to gravitation on Earth. Within the experiment, the amplitude of the displacement is kept under 7 ° at 5 °for all pendulum measurements. Due to this the motion of the pendulum is closely related to the simple harmonic motion (Houston 2012), hence the restoring force of when the object swings back to the original position is directly proportional to the displacement of 5 °. Due to this the pendulum will continue to swing back to the original launch position (Houston 2012), however factors that affects it are the length of the pendulum and the acceleration due to gravity. This controlled factor increases the reliability and accuracy of the results as if the displacement is above 7 ° then when the pendulum swings, there would be no restoring force, hence there would be less of a chance for the pendulum to return to the original position, and this will affect the cycle time. Nevertheless, uncertainties were calculated for all measurements of the pendulum. For the 0. 30m pendulum, it was calculated from the results that the lowest uncertainty for the acceleration due to gravitation is 8. 4ms-2 and highest is 11. 9ms-2. The acceleration due to gravitation from using the time from the three trials is within the range of 8. 4ms-2 and 11. 9ms-2. This is also the same for the 0. 6m pendulum where its highest acceleration is 10. 5ms-2 and lowest is 8. 8ms-2, and 0. 9m where its highest acceleration is 10. 4ms-2 and lowest is 8. 2ms-2. Though there were some errors presented as the acceleration from the 0. 30m pendulum and 0. 60m pendulum did not correspond with Earth’s actual gravitational acceleration. One of the errors is believed to be parallax error, which is caused by the difficulty to determine exactly when the pendulum returned to the original launch position after a full oscillation. This error could have either increased or reduced the time recorded for the pendulum to oscillate. Thus, by increasing or decreasing the time, it affected the calculation for the acceleration due to gravity for each individual and average measurement. To improve the experiment, a longer pendulum is to be used. This lessens the chance of parallax error; hence the oscillation time recorded and lessens the chance of random error, which also increases the precision of the data. A longer pendulum would cause the time it takes for a pendulum to cycle to be longer as time is proportional to the square root of length. A longer cycle makes it less difficult to record exactly when the pendulum return to its original launch position Conclusion The acceleration due to gravitation was determined to be 10. 2ms-2, 9. 6ms-2 and 9. 8ms-2 for the pendulum measurements of 0. 30m, 0. 60m and 0. 90m. This shows that the aim f the experiment was achieved through the conduction of the experiment. Though, the theoretical acceleration due to gravitation on Earth is determined to be 9. 8ms-2, in which it was found that by using the 0. 90m, the exact value could be calculated. However there were some errors involved such as the parallax error, but within all trials, the acceleration due to gravity of each individual was within the highest and lowest uncertainty range. An improvement was suggested in regards to the errors and that was to use a longer pendulum to reduce the pendulum cycle time. Overall the experiment was followed according to the method, and the result obtained had a percentage error less than 10%, hence the results are considered acceptable. References Ashbacher, C 2002, ‘Sir Isaac Newton: The Gravity of Genius’, Mathematics & Computer Education, vol.36, no. 3, pp. 302-310, viewed 5 September, via Education Research Complete Houston, K 2012, ‘The Simple Pendulum’, College Physics, vol. 1, no. 1, pp. 1-4, viewed 5 September, Appendix Diagram 1. 1 Experiment Set Up Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Forces and Motion section. 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Women and Food Security

There is a strong link between food security, good nutrition and gender. A gender approach to food security can enable shifts in gender power relations and assure that all people, re-gardless of gender, benefit from, and are em-powered by development policies and practices to improve food security and nutrition. This brief gives an overview on why and how to consider gender aspects in both short-term humanitarian assistance and long-term development coopera-tion that address food security. Every woman, man and child has the right to ade-quate food. In far too many cases, women and girls are overrepresented among those who are food-insecure, partly because women often are denied basic human rights such as the right to own property, to find decent work, and to have an education and good health. People's overall access to food relies to a great extent on the work of rural women. Women comprise, in average, 43 percent of the agricultural labour force in developing countries.1 Hence, securing women's human rights is a key strategy in assuring food security for all. Women are involved in a variety of agricultural operations such as crops, livestock and fish farming. They produce food and cash crops at subsistence and commercial levels. At community level women undertake a range of activities that support natural resource management and agricultur-al development, such as soil and water conservation, afforestation and crop domestication. Women often have 1 FAO 2011 (see references under â€Å"Further reading†). unique perspectives on, as well as understanding of local biodiversity importance for the development of adapted and improved varieties. Also for dietary diversity women have a decisive role. Poor households headed by women often succeed in providing more nutritional food for their children than those headed by men. There is a strong correlation between a higher level of gender equality and lower level of child mortality. Cultural traditions and social structures often mean that women are more affect-ed by hunger and poverty than men even though women, and in particular expectant and nursing mothers, often need special or increased intake of food. And too often, child hunger is inherited: a mother who is stunted or underweight due to an inadequate diet often give birth to low birth weight children. The critical link between women's social status and nutrition The wide differences in women's nutrition among coun-tries that have similar income levels indicate that some-thing other than income affects women's nutrition. Re-search indicates that cultural norms about eating and women's low social status often affect women's diets. In 2003, India and Bolivia had similar gross national in-comes, but 36 percent of Indian women were under-weight, compared with only 1 percent of Bolivian women.3 2 ADB 2013. 3 Ransom, E. ; Elder, L. (2003) Nutrition of Women and Adolescent Girls: Why It Matters. Population Reference Bureau. [ BRIEF ] Women and Food Security Women face numerous obstacles to access productive inputs, assets to land and services required for rural livelihoods. These include access to fertilizers, livestock, mechanical equipment, improved seed varieties, exten-sion services, agricultural education and credit. Women receive for example only 5 percent of agricultural exten-sion services worldwide. As rural women often spend a large amount of their time on additional household obli-gations they have less time to spend on food production or other income opportunities. Women also have less access to markets than men which hamper their opportu-nities to earn an income even further, and thus their pos-sibilities to be able to buy food. With fewer assets and heavier burdens, women are more vulnerable to shocks and less well positioned to respond to e.g. the effects of climate change or other rapid changes in the environ-ment. Social and economic inequalities between men and women result in less food being produced, less income being earned, and higher levels of poverty and food inse-curity. If women farmers had the same access to re-sources as men, the agricultural yield could increase by 20 to 30 percent. This could raise total agricultural output in developing countries by 2.5 percent, which could re-duce the number of hungry people in the world by 12 to 17 percent. Another emerging challenge in food security and nutri-tion that needs to be addressed is to enhance women and men's resilience to climate change; e.g. by diversified production as well as strengthened capacity to respond to challenges related to climate change, building on the different needs and coping mechanisms of women, men, boys and girls. Disasters, especially droughts, and emergency situa-tions are the most common causes of food shortages in the world (WFP). In humanitarian contexts discrimina-tion of women and girls may be reinforced, and the oc-currence of domestic violence increase during times of food scarcity. Because of women's specific roles and experiences in food production and preparation, it is crucial to include them in emergency-related food securi-ty planning and decision making as potential change agents and decision makers, rather than as the â€Å"victims† they often are portrayed to be. Gender dynamics within households must be taken into account in situations of displacement when food aid and other relief items are distributed. This includes men's and 4 UNDP 2012. 5 FAO 2012. women's ability to access and equitably distribute relief items within households. Humanitarian interventions that radically alter gender roles, for example by giving women greater control over water and food distribution, may impact power dynamics negatively and can also lead to increased gender-based violence. The four dimension of food security from a gender perspective Availability. Inequalities in ownership of, access to and control of livelihoods assets negatively affect women's food production and food security. Tenure insecurity for women results in lower investment and potential envi-ronmental degradation. It compromises future production potential and increases food insecurity and reduces women ´s income and the availability of food. Stability. Differences in risk and vulnerability between men and women can affect the stability of their food security in different ways. During times of crisis, women and girls are often forced to reduce their intake in (fa-vour?) of other household members. In cases of crop failure or natural disasters, cultural traditions make it easier for men to leave their farm in search for employ-ment elsewhere, leaving women behind to struggle for feeding their families and making ends meet. Utilization. Women ´s role in food utilization for food security is perhaps the most critical and outweighs the importance of their role in food production and how they spend the income they earn. Women are typically re-sponsible for food preparation and thus are crucial to the dietary diversity of their households. Access. Access to food within the household is deter-mined by cultural practices and power relationships within the family. Although food may be available, adequate amounts to maintain nutritional intake may not necessari-ly be as accessible to women compared to men. Source: FAO (2013): Gender and climate change research in agriculture and food security for rural development. Food security and agricultural programmes can strength-en human rights and be more effective if they also tackle the constraints around women's access to resources. This is done through addressing the issue of unequal gender roles, responsibilities and workloads. To acknowledge women's role in food security, contributions are needed at all levels in a variety of result areas. Entry points for Sida can be identified within the following areas: Women's right to food ? Assure women's human rights including the rights to education, knowledge and employment and women's equal rights to land, water and other resources that are necessary for raising the productivity of their agricul-tural activity, food and nutrition security. Promote women's productive activities by providing trainings, credit and access to improved and appropriate technology to reduce their work load. ? Ensure that women are empowered and trained to exercise their rights and take active participation in decision-making bodies. ? Mother-and-child health and nutrition programmes can break gender barriers in childcare by including men and boys in nutrition and health education activities. Women's access to land? Contribute to the reforming of laws on tenure, land distribution, land reform and family law, including marital and inheritance laws, to become gender equal. ? Support education and capacity building for govern-ment officials, legislators, and local land officials on gender equality in access to land and property rights. ? Advocate the creation of mechanisms to monitor the enforcement of policies, targets and laws on women's access and rights to land. ? Promote women's access and rights to land in custom-ary law e.g. by supporting women's participation in bodies responsible for interpreting customary law. ? Support awareness-raising and access to information among women regarding land rights, including infor-mation about complaints mechanisms. Women's equal participation in labour markets ? Support government legislation that guarantees equita-ble employment conditions that protect workers in both formal and informal employment. ? Extend the coverage of social protection to all catego-ries of rural workers and ensure that they incorporate women's special needs. ? Support policies and investments in labour-saving technologies and support public investments that make it easier for women to participate in the labour market. ? Intensify the provision of better-quality education and vocational training for women. Policy processes and frameworks ? â€Å"The right to adequate food†: 1966 International Covenant on Economic, Social and Cultural Rights ? Women's specific role for rural development: 1979 Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), (Article 14) ? Special attention to the gender gap in nutrition: 1992 The Global Plan of Action on Nutrition of the In-ternational Conference on Nutrition ? Highlight the close interlinkages between gender equality and women's empowerment: 1992 the Mil-lennium Development Goals (MDGs) ? Emphasize the specific role that women play in food security: 2004 The Voluntary Guidelines to sup-port Member States' efforts to achieve the progressive realization of the right to adequate food in the context of national food security ? Highlights full and equal participation of men and women for achieving sustainable food security: 2006 World Summit on Food Security and The World Food Summit Plan of Action (e.g. 16, 1.3) ? Gender issues in food security and nutrition: 2012 The First Version of the Global Strategic Framework for Food Security and Nutrition GSF ? Women's empowerment & equality of opportunity: 2012 UN Secretary General â€Å"Zero hunger Challenge† ? The importance of empowering rural women as critical agents: 2012 Rio +20 Outcome Document ? Food insecurity indicator allowing disparities in food access based on e.g. gender: 2013 FAO's Voices of the Hungry ? Support women's engagement in producer organisa-tions, cooperatives, labour unions, outgrow schemes etc. to strengthen women's voice and decision-making power. ? Support women's groups and other forms of collective action that builds relations and networks addressing gender gaps by reducing transaction costs, pooling risks, developing skills and building confidence. Women's access to financial services ? Improve financial systems and services, e.g. loans and insurances, to respond to the needs and constraints of women producers and entrepreneurs. ? Ensure that women are being consulted and included in discussions, decision-making, planning and provi-sion of financial services. Support financial institutions, governments and NGOs to offer financial literacy training to ensure that wom-en can make informed financial decisions. ? Promote technological innovations, such as prepaid cards and mobile phone plans for making loan pay-ments and transfer cash, to facilitate for women to gain access to capital. Women's access to technology ? Promote productivity enhancing agricultural tech-niques, including machines and tools, improved plant varieties and animal breeds, fertilizers, pest control measures and management techniques that address women ´s needs. ? Invest in labour-saving and productivity enhancing technologies and infrastructure, e.g. water sources in villages, fuel efficient stoves, and roads, to free wom-en ´s time for more productive activities. Promote women's training on farming adaptation techniques such as rainwater harvesting and agrofor-estry, and on agricultural diversification to increase their resilience. ? Promote extension services that are more gender-responsive, i.e. considering all the roles of women and are closely linked to women's activities. Support participatory gender-inclusive research and technology development programmes. Example of indicators ? Share of population (women/men) in targeted areas suffering from starvation (impact level indicator, measures effect on target group) ? Proportion of population (women/men/girls/boys) below minimum level of dietary energy consump-tion (impact level indicator, measures effect on target group) ? A monitoring system providing food-security data disaggregated by sex, geographic location (or oth-er as relevant in the specific context) in use (out-come level indicator, measures capacity development) ? Share of women and men using agricultural exten-sion services (output level indicator, measures ca-pacity development) Gender mainstreaming in humanitarian assis-tance ? Collect sex-disaggregated data for planning, imple-mentation and evaluation of food aid. Ensure that women and men take part equally in deci-sion-making, planning, implementation and manage-ment of food aid programmes. ? Design services to reduce women ´s and children's time spent getting to, and from food distribution points. ? Ensure that women's access to services is routinely monitored through observations and discussions with affected communities. Asian Development Bank (2013) & FAO (2013): Gen-der Equality and Food Security – Women's empower-ment as a tool against hunger, FAO (2013): Training Guide: Gender and climate change research in agriculture and food security FAO (2012): Global Strategic Framework for Food Se-curity and Nutrition FAO (2011): The state of Food and Agriculture – Wom-en in agriculture Gender in agriculture: Platform for knowledge sharing Global Gender ; Climate Alliance and UNDP (2012): Gender, agriculture and food security IFAD, FAO ; WB (2009): Gender in Agriculture Sourcebook IFPRI, 2012 Global Food Policy Report, chapter 4: Closing the Gender Gap IASC (2006): Gender Handbook in Humanitarian Action World Bank (2012): World Development Report on Gender Equality and Development World Food Program: Causes to hunger ; the Zero Hunger Challenge UN Human Rights Council (2010): HRC's Advisory Committee on discrimination in the context of the right to food

Applied Psychological Perspectives Essay

The psychodynamic approach was associated with a man called Sigmund Freud, this man believed that the brain was split into 3 parts, just like an ice-burg. At the tip of the ice burg where everybody can see, is the â€Å"Conscious† part of the brain, this holds thoughts and perceptions. The â€Å"Pre Conscious† level is where memories, feelings and past experiences are locked up in our mind but often let out, this holds memories and easily accessed knowledge. The unconscious level is where everything is under the surface and you would never dare to tell anyone other than yourself, this holds unacceptable sexual desires, irrational fears, violent urges, irrational fears, selfish needs and immoral urges. Freud believed that throughout life all of these levels are shown, and sometimes when we say something that we might never thought we would say, that is our unconscious level showing. Freud also said that the early experiences in life were the ones that made you who you were as an adult. If there is struggle throughout certain stages during your early life then this could result to an individual becoming stuck and could result in difficulties of personality traits which may explain some ones behaviour in later life. It is important to recognise that we may not be able to understand behaviours as the individual may not understand themselves what is causing their certain behaviour, the â€Å"psychodynamic therapy† helps to make a person examine unresolved conflicts and symptoms that arise from past relationships and try to find the need and desire to be angry. The therapy usually lasts around 2 years as the therapy is a goal to change an aspect or someone’s identity or personality to resolve when the person was â€Å"stuck† in their childhood stages of development. The advantages of the psychodynamic approach is that it focuses on the cause of the problem rather then just given medicine and treating the symptoms of the patient, it focuses on the real problem that the patient has. It also builds a trusting relationship between a people, for example if someone had psychodynamic counselling the counsellor would make a trusting relationship with the person first, and this may make the person want to â€Å"open up† and discuss certain problems that they are having, this therefore is another advantage. The disadvantages of the approach is that the treatment for the approach can take many years to â€Å"fix† the problem and sometimes it may not possibly work. Also some people may find it harder to â€Å"open up† then others so again it can be very time consuming and at times difficult to try and solve a problem when you don’t know what the problem is. The humanistic approach looks at human experience from the viewpoint of the individual, it focuses on the belief that we are all capable of making choices. Abraham Maslow came up with â€Å"hierarchy of needs† this is a pyramid that involves things that we need to because our â€Å"self actualisation† which is the best that we can be. It starts with basic needs, then safety and security needs, love and emotion needs and then self esteem needs. We have self esteem which is how valuable we feel, the amount of esteem we provide ourselves with. Self-concept is the way in what we see ourselves, and self actualisation is being the best that we can be and achieving full potential. The humanistic approach would usually use treatments such as counselling but base it on something called â€Å"unconditional positive regard† this is to help an individual develop a more positive sense of self. This way, the person over time sees themselves as worthy. This approach would be good for aggression and addiction as it is helping the person to realise that they are worth something and could potentially help stop aggression and addiction. An advantage of the humanistic approach is that it looks at the person as a whole to try and resolve their problem by looking at them as a whole. The humanistic approach provides the foundations and uses active listening and helps in forming a relationship between 2 people. It in itself can enable self actualisation by using the core values (empathy, warmth, attentiveness, unconditional positive regard and genuineness) but other approaches such as CBT would speed up the process, therefore it in itself helps someone to have self esteem etc. The disadvantage of this approach is that there has not been that much evidence of success. Also, the humanistic approach says that each student has their own â€Å"learning style† and the teacher should use this learning style for each independent person, however these learning styles and their evaluations tend to be very unorganised and unwieldy. The social learning approach believes that our behaviour is taught. According to the social learning theory, role models are very important. For example, if we watch someone that we love behaving in a particular way, we are more likely to feel that we have to act like the person is acting. Although this is just an example of what can change our behaviour, groups of people may also change our behaviour but also culture and society could change our behaviour, for example values, norms, language, customs and practices of groups. Also the role that we are in may change our behaviour because of the people around us. This theory therefore is good as the treatment provides positive role models for people that may have got caught up in bad role models, which is why I have chosen it for aggression and addiction, as if you surround these people with good role models they may believe to start believing them selves and come off their addiction and stop being so angry. The advantages of social learning is that it looks at the behaviour of someone as being â€Å"taught† this includes; shyness, optimism, confidence etc. The social learning approach looks at peoples behaviour in detail and this really helps us to understand why people act in the way that they do, so it is helpful as it explains why and where these behaviours have been learnt from (trace its origin). The disadvantages are that it is quite time consuming and does not always cure certain behaviours or illnesses, it also tries to face certain things to overcome their certain behaviour, for example take a person addicted to alcohol, they would give someone alcohol but mix it with a drug which, when mixed with alcohol would lead to sickness, making the person not want to consume alcohol again – but it can be very stressful for that individual and it is also very dangerous. Also not everyone copies someone else’s behaviour so having a good role model not might make a difference, and a person with anger may get angrier by having a happy, bubbly person around them all of the time. The biological approach says that a child is born with a set of genetic instructions passed down from its parents. Cognitive, physical and other development processes unfold over time. It is nothing to do with the environment that we live in. I have particularly chosen the biological approach for â€Å"addiction† as I believe that a lot of people that have been addicted (mostly to drugs and alcohol) usually need medicine to just help them slowly come off of their addiction as well as having over therapies along side. For example, a person that is taking heroin would take the biological approach and be given â€Å"methadone† this is a drug that slowly is introduced to someone that is addicted to heroin and they slowly come off of the heroin and start to take the methadone on its own. I think the biological approach is very helpful in some cases but along side with other approaches. An advantage of the biological approach is that is makes use of scientific and experimental procedures in its investigations and it also strongly supports the nature-nurture debate. The disadvantages is that it doesn’t look so much at how the environment and socialisation affects behaviour and life factors. It believes that everything is to do with the way our genes are and the environment etc will not affect this – we are who we are when we are born and this maps out how we are going to be for the future.

Test the heart rate of a number of pupils while they were taking part in a `stepping activity`

Aims: To arrange pupils who took part in the exercise in order of fitness level. I will look at who is the fittest and see why, and also see if there are different fitness levels between girls and boys within the group. Method: The information that I have been given is that eight pupils, four of each sex took part in a stepping activity, their height and weight were recorded, the heart rate of all pupils before the activity, the heart rate of all pupils at regular intervals during the activity and the heart rate of all pupils 10 and 20 minutes after the activity. The way in which the pupils who carried out the investigation took the measure of heart rate was in the following way; each pupil in turn was connected to a BBC heart rate monitor and then asked to step up and down for ten minutes. Their heart rate was taken every 2 minutes. The pupils were then asked to rest. Their heart rate was taken again 10 and 20 minutes after the exercise had been completed. Background Information: There are many measures of fitness. For example the volume of blood, this is very important. The red blood cells contain the haemoglobin that reacts with oxygen. There are about 5.5 million red blood cells in each cubic cm of blood in a healthy adult. So the larger the volume of blood, the more oxygen is transported in a minute. So it is vital to have the requested amount of blood as that oxygenated blood which contains the oxyhaemoglobin, is that one that transports the oxygen to the cells, in this case the muscles exerting the force will be in most need to oxygen. Another thing that will affect the efficiency of the pupils in the exercise is how big the lungs are. If the lungs were big, they would have a large volume of air because the diaphragm and external intercostals muscles are larger and therefore create a larger volume when they contract; this is advantageous since they supply the increasing amount of oxygen to the blood passing through. When a person exercises, the level of carbon dioxide in blood increases and this is toxic. This increase in the level of carbon dioxide in the blood is detected by the chemoreceptors, which send messages to the medulla oblongata, which in turn sends messages via the nerve fibers to the intercostals muscles, and diaphragm making them allow larger volumes of air in and because of that breathing rate increases. So the bigger the lungs, the more carbon dioxide they can take out from the carboxyhaemoglobin as they inhale. Until this point its all aerobic respiration but when it gets to the point when the heart can't cope with the increasing demand for oxygen, the muscles will not get enough oxygen to react with glucose to create the energy to make adenosine triphosphate (ATP) which is then used as an `energy currency` to `pay` for these changes in a cell which require energy, the cells start to break down what it can from the glucose to create little energy without the presence of oxygen, this is called anaerobic respiration as it doesn't need oxygen and doesn't produce carbon dioxide and water but instead Lactic acid. So no matter how fast you breathe or how fast your heartbeats, your body cannot obtain enough oxygen from aerobic respiration to supply all its energy needs. So although your muscles will get the energy they need, this lactic acid will start to collect in the muscles, which changes the blood pH, which also makes your muscles ache. So at the end of the exercise, the heart would have reached its limit in some pupils. The limit is when the heart is pumping as fast as it can and all the oxygen in the arterioles is taken and most of carbon dioxide is given to the venules. Within a minute, there will be too much of this acid that your muscles stop working altogether. So build up of lactic acid affects performance. You then will be breathing deeply after the exercise to repay the oxygen debt, which is the amount of oxygen needed to get rid of the acid. The heart is a muscular organ, so the cardiac tissue develops more strength with increased use so therefore when someone exercises that will make the heart more efficient and increases its size. So when the muscle develops the heart will pump more blood in each beat. This means that the heart can beat less frequently and still pump the same amount of blood. So the stronger the heart the fitter the person is. Now I am going to represent the information that I have been given in a series of graphs and charts so that I can analyze them and evaluate the procedure. Analysis: Graph number 1 shows the heart rate of all the pupils before, during and after the activity. A resting pulse is the pulse that you have when you are relaxing and not doing any exercise and doing your normal body functions. So when you compare the resting pulse of the pupils you notice a difference, this is because some pupils have stronger hearts. So low heart rate indicates strong cardiac muscles, which may be inferred that person is physically fit. Graph number 3 shows that the boy's average heart rate is higher than the girls; therefore I can assume that the heart muscle of the girls is stronger within this sample. During the exercise phase all the pupils' heart rate goes up because there is a greater demand for energy, which is met when the heart supplies blood carrying oxygen and glucose necessary for respiration. Due to the strengths of the hearts, some of the pupils are only able to sustain the effort for only a short period of time and others for longer. The heart rate goes down after the pupils stop exercising because there is a less demand for oxygen in the muscles, and so the heart is able to cope with that easily and therefore it doesn't need to beat as frequent. You do realize that at the 10th minute the exercise is over, after the 10th minute, the graph shows the recovery time of all pupils. The recovery time is the time a pupil takes to recover from the end of the exercise to return back to the resting pulse. I have drawn a separate graph for the recovery time, as this time is an important sign of fitness. The shorter the time the fitter the person is because the person hasn't got much of oxygen to pay back to get rid of the lactic acid. This shows that hisher heart copes well with the increasing demand for oxygen. From graph number 2 you can see that Anne and Daljit have the shortest recovery time, which is also identical i.e. 20 minutes, the longest recovery time is Jane's which was 30 minutes long. So she took a while to repay the oxygen debt, her heart is not strong as the others, because it needed to keep pumping frequently to get the required amount of oxygen to where its wanted. Also the bar chart shows that the boy's recovery time is slightly higher than the girls' recovery time. The boys have an average of 19.5 and the girls have an average of 21.5. These averages are not accurate because we have not been given accurate information, as the pupils who took these measures, didn't take them at narrow time intervals. So looking at these averages in addition graph number 3 showing pulse rate of boys verses girls which tells us that girls in this group have stronger cardiac muscles than boys for this sample. Summary: I conclude that Anne is the fittest pupil for a number of reasons. Anne has the lowest resting pulse and during the exercise her pulse rate stays the lowest, which means that she has got strong cardiac muscles, she has a very fast recovery time, which shows she is fit, and she is also physically fit because she has strong leg muscles. For the same reasons I will place the others in order of fitness level being the fittest at the top: 1. Anne 2. Daljit 3. Rhona 4. Marj 5. Jane 6. Sean 7. Aaron 8. Stan Evaluation: I am going to evaluate the experiment in the following way: the aim of the experiment is to find out who is the fittest and if there was any difference in fitness levels between boys and girls, but this experiment only experiments the stamina, and fitness involves all the S-factors which are strength, speed, stamina and suppleness. So they must cover the other three aspects. For strength they could have done some press ups. For speed they could have done a race. For suppleness they could have told the pupils to stretch themselves as much as they can. They also could have taken the pulse of the pupils at intervals of 2 all the way through the exercise till the pulse returns to the resting pulse instead of taking the pulse at intervals of 10 after the tenth minute. This way it would be easier to work the recovery time and the time would be more accurate. Also the sample size was not enough to support any conclusion that any sex is fitter than the other, therefore I would use a sample of at least 30 pupils of each sex. They should have got some more background information about the pupils and their health status. They could have done the exercise twice so the results are more reliable. The pulses taken were accurate because they connected the pupils to a BBC heart rate monitor. While some of the pulse rates appear to be anomalous, we can be sure of their accuracy due to the way they were recorded. Our interpretation of these is skewed as we have only 2 other data points to consider. These are discrete measurements determined by a wide range of continuous variables. On basing our conclusions upon these points we have to remember the underlying determining variation and that these factors have an influence on pulse rate.

Me Imperturbe- Walt Whitman Essay

The word imperturbe means care-free. The title of the poem, Me Imperturbe, means I am carefree. The poem starts off with Walt standing out in nature. As Walt stands out in nature he feels as if he is the master of everything and still has confidence even as the world is in turmoil. These things inspire him to find peace, the will to do things, and silence. When he is out in Nature, things such as â€Å"occupation, poverty, notoriety, foibles, crimes† (line 4) are not as important as they are made out to be. Walt wants to be on a permanent vacation, â€Å"Me toward the Mexican sea, or in the Mannahatta or the Tennessee†( line 6) are some of the places that he wants to be. If he wanted to become â€Å"A river man, or a man of the woods or any farm-life of these† (line 8) then he would do it. He could live in the â€Å"States or of the coast, or the lakes or Kanada† (line 9). Walt is saying that wherever he lives, he always has a backup plan and is going to t ake things as they come. In this poem, Walt wants to live prehistoric out in nature and feels as if this is the best way to do it. He wants to live his life the way he wants to live it and not follow society’s way of how someone is supposed to live. This makes sense coming from Whitman, because he is sort of rebellious in the way he does things and writes poetry. People are always worried about their job, or their fame, hardships in someone’s life is not as important as they are made out to be. Whitman is saying that we cannot simply follow the rules to enjoy life. Sometimes, one has to do things to make themselves happy. No matter how famous or rich someone is, if they do not enjoy what they are doing then there is not a driving force in living. Overall, Walt is saying that if it is not something one enjoys, then do not do it. Do what is going to bring one the most happiness. Me imperturbe has no consistent rhyme scheme or meter, so this poem is written in free verse. This poem’s main theme is to live your life the way you want it to be lived, and how you are living is always changing. With the application of free verse, it follows the poems main theme. Whitman uses repetition in this poem as well. The word â€Å"Me† is used at the beginning of lines 1, 6, and 10; which indicates that he is doing what brings him happiness. Also, throughout this poem, Whitman uses Cadence. While reading this poem, the reader feels as if Whitman is speaking directly to them, for example â€Å"O to be self-balanced for contingencies† (line 10). The letter â€Å"O† indicates that Whitman is speaking to the reader. Whitman also incorporates catalog. For example, â€Å"Finding my occupation, poverty, notoriety, foibles, crimes† (line 4). It is also used to conclude the poem, â€Å"To confront night, storms, hunger, ridicule, accidents, rebuffs† (line 12). Whitman uses diction to get his point across. He applies a lot of descriptive words to describe his love of freedom as opposed to conformity. Words such as â€Å"passive, receptive† (line 3) imply that being free is peaceful and things such as ones job, financial situation, or problems are less important than being free.